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1
Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (January 2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.
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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.
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Mirzaee, Mona, and Amir Marzban. "An Investigation of the Interdependence between Writing in Persian as L1 and English as L2 on Female Intermediate Students: Language Problem or Writing Problem." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1229. http://dx.doi.org/10.17507/tpls.0606.12.
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English is the leading foreign language enjoying a prestigious position in many countries, including Iran. Many Iranian learners start learning English from first grade of junior high school; some other people send their children to English institutes as early as primary school or even pre-school, yet the problem is that most of them have problems in obtaining the satisfactory level of proficiency either in receptive skills (Listening and Reading) or productive skills (Speaking and Writing) or in both. Among the four skills, writing is of great importance. Hence, the current study examined the interdependence between writing in Persian (L1) and English (L2). For this purpose, 30 Iranian EFL learners majoring in English Translation at Islamic Azad University of Qaemshahr were selected. First of all, a TOEFL test was used to homogenize the learners. Then, the participants were asked to write English and Persian compositions on the same topic in narrative, descriptive and expository genres in two separate sessions, first L2 compositions then L1 composition after a two- week delay. These writings were scored according to the ESL Composition Profile (Jacobs et al. 1981) by two scorers for each language. Using Pearson product-moment correlation, the correlation between L2 proficiency and L1 writing to L2 writing was examined. The outcomes displayed large correlations between L2 proficiency and L2 writing but no correlation between L1 writing and L2 writing. The findings entail some pedagogical implications for improving EFL learners' L2 writing ability through getting more knowledge in English rather than focusing on Persian writing.
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Han, Chenrong. "The Effectiveness of Application of Writing Strategies in Writing Instruction." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 355. http://dx.doi.org/10.17507/jltr.0802.19.
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Research on writing strategies has been a well-established field in second language writing research and the application of writing strategies in pedagogy has been widely acknowledged to effectively improve the process and product of English composition. This article explores how English as a foreign language learner’s writing strategy use within both traditional cognitive views and sociocultural perspective. While ESL composition research actively investigates writing strategies on English majors in university, less attention has been directed to non-English majors and their composing situations differ from those of English majors. This article attempts to begin to fill this gap. The findings from this study are concluded about the specific solutions that can be practiced in writing instruction and suggest future directions of writing strategy research.
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Breland, Hunter M., and Richard P. Duran. "Assessing English Composition Skills in Spanish-Speaking Populations." Educational and Psychological Measurement 45, no. 2 (July 1985): 309–18. http://dx.doi.org/10.1177/001316448504500215.
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The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT were compared with each other and with performance on the same measures by December 1979 ECT test takers as a whole. The results of the various analyses indicated that the ECT essay writing ability of Hispanics tended to be overestimated by the indirect, multiple-choice ECT assessment of writing skills. However, evidence emerged that some Hispanics who score high on the ECT essay writing task and who judge that Spanish is their best language may have their ECT essay writing skills underestimated by the ECT indirect measure of writing skills. Further research is needed, clarifying the generality of these findings, their linguistic basis, and their implications for college placement.
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ZHANG, JUAN, CATHERINE McBRIDE-CHANG, RICHARD K. WAGNER, and SHINGFONG CHAN. "Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language." Bilingualism: Language and Cognition 17, no. 2 (May 30, 2013): 347–63. http://dx.doi.org/10.1017/s1366728913000163.
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Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages.
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Al-Makhzoumy, Khalaf, and Mohammed O. Al-Shorafat. "Problems of English Composition in Jordanian Secondary Schools." ITL - International Journal of Applied Linguistics 101-102 (January 1, 1993): 1–22. http://dx.doi.org/10.1075/itl.101-102.01alm.
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There is a general consensus among researchers that most students of English as a foreign language (EFL) are weak in writing composition. One of the main reasons for their weakness is due to the fact that there is no general agreement among teachers on how to teach and/ or evaluate compositions. Secondary school teachers in Jordan often complain that most students face problems and make errors when they write English compositions. These errors are usually reflected in school exams as well as in the General Secondary School Examination (Tawjihi), held annually by the Ministry of Education. The main concern of this research is to study students' problems in writing English compositions in Jordanian Secondary Schools. A questionnaire has been set for this purpose. The research is expected to identify the most serious problems that secondary students face and recommend certain procedures to avoid these problems and improve students' writing ability in English compo-sitions.
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Carr, Jean Ferguson. "Composition, English, and the University." PMLA/Publications of the Modern Language Association of America 129, no. 3 (May 2014): 435–41. http://dx.doi.org/10.1632/pmla.2014.129.3.435.
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The role composition plays in the contemporary American university, particularly in relation to the english department, has changed from the days when composition was not an expertise but a duty. Initiated on the college level in the 1870s, as John Brereton has argued, at a time much like our own, when the American college was “in danger of becoming irrelevant to a rapidly changing nation” (3), composition consolidated the many kinds of writing done in the courses (and in the extracurriculum) of universities into a required academic subject, positioned at the threshold of college education. It was charged with preparing students for the rigors of college study and for citizenship and professional life. For many generations of college English teachers, composition was an expected part of the job: everyone, whatever their specialty, taught first-year writing.
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Bartholomae, David. "Composition, 1900-2000." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1950–54. http://dx.doi.org/10.2307/463613.
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By 1900, composition as a university subject was already a century old. Writing instruction and the writing of regular “themes” were part of the university curriculum in the United States throughout the nineteenth century, with goals and methods perhaps best represented in Blair's Lectures on Rhetoric and Belles Lettres (1783), Newman's A Practical System of Rhetoric (1827), Parker's Aids to English Composition (1844), Boyd's Elements of Rhetoric and Literary Criticism (1844), and Quackenbos's Advanced Course of Rhetoric and English Composition (1855). Composition courses, usually required, are among the most distinguishing features of the North American version of university education. They represent a distinctively democratic ideal, that writing belongs to everyone, and a contract between the institution and the public—a bargain that, over time, made English departments large and central to the American university and to the American idea of an undergraduate education.
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Adams, Anne-Marie, and Kim Guillot. "Working Memory and Writing in Bilingual Students." ITL - International Journal of Applied Linguistics 156 (2008): 13–28. http://dx.doi.org/10.2143/itl.156.0.2034417.
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Abstract The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.
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Adams, Anne-Marie, and Kim Guillot. "Working Memory and Writing in Bilingual Students." ITL - International Journal of Applied Linguistics 156 (2008): 13–28. http://dx.doi.org/10.1075/itl.156.02ada.
Full textAbstract:
The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.
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Kadhim Abid, Aoda. "THE EFFECTIVENESS OF IRAQI LANGUAGE WRITING PROFICIENCY ON FOREIGN LANGUAGE PERFORMANCE (ENGLISH) IN THE WRITING SKILL OF PREPARATORY SCHOOL PUPILS IN IRAQ." Humanities & Social Sciences Reviews 7, no. 6 (December 19, 2019): 807–12. http://dx.doi.org/10.18510/hssr.2019.76122.
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Purposes: This study aims at investigating the relationship between the Effectiveness of Iraqi Language Writing Proficiency on Foreign Language Performance (English) in the Writing Skill of Preparatory School Pupils in Iraq.
Novelty: Despite the linguistic distance between English and Arabic, it is postulated that Arabic writing skills can be transferred positively to the target language (English).
Methodology: The researchers used the composition prompt test instrument for this purpose; one test was in Arabic and the other was in English. The population was from two preparatory schools in the general directorate of Thi-Qar. The participants were 25 male students who were chosen on the basis of the students' achievement in the previous years.
Results: That is, the participants proved to be proficient writers in Arabic after they had had a pretest in which they were asked to write a short paragraph about themselves. In conclusion, the results of the present study showed that there is no statistically significant relationship between the two languages. Those students who got high marks and were proficient in the Iraq language (Arabic) writing performed well in the counter skill (English).
Implication/Application: This result supports the theoretical views of Cummins' threshold hypothesis and Chomskian's Interdependence theory. The results of the study indicate that there is no need for integrating the instruction of writing skills between the two languages in textbooks so that the writing level of students in the foreign language (English) can be improved.
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Le, Phuong N., Dao Thi Thu Hang, Pham Thi Ha, and Nguyen Thi Kieu Tien. "Learning English Rhetoric and Composition as A Vietnamese Student." International Journal of Higher Education 10, no. 2 (November 26, 2020): 108. http://dx.doi.org/10.5430/ijhe.v10n2p108.
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This study centers around Vietnamese students, with a comparison with East and Southeast Asian students who share the same cultural idea, at higher education level who want to acquire better writing skills in English in and out of academic settings. Since English is not the students' first language, they normally craft an essay from the vocabulary that they know. This is understandable, but a good piece of writing in standard American English is not supposed to be traced word by word. Understanding this fact in-depth and practicing it regularly is the core requirement for English major students. In return, they can join any workplace with their strong writing skills that they have to acquire during their undergraduate years, or more if they attend graduate schools. This group of students is known to be timid since they were raised in a collectivistic community in which many of them make their higher education choices based on firstly the current trend, then what is suitable for them. Thus, by making a bolder choice of declaring English as a major, double major, or minor, they could have better insight into English rhetoric and composition to apply them as a multi-meaning sign to their writings properly.
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Lund, Jennifer. "Chinese Students Negotiating L2 English Writing Identity: Navigating Introductory Composition at a U.S. University." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 60–76. http://dx.doi.org/10.14434/ijlcle.v5i0.26930.
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This small scale ethnographic study explores the L2 English academic writing identity negotiation of three Chinese students within the context of an introductory composition course at a U.S. Midwestern university focused on the needs of international students. Through individual interviews and classroom observations, it was investigated whether participants’ previous language learning experiences and current language ideologies play a significant role in their attitudes towards acquiring L2 academic literacy skills in English. Another point of interest was how these students shape their ‘imagined communities’ in respect to second language writing and whether they experience any kind of ‘inferiority of identity’. Resultsconcluded that students were implicitly and explicitly aware of English as a dominant discourse and were able to describe specific stylistic differences between Chinese and English argumentative writing that seemed to have some effect on their conscious development of thought patterns in organizing writing assignments in a given socio‐‐‐cultural setting. Further notice of how L2 students accommodate or resist English academic writing conventions and how they may self‐‐‐marginalize their own L1 merits greater attention.
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Trinh, Linh Hong. "The effectiveness of using scoring rubrics in academic writing to English-majored students." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 76–82. http://dx.doi.org/10.52296/vje.2020.83.
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English academic writing competences play such an integral part in students’ academic life. Nevertheless, students often deliver poor performances in academic writing class at university or have a great deal of difficulties in writing a composition. The paper presents the results from an action research project on the effectiveness of using scoring rubrics in teaching academic writing to English-majored freshmen in University of Languages and International Studies, Vietnam National University. 150 students coming from 6 different classes, all majoring in English language teaching or English language interpretation participated in this study. The article shows that after a semester using rubrics, the academic writing skills of students improved significantly with the increase in their grades also the decrease in the number of mistakes that they made during the writing process. However, there are still some certain hindrances to the use of rubrics in teaching and learning academic writing. Several recommendations are made concerning the effective use of scoring rubrics in academic writing class.
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DePolo, Jason. "Second Language Writing and Bidialectalism: A Case for African American Student Writers." English Language Teaching 10, no. 9 (August 15, 2017): 140. http://dx.doi.org/10.5539/elt.v10n9p140.
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There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners’ authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.
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Budiharto, R. Agus. "NATIVE LANGUAGE INTERFERENCE ON TARGET LANGUAGE WRITINGS OF INDONESIAN EFL STUDENTS: AN EXPLORATORY CASE STUDY." Indonesian EFL Journal 5, no. 1 (January 1, 2019): 107. http://dx.doi.org/10.25134/ieflj.v5i1.1630.
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Possessing language students who are skilled in creating a structured, orderly and no error-found piece of composition constitutes a hope and a wish for many EFL teachers, as they are the individuals who undergo a big problem when their students commit numerous errors in EFL writing as a result of their native language interference. This study is aimed at exploring native language influence on students� English writings as well as investigating the salient and common grammatical errors in their writing with the purpose of checking whether or not Indonesian as the students� L1 influence them when writing in English. To this end, a corpus of 22 English essays written by students is examined and the errors are then categorized according to the following aspects: grammatical, lexico-semantic, mechanics, and word order sorts of errors. In this study, mixed methods research designs are used: quantitative and qualitative. The results revealed that UNIRA students commit different sorts of errors which are chiefly on account of their native language (Indonesian) interference. The students highly rely on their L1 in stating their thoughts, even though the ranking processes revealed that their essays hold different sorts of errors, those in the grammar and the lexico-semantic statistically constitute the most serious and recurrent ones.Keywords: grammatical sentence; L1 interference; lexico-semantic; writing.
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Jahangard, Ali, and Shari Holderread. "Translation from L1 to L2 vs. direct writing." Translation and Translanguaging in Multilingual Contexts 3, no. 2 (June 18, 2017): 210–28. http://dx.doi.org/10.1075/ttmc.3.2.04jah.
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Abstract This study explores the issue of non-native speakers writing a text in their first language (L1) and then translating the text to the second language (L2) to enhance the final text in L2. Writing samples taken from 25 Iranian engineering students in an intermediate level compulsory general English as a foreign language class served as data. The students were provided with a form which instructed them to write their first essay in Farsi (L1) and then translate it into the foreign language, English. The compositions were suggested to be two paragraphs long to provide enough text to analyze. The second composition done by the same group of students a week later on a second topic was written directly in the target language (English). Each student’s work was evaluated in detail using a rating scale divided into two main sections, writing skills and effective writing. This study showed that intermediate level EFL students writing in L1 and then using a translation strategy did not produce better writing samples in L2 than when they wrote directly in L2.
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Bista, Krishna, and Pamela Shultz. "Academic Writing: A Handbook for International Students (3rd Ed.)." Journal of International Students 1, no. 2 (July 1, 2011): 79–80. http://dx.doi.org/10.32674/jis.v1i2.561.
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For many international students, academic writing is a significant challenge because of the rules used in Standard English. Writing in academia consists of producing college essays, reflections, reports, and research papers which all require a working knowledge of the English language. Nevertheless, English Composition instructors, English as a Second Language (ESL) program staff, and freshmen international students will find Bailey’s book Academic Writing text a helpful resource manual both in and out of class.
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Marzban, Amir, and Faezeh Esmaeelnia Jalali. "The Interrelationship among L1 Writing Skills, L2 Writing Skills, and L2 Proficiency of Iranian EFL Learners at Different Proficiency Levels." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1364. http://dx.doi.org/10.17507/tpls.0607.05.
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This research aimed to investigate the interrelationship among L1 writing skills, L2 writing skills, and L2 proficiency of Iranian English language learners at different proficiency levels. To this aim, two groups of advanced and lower-intermediate participants consisting of twenty learners were asked to write on the same topic in Persian and English in one week interval. Subsequently, the compositions were evaluated based on Jacob Composition Profile (1981). Then, the Pearson product-moment correlation was calculated to examine the correlation between the compositions' overall scores in Persian and English in both groups. To determine which variables, L1 writing skills or L2 proficiency, is a more significant predictor of L2 writing at these different proficiency levels, and investigate the difference between them, multiple regression analysis was calculated. The results displayed large correlation between compositions' overall scores in advanced group, but not in lower-intermediate group. Also, L1 writing was a more significant predictor at advanced level; however, at lower-intermediate level, L2 proficiency was a more significant predictor of L2 writing. These findings entail some pedagogical implications for effective language teaching in L2 writing classes.
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Reza Kiany, G., and M. Khezri Nejad. "On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions." ITL - International Journal of Applied Linguistics 133-134 (January 1, 2001): 227–39. http://dx.doi.org/10.1075/itl.133-134.03kia.
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Abstract The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship between English proficiency of Iranian EFL learners and their writing ability? (3) Is there any relationship between writing ability of Iranian EFL learners and the use of conjunctions? (4) What is the relative importance of the four groups of conjunctions and English proficiency in predicting the writing ability? The study involved 120 male and female English learners of Kish Language Institute studying at different levels: Elementary, Intermediate, and Advanced. Two data gathering devices were employed: a NELSON test compatible with English knowledge of the subjects (version 300-A), and two compositions. The topics assigned for the compositions were “Describe your city, Tehran” and “Describe your English teacher". The students wrote the first composition in a session along with taking NELSON and the second one after a two-week interval. In each examination, the subjects wrote a text including about 150 to 200 words. The analyses included Correlation, ANOVA, Chi-square, and Multiple Regression to display the relationship between the above-mentioned variables. The results indicated taht the High group of proficiency has a significant superiority over the Mid and the Mid group over the Low one on the writing scores. The use of Chi-square analysis displayed which level of proficiency or which level of writing use which type(s) of conjuction more. Multiple regression, then, identified which variable(s) are more important or contribute more to writing scores.
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Olufunke, Ibrahim Juliet. "Re-invigorating the Teaching of Continuous Writing in Secondary Schools." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 654–60. http://dx.doi.org/10.17507/jltr.1205.03.
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Mastering the writing skill especially poses enormous, but surmountable challenges to learners of English language as a second language. A good grounding in writing is however a sine qua non to any academic achievement. At the centre of the performance of Nigerian students, especially in English language in SSCE, is the aspect of continuous writing which carries highest mark in the examination. This was discovered after going through some of the Chief Examiners reports on the performance of candidates in the SSCE in English language submitted to the West African Examination Council in Lagos. It has been observed that this abysmal failure is as a result of the fact that this aspect has not been given its deserved attention in the teaching of English language in secondary schools. The general fall in the standard of the education at the tertiary institutions is the general fall in the standard of the composition skills on the secondary schools. This paper intends to suggest re-energizing of the teaching of continuous writing in Nigerian secondary schools because of its utilitarian roles in educational and other life-long pursuit of the modern world. Some practical suggestions which are hoped to be of immense benefits to both the teachers and learners of composition writing, especially at the secondary school level are proffered along this line.
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Shaker Almahameed, Yazan, and May Al-Shaikhli. "Understanding Syntactic and Semantic Errors in the Composition Writing of Jordanian EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 158. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.158.
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The current study aimed at investigating the salient syntactic and semantic errors made by Jordanian English foreign language learners as writing in English. Writing poses a great challenge for both native and non-native speakers of English, since writing involves employing most language sub-systems such as grammar, vocabulary, spelling and punctuation. A total of 30 Jordanian English foreign language learners participated in the study. The participants were instructed to write a composition of no more than one hundred and fifty words on a selected topic. Essays were collected and analyzed statistically to obtain the needed results. The results of the study displayed that syntactic errors produced by the participants were varied, in that eleven types of syntactic errors were committed as follows; verb-tense, agreement, auxiliary, conjunctions, word order, resumptive pronouns, null-subject, double-subject, superlative, comparative and possessive pronouns. Amongst syntactic errors, verb tense errors were the most frequent with 33%. The results additionally revealed that two types of semantic errors were made; errors at sentence level and errors at word level. Errors at word level outstripped by far errors at sentence level, scoring respectively 82% and 18%. It can be concluded that the syntactic and semantic knowledge of Jordanian learners of English is still insufficient.
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Poorebrahim, Fatemeh, Mohammad Afsharrad, and Behzad Ghonsooly. "Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 369–81. http://dx.doi.org/10.17509/ijal.v10i2.28608.
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Studies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 writing. To this end, 52 Turk-Fars bilingual and 57 Fars monolingual females participated in the study. Data were collected through the participants’ compositions and think-aloud protocols. A series of Mann Whitney U tests were employed to compare the groups’ total writing scores and scores in different components of writing. The results of the study revealed that bilinguals performed better than monolinguals in total writing, organization, and mechanics. However, there was no significant difference between the two groups in content, discourse, syntax, and vocabulary of their compositions. This indicates that being bilingual without necessarily being biliterate is of help to L3 writing. Moreover, it was found that English language was the most frequently used medium of thought while writing in English. The findings of this study indicate the need for developing localized bilingual education systems so that bilinguals can take maximum advantage of their background languages in the process of L3 learning.
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Nash, Brady. "Exploring multimodal writing in secondary English classrooms: a literature review." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 342–56. http://dx.doi.org/10.1108/etpc-01-2018-0012.
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Purpose This paper aims to explore recent research (2007-2017) on the implementation of multimodal writing instruction in secondary English courses. It seeks to highlight the varied ways in which theoretical conceptions of multimodality have been implemented in writing instruction and the impacts of these implementations on students' experiences in classrooms. Design/methodology/approach The author used a keyword search of relevant academic databases to identity articles within the search parameters. This was followed by bibliographic branching to identify additional articles and two rounds of open coding to identify themes for analysis. Findings The literature revealed a diversity of approaches to incorporating multimodal writing in classrooms; teachers mixed modalities within assignments, paired writing in print with multimodal composition and redesigned entire units or courses around multimodality. Studies showed the impact of multimodality on student learning through shifts in conceptions of communication, increases in student engagement, composition for real audiences and an increased role for students’ interests and identities. Practical implications This review has implications for teachers and researchers interested in developing multimodal writing curricula. It highlights the specific ways in which multimodal writing can be incorporated into instruction and the changes in student learning that result from this shift. Originality/value While theoretical writing on multimodality is abundant, multiple researchers have noted the difficulty of finding research on classroom implementations of multimodality (Howell et al., 2017; Smith, 2017). This review is intended to address this difficulty by contributing to a body of literature that teachers and scholars can draw on as they conceptualize and design multimodal writing experiences for students in the future.
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Lin, Ming Huei. "Language Blogging Community: Fostering the Learning Attitudes and Writing Skills of EFL Students." International Journal of English Linguistics 9, no. 3 (April 6, 2019): 1. http://dx.doi.org/10.5539/ijel.v9n3p1.
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This paper empirically studies a group of first-year EFL college students in a blog-supported composition class in Taiwan. To improve their writing skills, the participants kept journal blogs within a language blogging community (LBC) where users could receive free help (e.g., corrections/comments) from native speakers regarding entries written in a second/foreign language (in this case, English). Students’ writing skills and learning attitudes (anxiety about writing) were assessed (by multifaceted examination) before and after the classes. The results show that over the sessions the participants formed active blogging patterns and expressed themselves better, using more linguistic information. These encouraging signs echoed the students’ improved compositional skills and reduced writing anxiety. The pedagogical suitability of blogging in EFL writing classes is discussed and topics are suggested for future studies.
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Alghonaim, Ali S. "Explicit ESL/EFL Reading-writing Connection: An Issue to Explore in ESL/EFL Settings." Theory and Practice in Language Studies 8, no. 4 (April 1, 2018): 385. http://dx.doi.org/10.17507/tpls.0804.04.
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This paper tries to explore the explicit relationship between reading and writing from ESL/EFL perspectives. The reading-writing connection has long been established in language literacy. Yet, this paper specifically focuses on the usefulness and effectiveness as well as the need for the explicit connection between the two language skills in ESL/EFL settings. It compares between Arabic rhetoric and English rhetoric as two opposite language systems. This paper tries to relate some issues in natural settings in Saudi Arabia in relation to the status of reading and writing in real classrooms and writing teachers’ strategies. Finally, the paper explores the composition teachers’ role and knowledge in making this explicit connection significant to ESL learners of writing. This paper cites some examples that the author experienced in reading and writing courses when he was an EFL student enrolled in English department.
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Robinett, Betty Wallace, Beverly Ingram, and Carol King. "From Writing to Composing: An Introductory Composition Course for Students of English." Modern Language Journal 73, no. 1 (1989): 84. http://dx.doi.org/10.2307/327283.
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Orcasitas-Vicandi, María. "Crosslinguistic influence and morphological awareness in English (third language) writing." International Journal of Bilingualism 24, no. 4 (June 5, 2019): 616–33. http://dx.doi.org/10.1177/1367006919852164.
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Aims: The aim of the present paper is twofold. Firstly, we look into the effects of a number of factors on crosslinguistic influence (study 1). Secondly, we analyse the role played by morphological awareness in the production of crosslinguistic instances (study 2). In this way, we contribute to the understanding of how crosslinguistic and metalinguistic dimensions of third language acquisition are intertwined. Methodology: We investigate lexical adaptations of the first language and second language in third language English (i.e. adapted loan words) and combine quantitative and qualitative research methods. A quantitative analysis explores the impact of the first language, the L2 factor, typology and proficiency in the target and the source languages (study 1). A qualitative analysis then proposes a categorization of the strategies used by participants to adapt their first language and second language to the target language (study 2). Data and Analysis: Language proficiency was evaluated in 222 compositions, 74 written in each language (Basque, Spanish and English). The adapted loan words found in English compositions were classified according to their source language, word category, word class and type/token categories (study 1). In addition, the strategies used by participants were identified and analysed (study 2). Findings: The results indicate that language typology is the main predictor of the source language of crosslinguistic influence, and a variety of strategies point at morphological awareness as a key factor in the strategic use of participants’ first language and second language. Originality: By mixing quantitative and qualitative methods, this paper provides additional support to the claim that crosslinguistic influence and morphological awareness are intertwined in third language writing. Significance: The overall results show that students who are morphologically aware make crosslinguistic and morphological associations and use them strategically in their third language.
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Mahdi Al-Kubaisy, Israa Rashed. "New Perspectives in Teaching Writing Skill Communicatively." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 225, no. 1 (September 1, 2018): 137–46. http://dx.doi.org/10.36473/ujhss.v225i1.132.
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This paper belongs to applied linguistic study of teaching writing in English language. It also shows the ways and approaches that teachers or instructors use to facilitate the materials to their students. This paper studies the role played by teaching writing in English. In terms of skills, producing a coherent, fluent , extended piece of writing is probably the most difficult thing there is to do in language. It is something most native speakers never master, particularly for those who go on to university and study in a language that is not their own. This paper focuses on approaches and the ways that facilitate teaching writing skill communicatively. The aim of teaching writing is to develop the ability of students in writing and grasp the vocabulary and use it in correct position. Writing is creative skill and technique to learn language well throughout spelling, vocabulary, dictation, punctuation, composition and so on.
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McHarg, Molly. "Building social capital with skills transfer in the writing center at American Design University in Qatar." Learning and Teaching in Higher Education: Gulf Perspectives 12, no. 1 (June 1, 2015): 96–106. http://dx.doi.org/10.18538/lthe.v12.n1.175.
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This study examines English faculty perceptions of the Writing Center at American Design University in Qatar (ADU-Q) through a social capital analysis. This was part of a larger study that took a sociocultural approach to English faculty perceptions of writing center work at ADU-Q. One of the emergent themes in that study was the lack of students’ language skill transfer from English courses to their disciplines. This finding has critical implications for the development of writing center and writing-across-the-disciplines work by uniting the fields of Composition, TESOL, and writing center research.
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El-dali, Hosni M. El-dali. "The Role of Explicit Knowledge, Noticing, and Attention in L2 Writing and Error Correction: Quantitative and Qualitative Analyses." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (October 27, 2014): 499–520. http://dx.doi.org/10.24297/jal.v5i1.5193.
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This study attempted to find answers for the following questions: (1) Are students errors in grammatical structures, as they will appear in their written output, due to deficiency in their conscious grammar rules, or to deficiency in their abilities to transfer this knowledge (if it exists) to other language tasks such as writing compositions in English?, and (2) Can conscious rules of grammar guide students' performance in monitoring (self-correcting) their written output once their attention is drawn to an error?. The subjects of this study consisted of fifteen foreign students enrolled in the advanced level of the English Language Institute at the University of Pittsburgh. The instruments of this study were (1) questionnaire; (2) free composition; (3) unfocused correction and focused correction tasks; and (4) interviews. The results of this study demonstrate, among other things, that deficiency in the subjects knowledge of grammar results in accurate composition writing and unsuccessful correction of errors, even if their attention is drawn to their errors.
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Baker, Beverly Anne. "L2 Writing and L1 Composition in English: Towards an alignment of effort." Articles 43, no. 2 (December 19, 2008): 139–55. http://dx.doi.org/10.7202/019579ar.
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Abstract In North American university contexts, the language diversity found in English mainstream composition (“L1”) classrooms resembles more and more that found in ESL (“L2”) writing classrooms. As these two groups become less differentiated, those specifically trained in L2 writing might well wonder whether the needs of the non-native speakers of English are acknowledged and addressed in the mainstream classrooms. The author examines several different theoretical constructs that have informed and continue to inform the literature on L1 composition pedagogy, demonstrating that some of these allow for the inclusion of linguistically diverse groups better than others. Fortunately, the recent turn to social and critical approaches to teaching composition reflect well the preoccupations of both L1 and L2 writing teachers. More and more attention is being paid to discussions of “linguistic diversity,” a term which now includes non-native speakers. This suggests a future convergence in the activities of instructors of L1 and L2 writing, leading to benefits for linguistically diverse groups.
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Cohen, Andrew D. "Feedback on Writing." Studies in Second Language Acquisition 13, no. 2 (June 1991): 133–59. http://dx.doi.org/10.1017/s027226310000992x.
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The article first calls attention to research on learner strategies and to the significant role that verbal report data have played in such research. While various research methods have been used to describe such strategies, verbal report measures are being used more and more as a means for describing cognitive processes in such areas as communicating, translating, test taking, and language learning. The article focuses just on the use of verbal report in describing learner strategies in language learning and language using. It is noted that information on learner strategies has evolved from partially intuited lists of strategies to empirically derived taxonomies that have as their ultimate purpose that of training learners to be more successful at language learning. Second, the controversy regarding the use of verbal report measures is discussed. Finally, the article describes a study that employed a variety of verbal report measures in an effort to understand better the strategies that teachers use in giving feedback on compositions and the strategies that learners use in handling this feedback in the English-foreign-languge and Portuguese-native-language classrooms, respectively.
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Oladotun Opeoluwa Olagbaju and Nurudeen Oluwaseun Jimoh. "Language exposure and subject familiarity as correlates of senior secondary school students’ achievement in narrative writing." Technium Social Sciences Journal 7 (May 6, 2020): 98–106. http://dx.doi.org/10.47577/tssj.v7i1.463.
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Narrative writing is often an option in English composition examination, especially in WAEC/NECO conducted English language Paper 1. Performance in essay writing has been found to determine the overall success in English language. Efforts to improve students’ performance in the subject have largely focused on instructional strategies without much attention to process-based variables such as language exposure and subject familiarity that can influence learning outcomes in ESL classrooms. Despite the contributions of these studies to pedagogical practices in ESL classroom, students’ achievement in English composition has not improved significantly. However, process-related variables such as quality and volume of exposure to the target language and subject familiarity have been found to predict learning outcomes in a second/foreign language classroom. Therefore, this study examined the relationship between language exposure and subject familiarity on achievement in narrative essay. The study tested three null hypotheses and a total of 350 participants were randomly selected from four senior secondary schools in Ibadan North Local Government Area, Nigeria. Data was collected using two research instruments and the results showed a positive non-significant relationship between the independent variables and students’ achievement in narrative essay. Also, there were no composite and relative contributions of language exposure and subject familiarity to students’ achievement in expository essay.
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Lázaro-Ibarrola, Amparo, and María Ángeles Hidalgo. "Give me a second chance." Language Teaching for Young Learners 3, no. 2 (July 27, 2021): 275–99. http://dx.doi.org/10.1075/ltyl.20009.laz.
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Abstract Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition, STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition, PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9, N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20) wrote the same composition again (STR) while the other individual (N = 10) and collaborative (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners, our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition were hinted at, with students in the STR group obtaining greater holistic rates.
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Ithnin, Nur Hazirah Che, Farhanahbinti Mohamad Fikray, and Noor Zainab Abdul Razak. "Computer Supported Collaborative Writing: Does it Work among ESL Learners?" IRA International Journal of Education and Multidisciplinary Studies 10, no. 3 (April 4, 2018): 35. http://dx.doi.org/10.21013/jems.v10.n3.p3.
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This study examines the effectiveness of using Wiki as a platform to enhance EL learners’ writing skill in English language. In particular, the aim of this research is to examine learners’ performance in composing English language essays as well as to identify the challenges which the students faced throughout the process of writing through Wiki. This study involved the respondents from secondary school who were in Form 2 and it consists of three levels of language proficiency which the researchers have identified. Specifically, the research data is collected through writing assessments (pre-test and post-test). For pre-test and post-test, the website selected as a platform was ZOHO Wiki which is a free user friendly online server designed for collaborative writing. The data from pre-test and post-test was analysed according to the marks obtained. Particularly, the research findings showed that students positively show an encouraging improvement in their English language essays and writing skill. Besides, some challenges on the Wiki website and technological related issues that occurred during the process of Wiki mediated writing have also been identified such as difficulties in terms of Wiki tools software, technological related problem, collaborative writing issues, and other relevant challenges related to the research topic. In addition, the pedagogical implications, limitations as well as recommendations on the future research which are relevant to the present study are discussed and elaborated. In short, collaborative learning through Wiki provides learners with an interactive platform for writing English language composition.
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Shyamala K.C, Saddam H. M. Issa,. "Improvement of cognitive ability of English language learners through writing skills." Psychology and Education Journal 58, no. 1 (January 25, 2021): 5457–72. http://dx.doi.org/10.17762/pae.v58i1.1859.
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This paper explores the interrelation between the cognitive linguistic skills that are necessary for children to write on both words and texts. Three types of cognitive-linguistic abilities, which were considered to be more specifically interested in the text writing research, were transcriptional skills, ideation and syntax. The first two emerged out of a simplistic writing view (Berninger, 2010) while the predicted value of syntactic skills was based on an "extended triangle model" (Bishop & Snowling, 2011). The transcription skills in the present research have been operationalized to generate strokes in line with the proper order of stroke. With respect to the ideation, we tested the capacity of children to create orally sentences on such subjects and the requirements for grading are close to the criteria of text composition. Although good handwriting enhances student reading, improves skills, the process of abandoning handwriting has already started in a number of countries. This study paper reveals that handwriting is not only meant for
primary school students, but also in high school education with regard to some important studies.
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Lucas, Stephen E. "Quintilian’s Institutes of Oratory: Classical Rhetoric and English Language Education in China." Chinese Journal of Applied Linguistics 42, no. 4 (November 26, 2019): 405–30. http://dx.doi.org/10.1515/cjal-2019-0025.
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Abstract Well known to students of rhetoric, classics, and the history of education, Quintilian’s Institutes of Oratory also merits the attention of EFL teachers and scholars who deal with public speaking and written composition. Although created in ancient Rome 2,000 years ago, the Institutes is replete with insights that are as applicable today as in Quintilian’s time. After providing historical background on Quintilian and his masterwork, this article examines his comprehensive program of speech education, his explication of the symbiotic relationship between speech and writing, and his notion of the good person speaking (and writing) well as the ideal of ethical communication. In the process, it touches upon numerous issues germane to English language educators in China and to EFL teaching and research in general.
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Elumalai, Kesavan Vadakalur. "The English Article Errors Encountered by Arabic EFL Undergraduate Students in the Writing Skill." International Journal of Linguistics 11, no. 6 (November 7, 2019): 10. http://dx.doi.org/10.5296/ijl.v11i6.15632.
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The research aims at English articles errors encountered by Arabic students in the English language classroom in writing. The study was analyzed in use of English articles (definite & indefinite) in the participant’s writing skill. It also describes the types and sources of definite and indefinite article errors while writing. The Data were collected from 40 EFL students from College of Arts, King Saud University, and Riyadh. Who learn English language at least a minimum of 8 years .They were assigned to write different title of a short composition passage of approximately 100 words in one-and-a-half hours per week. Errors were identified during analysis of ‘Omission of Articles’, ‘Omission of indefinite Articles’ , ‘Wrong insertion of Articles’, and ‘Confusion of Articles’ .And the observation revealed frequency of removing both the indefinite articles and the definite article was higher than the occurrence of inserting and substituting one article with the other. This study also proofs that errors of using ‘a’ much common than errors of using ‘an’ and ‘the’ in writing the story.
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CHE HASSAN, NOR SYAMIMI ILIANI, NOR HAIRUNNISA MOHAMMAD NOR, ROHAZLYN ROSLY, and WAN NUUR FAZLIZA WAN ZAKARIA. "ESL Learners’ Language Errors in a Reflective Writing Assessment." Issues in Language Studies 8, no. 1 (June 27, 2019): 37–51. http://dx.doi.org/10.33736/ils.1291.2019.
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Perceived as one fundamental element in language learning, grammar is reckoned important in ESL writing. ESL learners need to master the knowledge of how to transfer grammatical concepts into their ESL composition. However, Malaysian learners of English often repeat errors in writing which they cannot even recognize. The current study draws attention to the occurrences of language errors and examines their sources in Malaysian ESL learners’ writing. 40 students in their Semester 2 of diploma level were selected to participate in the study. Each student was to produce two essays of 100-word length. Each essay was first examined before language errors were identified and coded based on the parts of speech: Nouns, Verbs, Adjectives, Adverbs, Articles, Pronouns, Prepositions, Adverbs, Conjunctions and Determiners. For each type of errors, the sources were categorized based on interlingual and intralingual sources. 258 errors were identified with the most frequent language errors produced were verb errors while the least were determiner errors. The result revealed that the most dominant errors were caused by intralingual sources. This study would greatly help teachers to establish better curriculum and select materials to facilitate students in learning English and develop them as proficient learners who can self-correct language errors.
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Sukandi, Syayid Sandi, and Riny Dwitya Sani. "EFL Students’ Responses on Learning Academic Essays in Indonesian Higher Education." Al-Ta lim Journal 24, no. 1 (February 25, 2017): 37–46. http://dx.doi.org/10.15548/jt.v24i1.266.
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This article provides investigation on EFL students’ responses related to learning writing academic essays in the context of higher education in one of private universities in Indonesia. The gap that is studied in this research is related to rarity of English writing instructors in identifying what their students’ responses towards their learning process after completing an essay writing course and how the responses present significant ideas on improving writing instructors’ pedagogical practices in writing classrooms. Scope of this research is teaching and learning English writing within the context of English as a foreign language. Field of this research is English composition studies. This research applies a quantitative non-experiment design, with descriptive as its method and questionnaire as its instruments. Findings show that students view English writing in neutral attitude; meanwhile, writing thesis statement in an academic essay is the most difficult part to write (40.59% of all respondents), and grammar and punctuation in writing essay is the most difficult aspect of essay writing (51.96% of all respondents). In brief, this research shows that recognising which aspect of the academic essay that is difficult for the students and which element is hard for them is crucial for adjusting pedagogical practices for English writing instructors and improving quality of their teaching gradually in Indonesia
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Alzamil, Abdulrahman. "An Investigation of Writing Errors Made by Saudi English-Major Students." International Journal of English Linguistics 10, no. 2 (February 5, 2020): 92. http://dx.doi.org/10.5539/ijel.v10n2p92.
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The present study aims to explore writing errors made by Saudi foreign language learners of English. The study seeks to address the following questions: a) to what extent do Saudi English-major students face difficulties in English writing; and b) what types of errors do Saudi English-major students make in their writing. Addressing these will facilitate an examination of the role of the first language and the difficult nature of writing in English. Twenty-four male English-major students attending a Saudi university participated in the study (aged 19–22 years). The participants wrote 48 compositions over a two-week period, from which the data for this study were collected. These written compositions were analysed manually by the researcher. The findings of the study reveal that: a) the targeted participants had difficulty in writing accurately in English, given the high rate of errors they made; and b) capitalisation, spelling and use of articles were the top three types of errors accounting for around 50 per cent of overall errors. The writing difficulties that students face require Saudi universities to revise their writing courses materials and teaching approaches.
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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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Andania, Ruqoyyah Amilia. "The Grammatical Accuracy, Cohesion and Coherence of Thai Students’ English Writing at Darawithaya School, Narathiwat – Thailand." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 1–25. http://dx.doi.org/10.15642/ijet2.2017.6.1.1-25.
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Writing has been recognized as an important skill to be mastered by all students both English as Foreign Language (EFL) and English as Second Language (ESL) students since many universities around the world offer writing courses. Hence, this study attempts to analyze the grammatical accuracy, cohesion, and coherence of Thai Students’ English Writing at Darawithaya School. This study is designed to investigate (1) the grammatical accuracy on Students’ Writing, and (2) the cohesion and coherence on Students’ Writing. The participant of the study consists of 14 Second Grade Students of Senior High School who enroll Academic Education at Darawithaya School, Narathiwat – Thailand. Since this study is descriptive qualitative approach, the data is documentation from students’ writing work. Some guidelines and rubric are used in this research for analyzing. The findings reveal that there are 73 errors are found on 14 students’ composition in this study. They occur on singular/plural followed by subject omission, the use of article, pronoun, preposition, verb omission, S-V agreement, word formation, tense, and extraneous subject. Consequently, those errors make students’ grammatical accuracy value varied from one student to other students.
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Wang, Sa, and Hui Xu. "Design of an Intelligent Support System for English Writing Based on Rule Matching and Probability Statistics." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (November 9, 2018): 157. http://dx.doi.org/10.3991/ijet.v13i11.9608.
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In view of the lack of intelligent guidance in online teaching of English composition, this paper proposes an intelligent support system for English writing based on B/S mode. On the basis of vocabulary, grammar rules and other corpus, this system uses Natural Language Processing technology, which combines rule matching and probability statistics, to evaluate and optimize the efficiency of the composition. The empirical results show that the system can effectively improve the teaching direction according to the results of intelligent quantitative analysis.
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Setyowati, Lestari, Sony Sukmawan, and Ana Ahsana El-Sulukkiyah. "Exploring the Use of ESL Composition Profile for College Writing in the Indonesian Context." International Journal of Language Education 4, no. 2 (October 13, 2020): 171. http://dx.doi.org/10.26858/ijole.v4i2.13662.
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Assessing writing is a demanding task. If a lecturer of writing is not prepared with a reliable scoring rubric, the students’ real performance might not be known. One of the well-known English as a second language (ESL) writing rubric is the Jacobs ESL Composition Profile which was developed by Jacobs, Zingraf, Wormuth, Hartfiel, & Hughey in 1981, known as Jacobs ESL Composition Profile. This scoring rubric is popular among writing teachers and researchers to score students’ composition. The present study is intended to 1) find out the internal consistency between raters who use the scoring rubric to assess the students’ essay, and 2) describe the level of the students’ writing performance when assessed by using Jacobs ESL scoring rubric, and 3) describe the raters’ opinion when using the profile. The study uses descriptive quantitative design. The instruments to collect the data are documentation and interview. The data were collected in three months, from February to April 2020. The subjects of the study were two writing lecturers who taught English as a foreign language (EFL) and became raters for a research grant. The raters were asked to score 37 essays of the fourth-semester students. The result of the study shows that there is internal consistency between rater 1 and rater 2 when scoring the students’ essay by using Jacobs ESL Composition Profile is high (r. = 0.674, α = 0.00 < 0.05). The Cronbach alpha analysis also shows 0.722 which indicates a strong and high level of consistency. The students’ writing performance fall in the average – good (moderate) level (49%), very good (high) level (40%), and only five students (11%) fall in the below-average – poor (low) level category. The result also reveals that Jacobs ESL Composition Profile is considered reliable to score essays even though it requires skills and practice because of its detailed description
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Machado, Emily, and Paul Hartman. "Translingual Writing in a Linguistically Diverse Primary Classroom." Journal of Literacy Research 51, no. 4 (October 3, 2019): 480–503. http://dx.doi.org/10.1177/1086296x19877462.
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Growing numbers of scholars in composition studies support translingual orientations in their postsecondary writing classrooms. However, translingual orientations are rarely extended to elementary school writers, who are often asked to compose exclusively in Dominant American English. Drawing on theories of translingualism and emergent biliteracy, we use case study methods to examine children’s translingual writing in a highly linguistically diverse second-grade classroom. We pay particular attention to students who had not had formal instruction in languages they tended to use orally, documenting the creative and strategic ways in which they wrote. Among other strategies, students repurposed English sound–symbol correspondences in developmental spelling, composed strings of non-Roman symbols, and remixed multilingual environmental print. They also engaged in translingual writing for a range of purposes, such as expressing pride, connecting with audiences, and indexing identities. Our findings suggest the potential of moving translingual perspectives beyond postsecondary contexts and into elementary classrooms.
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Jasim Al-Shujairi, Yasir Bdaiwi, and Helen Tan. "Grammar Errors in the Writing of Iraqi English Language Learners." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 122. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.122.
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Several studies have been conducted to investigate the grammatical errors of Iraqi postgraduates and undergraduates in their academic writing. However, few studies have focused on the writing challenges that Iraqi pre-university students face. This research aims at examining the written discourse of Iraqi high school students and the common grammatical errors they make in their writing. The study had a mixed methods design. Through convenience sampling method, 112 compositions were collected from Iraqi pre-university students. For purpose of triangulation, an interview was conducted. The data was analyzed using Corder’s (1967) error analysis model and James’ (1998) framework of grammatical errors. Furthermore, Brown’s (2000) taxonomy was adopted to classify the types of errors. The result showed that Iraqi high school students have serious problems with the usage of verb tenses, articles, and prepositions. Moreover, the most frequent types of errors were Omission and Addition. Furthermore, it was found that intralanguage was the dominant source of errors. These findings may enlighten Iraqi students on the importance of correct grammar use for writing efficacy.
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Susilo, Andi, Restu Mufanti, and Aris Fitriani. "Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses." Studies in English Language and Education 8, no. 3 (September 16, 2021): 917–34. http://dx.doi.org/10.24815/siele.v8i3.21149.
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Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.
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Fajrina, Dian, John Everatt, and Amir Sadeghi. "Writing Strategies Used by Indonesian EFL Students with Different English Proficiency." Language Teaching Research Quarterly 21 (January 2021): 1–15. http://dx.doi.org/10.32038/ltrq.2021.21.01.
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The present study investigates the writing strategies used by 135 Indonesian English Foreign Language undergraduate students with different English proficiency and the relationship between their English proficiency, indicated by students’ receptive vocabulary knowledge, and the quality of text they produced. The writing strategies questionnaire by Petrić and Czárl (2003) was used to analyze participants’ use of strategies in the three stages of writing: pre-writing, drafting, and revising. Each item in the questionnaire was rated on a 5-point Likert scale. The Vocabulary Size Test (Nation & Beglar, 2007) was used as an indicator of participants’ proficiency in English. The participants were also asked to write an essay in English, which was assessed using the ESL Composition Profile of Jacob et al. (1981). The results of the data analysis showed that most of the students applied 15 of the 38 strategies referred to in the questionnaire. Results also indicate no significant differences in the choice of strategies between students with high versus low English proficiency levels. However, participants’ vocabulary size had only a weak positive correlation with their writing quality. The findings aim primarily to inform Writing courses in English Education majors in Indonesia, though they may also be useful for other English learning contexts.