Academic literature on the topic 'Teenagers' writings, English'
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Journal articles on the topic "Teenagers' writings, English"
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Mulyani, Wahyu, Sarujin Sarujin, and Ari Cahya Puspitaningrum. "BAHASA GAUL SEBAGAI MEDIA KOMUNIKASI BUDAYA DI ZAMAN MILENIAL." SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 23, no. 2 (July 18, 2022): 168. http://dx.doi.org/10.19184/semiotika.v23i2.30212.
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This study aims to discuss (1) adolescent slang in the form of abbreviations in the WhatsApp(WA) group of national-level short story writing competitions, (2) youth slang in the form ofwords in the WA group, and (3) slang as a medium of cultural communication in the millennialera. The research method uses qualitative methods. The research data were taken from two WAgroups in the national-level short story writing competition. Data collection techniques usinglistening and tapping techniques. The time used for data collection is half a year, from July2021 to December 2021. The results show ten forms of abbreviations and fifteen forms ofwords. Ten forms of abbreviations used by teenagers in chatting in the WA group of nationallevel
short story writing competitions have variety, including abbreviations in English andIndonesian. The fifteen-word forms used by teenagers in chatting in the group also varied; ninewords came from English, six words came from Indonesian, there were variations inIndonesian words whose spellings were reversed (from the middle and behind), and There weretwo Jakarta dialect words. These findings represent adolescent self-identity. Communicationin the form of chatting is a youth culture, so there is a national-level short story writingcompetition in the WA group, which feels that teenagers tend to use slang. The number ofEnglish teenagers use in cultural communication shows that they want to be seen as modernand cool. By being looked at like that, teenagers feel happy and proud because they feel theyare not out of date. The findings from the study show that millennial youth have creativity incommunicating through abbreviations and variations of English to represent the context ofcontemporary culture that is modern, cool, and proud.
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Safonova, Victoria V. "Creative Writing as Part and Parcel of Developing Communicative & Intellectual FL Learners’ Powers." European Journal of Social Science Education and Research 5, no. 1 (April 1, 2018): 130–41. http://dx.doi.org/10.2478/ejser-2018-0014.
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Abstract For many years in ELT methodology the questions of teaching writing in ELT coursebooks have been given much attention in terms of its nature, differences between written and spoken speech, ELT objectives and approaches to teaching writing, types of writing genres, writing assessment. But one rather neglected area in that regard is a graded teaching of creative writing to FL learners. The fifteen-year experience with organizing language-and-culture competitions launched by the Research Centre “Euroschool” for foreign language /FL/ students across Russia have proved that even intermediate FL learners, not to speak about advanced students are quite capable of writing in a FL: a) poems and songs expressing their ideas about teenagers’ lifestyle & visions of contemporary world; b) short stories describing family and school life experiences of their own or their peers; c) essays based on their comparative study of native and foreign cultures; d) presentations of Russian culture & other cultures of the Russian Federation in an English environment while being on exchange visits; e) translations of English poetry, short stories, excerpts from humours books, stripes of comics. The paper compares teaching creative writing in Russian and English, discusses the questions arisen from the outcomes of the language-and-culture competitions, arguing that effective teaching of creative writing presupposes: 1) teaching a FL in the context of the dialogue of cultures and civilizations, 2) introducing creative writing into a FL curriculum, 3) designing a package of thought-provoking teaching materials aiming at developing communicative, intellectual & mediating learners’ powers, 4) applying appropriate assessment scales for observing the dynamics of learners’ development as creative writers, 5) marrying students’ bilingual and crosscultural/ pluricultural classroom activities stimulating their participation in language-and-culture competitions.
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Et. al., Asma Kashif Shahzad,. "Convergence of SMS language in Formal Writing by ESL Learners at Higher Secondary Level." Psychology and Education Journal 58, no. 3 (May 12, 2021): 3190–98. http://dx.doi.org/10.17762/pae.v58i3.4453.
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The acquaintance of teenagers with the advent of time-economical and an advancedinteraction mode has threatened the English language's standard form.This research explores the phenomenon of mixing SMS language in ESL learners' writing skills regarding the choices of lexical and morpho-syntactic items and the presence and absence of SMS features at higher secondary level in Bahawalpur.Two questionnaires have been administered to collect data for quantitative analysis. The data has been collected from 80 ESL learners and 50 ESL teachersat the Intermediate level in private and government colleges sectors in Bahawalpur. Content analysis of 15-20 recently sent SMS has been conducted through text dictionaryof 80 ESL learners.The study shows the violation of standard norms of the English language, i.e., contractions, vowel deletion, punctuation mistakes, use of letters and symbols observed in SMS, and written assignments collected from ESL learnersof both sectors. Although SMS has its radicaleffects in the form oflearners' negligence, carelessness, syntactic ignorance, and absence of teachers' guidance, teaching methodology, and educational context are also the cause of learners'inept written work.
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García Mayo, María del Pilar, and Udane Loidi Labandibar. "The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing." Annual Review of Applied Linguistics 37 (June 21, 2017): 110–27. http://dx.doi.org/10.1017/s0267190517000071.
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ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.
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Azmoon, Yasaman. "Dictogloss or Processing Instruction: Which Works Better on EFL Learners’ Writing Accuracy?" Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (March 25, 2021): 263–77. http://dx.doi.org/10.30827/portalin.v0i36.20909.
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Although many investigations have been carried out into the consequence of applying different approaches to teaching writing, there is still a lack of the empirical comparing research into two influential focus-on-form methods of generating writing accuracy. This study is therefore significant as it is the very first study that compares the relative effects of the two instructional interventions of dictogloss and processing instruction on EFL learners’ writing accuracy. To achieve the abovementioned aim, 56 teenage Iranian participants with elementary level English were homogenized and selected out of 90 learners at a language school, using the results of a piloted sample Key English Test (KET). These participants were randomly divided into two experimental groups with 28 participants in each to practice in one group dictogloss tasks and in the other processing instruction tasks after a pretest. A picture sequence writing task was administered as a posttest at the end of the treatments to both groups. Finally the mean scores of both groups on the posttest were compared through an independent samples t-test. The result rejected the null hypothesis demonstrating that dictogloss could significantly motivate the participants who outperformed the processing instruction group regarding their writing accuracy.
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SyGaco, Sonia B. "The Shift of the First Language During Migration." Asian Journal of Interdisciplinary Research 5, no. 1 (March 30, 2022): 26–34. http://dx.doi.org/10.54392/ajir2214.
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Nine teenage Filipino-Germans were challenged to learn two languages when they moved to Dumaguete City, Philippines. These German native speakers were born in Germany and migrated to the Philippines with their German fathers and Filipino mothers. In this new environment, they have been exposed to communicating in Cebuano, the dominant language, and develop their listening, speaking, reading, and writing English skills in school. The Can-do Scale test of Keijzer (2007) demonstrates their ability to learn a second language, with all responders willing to read, speak, and write in Cebuano and English. Short-term Filipino-Germans (who stayed in the Philippines for less than five years) prefer to listen to German on the radio or television, while long-term respondents (those who lived in the Philippines for more than five years) with dwindling German vocabulary favor listening to Cebuano and English. The study concludes that German respondents have gradually acquired Cebuano and English through time. The long-term migrants have forgotten their first language, as seen in their reading, speaking and writing skills. In contrast, the short-term migrants are still proficient in their first language despite the competition of the other two languages.
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Gallardo-Montes, Carmen del Pilar, María Jesús Caurcel Cara, Emilio Crisol Moya, and Sonia Jarque Fernández. "Assessment of Apps Aimed at Developing Basic Instrumental Skills in Autistic Children and Teenagers." Mathematics 9, no. 9 (May 2, 2021): 1032. http://dx.doi.org/10.3390/math9091032.
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It is crucial for families and professionals to promote basic instrumental skills in children with autism, as these skills can help with comprehensive growth and development, and are a starting point in acquiring the essential tools needed for one to live an independent and successful life. These skills include oral language, reading, writing, and mathematics. Therefore, given that ICT and mobile applications (apps) are effective tools that offer suitable content, and are designed exclusively for people with this disorder, working on these skills with apps is an interesting option that is worthy of our attention. We analyzed 88 apps that focused on these skills, through a duly validated system of indicators, calculating frequencies, percentages, measures of central tendency and dispersion, and non-parametric contrast statistics. The app search was carried out in the Google Play Store, with the keyword “autism”, in English and in Spanish. Most of the apps focused on aspects linked to oral language and reading, but few were aimed at reading and mathematics. In addition to the apps’ lack of specialization in the last two skills, the vast majority did not specify the age group for which their content was intended.
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Soelistyowati, Diah. "Pembelajaran Bahasa Inggris Bagi Siswa Madrasah Ibtidaiyah Blora." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (December 20, 2022): 1896–907. http://dx.doi.org/10.36989/didaktik.v8i2.484.
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In the current era of globalization, learning a foreign language has become a necessity for everyone. Not only for adults, but for teenagers and children, the ability to speak foreign languages really supports them to understand other knowledge, especially those using foreign languages. Learning in the scope of public schools under the auspices of the Ministry of National Education and schools under the auspices of the Ministry of Religion such as Madrasah Ibtidaiyah and the like have differences both in the types of lessons in the curriculum and the standards of each of these subjects. For schools that are under the auspices of the department of religion such as Madrasah Ibtidaiyah and the like, the foreign language included in the national curriculum is generally Arabic. While English is usually included in the realm of local content. For the practice of learning these English teachers must develop their own learning implementation plans that have not been included in the national curriculum. Likewise, learning English at Madrasah Khozinatul Ulum Blora, Central Java. Foreign language teachers at there, both English and Arabic try to use learning methods and strategies that can attract the attention of their students. This study aims to describe foreign language learning for students of Madrasah Ibtidaiyah in Blora. The target is expected to increase knowledge about foreign language learning for children and expand knowledge about foreign language learning for students of Madrasah Ibtidaiyah. Data collection techniques were carried out by observing learning activities and written documents. The research steps consist of 1) design 2) data collection 3) data processing 4) conclusion drawing, and 5) report writing. The data collection stage includes data categorization activities, and data analysis. The report writing stage includes report writing activities and research results presentation. The results of this study are expected to add insight and expand knowledge about foreign language learning for students of Madrasah Ibtidaiyah.
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Wishnoebroto, Wishnoebroto. "How Communication Gadgets and Social Networking Activities can Influence The Attitude of Language Learners: A Case Study at Binus University." Humaniora 3, no. 1 (April 30, 2012): 88. http://dx.doi.org/10.21512/humaniora.v3i1.3238.
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After the invention of PC and the internet, smart phones and tablet PC are the common gadgets that can be easily found among people in Indonesia. Besides its advantages, these instruments change the way users communicating to the others. Preliminary observation suggests that students who used IT or communication gadgets have developed a different attitude compared to those who are not. In writing for example, many young students today tend to write using the keyboard rather than handwriting. From the writer’s point of view, it is believed that the characteristic of these communication gadgets has influenced the way most young teenagers act, talk, and behave. The result of analysis of this paper has provided a clearer picture on the effect of certain technology toward the behavior of some students and teachers at BINUS University. The data gathered through qualitative observation from English Department students and English teachers at BINUS University shows that the presence of communication gadgets and social networking activities has changed the attitude especially concerning to learning preference.
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Dwyer, Eric, and Mary Lou McCloskey. "Literacy, Teens, Refugees, and Soccer." Refuge: Canada's Journal on Refugees 29, no. 1 (October 18, 2013): 87–101. http://dx.doi.org/10.25071/1920-7336.37509.
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This study examined the literacy development of teenage refugee boys in a one-month intensive summer literacy camp. Th e study intervention sought to abate literacy regression among language minority students in a suburban southern US city by combining physical training and promotion of literacy culture. Students experienced an intensive schedule of athletics and reading/writing workshops. Data were collected regarding student writing, reading proficiency, and dispositions toward literacy practices. Outcomes included increased expressed student enjoyment expressed for both reading and writing, especially for the experience of older students reading to younger peers. In addition, data indicated that summer literacy regression was largely avoided. However, reading proficiency level assessments foreshadow obstacles for students in achieving timely high school graduation. Finally, means used by mainstream teachers of assessing the literacy of refugee students, especially compared to assessments of proficient English-speaking students, are critiqued.
Dissertations / Theses on the topic "Teenagers' writings, English"
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Peters, Elaine. "Holistic Evaluation of Peer Writings by Able and Less Able Readers in Eighth and Tenth Grades." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331667/.
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The purpose of this study was to examine the use of general impression scoring by teachers and students, and to compare the criteria used in evaluating student writings.
Subjects for the study were 40 eighth grade and tenth grade students of varying reading ability in regular English classes in a suburban school district.
Teachers and students evaluated two sets of writings in the narrative, classificatory and descriptive modes, generated by ninth grade students in regular English classes in the same school district. In addition, a comment, citing criteria upon which evaluation was based, was made on each writing.
The design for this study was an extended factorial analysis. A three way analysis of variance was computed for ability and grade for each level of quality of writing in each mode of discourse.
Six hypotheses were tested. Hypotheses one and two dealt with comparison of ratings by students who differed by ability and grade. No significant differences were found.
Hypotheses three and four dealt with interaction between grade, ability and mode of discourse. No significant interaction was found.
Hypotheses five and six dealt with differences in evaluations between teachers and students of varying ability. A significant difference was found in how teachers and students evaluate writing (p .01).
Examination of criteria used in evaluating writings indicated that teachers consistently referred to elements of the text. Students also made text-based comments. In addition, students responded subjectively, referring to common experience, interest, and memories cued by the text.
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Yi, Youngjoo. "Immigrant students' out-of-school literacy practices a qualitative study of Korean students' experiences /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118856037.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xv, 311 p.; also includes graphics (some col.) Includes bibliographical references (p. 297-311). Available online via OhioLINK's ETD Center
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Song, Ah-Young. "Real-and-Imagined Spaces: Productive Play in a Multimodal Youth Writing Program." Thesis, 2019. https://doi.org/10.7916/d8-fsa2-wc43.
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This ethnographic study is driven by the aim of understanding how an out-of-school learning program supports the development of youth artists and writers, particularly when it operates outside of institutional strictures such as mandatory grading, curricular guidelines, and tracking based on age and perceived abilities. The research is guided by the following overarching questions: 1) In what ways do Black, Latinx, and queer students demonstrate investment in critical multimodal literacies? 2) How do world-building projects reveal the possibilities and limits of the imagination? 3) What conditions can inspire youth to articulate their identities as evolving writers and leaders?
This work argues that playing with multimodal projects and imaginative world-building opportunities provided generative conditions for young adults’ development as writers, creators, and mentors. By engaging in transdisciplinary projects that invited crafting, coding, urban planning, architectural modeling, and creative writing, youth participants contributed to a participatory learning environment that celebrated their inherent capacities as critical thinkers and actors. My research ultimately highlights the ways that critical multimodal literacies can promote powerful self-expressions, complex articulations of the future, and projections of self confidence through productive play and public engagement with wider audiences.
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Chi, Sheng-Chu Gary, and 紀昇助. "The Effect of FonF Instruction on Teenager EFL Learners' Use of English Past Tense in Academic Writing." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/50745688339807034149.
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碩士國立臺灣師範大學
英語學系在職進修碩士班
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This study aimed to examine three Focus on Form (FonF) treatments: corrective feedback (CF), input enhancement (IE) and processing instruction (PI), in terms of (1) the overall efficacy on fostering high school students’ ability in applying the past tense in picture-story writing; (2) the relative efficacy of each treatment after comparison; and (3) the sustainability of the efficacy. Assigned to four groups, 160 first-grade students from four intact classes in First Manka Senior High School first received a two-fold pretest, with multiple choice questions and a picture-story writing task. Conducted next in the treatment session were the treatments of the three pedagogical activities and a post intervention where students filled out a questionnaire, for the purpose of examining learner noticing. Finally, there were a posttest and a delayed posttest, both of which contained a picture-story writing task. Accuracy ratio was accounted for and analyzed, using a two-way repeated-measure ANOVA, and a one-way ANOVA, followed by Scheffe post-hoc analysis. The interpretation of the outcome was complemented by the responses from the questionnaires, which elicit learner responses that reflect the extent of awareness involved. The finding showed that FonF pedagogical treatments as a whole were facilitative of enhancing learners’ awareness of the target language form, which echoes CF literature, which is itself a form of FonF pedagogical treatment, and most of which favored the conduction of corrective feedback in writing instruction. Among the FonF pedagogical treatments, PI and CF were more effective than IE, with the efficacy sustained in the delayed post test. The differences among the three FonF treatments can be accounted for by the factor, among possible others, of learner awareness and processing mechanism involved.
Books on the topic "Teenagers' writings, English"
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Wendy, Cooling, ed. Listen to me!: Winning short stories written by teenagers. London: Collins, 2000.
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Laighléis, Ré Ó. Flying the banner: Short stories from Clare's teenage writers. Loch Reasca, Ballyvaughan, Co. Clare: MÓINÍN in collaboration with Clare County Library and Clare Arts Office, 2012.
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Cook, Annabel. Talkin' 'bout my generation: Poems from London & the Home Counties. Peterborough: Young Writers, 2008.
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Talkin' 'bout my generation: Northern Ireland, Scotland and Wales. Peterbourough: Young Writers, 2008.
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Talkin' 'bout my generation: Buckinghamshire & Hertfordshire. Peterborough: Young Writers, 2008.
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Talkin' 'bout my generation: Verses from Wales. Peterborough: Young Writers, 2008.
Find full textBook chapters on the topic "Teenagers' writings, English"
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Dirks, Rita. "Freedom to Know Me: The Conflict between Identity and Mennonite Culture in Miriam Toews’ A Complicated Kindness." In Narratives Crossing Borders: The Dynamics of Cultural Interaction, 33–50. Stockholm University Press, 2021. http://dx.doi.org/10.16993/bbj.b.
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In Miriam Toews’s A Complicated Kindness (2004; Giller Prize finalist; winner of Canada's Governor General's Award) Nomi Nickel, a sixteen-year-old Mennonite girl from southern Manitoba, Canada, tells the story of her short life before her excommunication from the closed community of the fictional East Village. East Village is based on a real town in southern Manitoba called Steinbach (where Toews was born), where Mennonite culture remains segregated from the rest of the world to protect its distinctive Anabaptist Protestantism and to keep its language, Mennonite Low German or Plattdeutsch, a living language, one which is both linguistically demotic yet ethnically hieratic because of its role in Mennonite faith. Since the Reformation, and more precisely the work of Menno Simons after whom this ethno-religious group was christened, Mennonites have used their particular brand of Low German to separate themselves from the rest of humankind. Toews constructs her novel as a multilingual narrative, to represent the cultural and religious tensions within. Set in the early 1980s, A Complicated Kindness details the events that lead up to Nomi’s excommunication, or shunning; Nomi’s exclusion is partly due to her embracing of the “English” culture through popular, mostly 1970s, music and books such as J.D. Salinger’s The Catcher in the Rye. Insofar as Toews’s novel presents the conflict between the teenaged narrator and the patriarchal, conservative Mennonite culture, the books stands at the crossroads of negative and positive freedom. Put succinctly, since the beginnings of the Protestant Reformation, Mennonites have sought negative freedom, or freedom from persecution, yet its own tenets foreclose on the positive freedom of its individual members. This problem reaches its most intense expression in contemporary Mennonitism, both in Canada and in the EU, for Mennonite culture returns constantly to its founding precepts, even through the passage of time, coupled with diasporic history. Toews presents this conflict between this early modern religious subculture and postmodern liberal democracy through the eyes of a sarcastic, satirical Nomi, who, in this Bildungsroman, must solve the dialectic of her very identity: literally, the negative freedom of No Me or positive freedom of Know Me. As Mennonite writing in Canada is a relatively new phenomenon, about 50 years old, the question for those who call themselves Mennonite writers arises in terms of deciding between new, migrant, separate-group writing and writing as English-speaking Canadians.