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Journal articles on the topic 'Writing in a foreign language; grammar'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Kulaeva, Farizat Akhmetovna, and Arsen Ruslanovich Kulaev. "The Role of Grammar in Teaching Foreign Languages." SHS Web of Conferences 172 (2023): 03008. http://dx.doi.org/10.1051/shsconf/202317203008.

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In the teaching of foreign languages, after all the attempts and reforms, the understanding has been increasingly strengthened that without reliable linguistic knowledge it is impossible to achieve strong linguistic communication skills, which were considered the goal of teaching foreign languages, and that grammatical skills play an important role in the development of language skills. The role of grammar in teaching foreign languages is ambiguous. Grammar skills are equally important for speaking, writing, reading and listening. Grammar is a language stimulant. It generates meaning through r

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Durdas, Alla, Tetiana Harbuza, Yuliia Radchenko, and Hanna Starosta. "TEACHING FOREIGN LANGUAGES EFFICIENTLY: THE ROLE OF CREATIVE WRITING." Continuing Professional Education: Theory and Practice, no. 3 (2022): 33–38. http://dx.doi.org/10.28925/1609-8595.2022.3.4.

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The article deals with the role and possibilities of use of creative writing in efficient teaching of foreign languages at higher educational institutions. The article considers how creative writing can support foreign language learning by students and how creative writing promotes language development at all levels: vocabulary, grammar, phonemics, discourse. The concepts of «creativity» and «creative writing» have been considered and the characteristics of creative writing texts have been outlined; the ways and forms of creative writing for the use at foreign language classes have been stated

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Durdas, Alla. "THE ROLE AND PLACE OF WRITING TASKS IN LEARNING A FOREIGN LANGUAGE AT UNIVERSITY." Osvitolohiya, no. 12 (2023): 76–83. http://dx.doi.org/10.28925/2226-3012.2023.12.7.

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The article reveals the importance of developing foreign language writing skills among future specialists at foreign language classes at university. The concept of writing and the tools and opportunities for its development have been revealed. It has been noted that the components of success in mastering writing skills and building written communication are vocabulary, grammar and experience. The connection between the mastery of writing skills and the quality of teaching a foreign language has been established. The article highlights the issue of a text implementation in several language laye

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KHAMRAKHODZHAEVA, Surayyo Juraevna. "TEACHING STUDENTS OF ECONOMICS CREATIVE WRITING IN A FOREIGN LANGUAGE." International Journal of Pedagogics 4, no. 11 (2024): 258–62. https://doi.org/10.37547/ijp/volume04issue11-50.

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The article examines modern methods and techniques aimed at teaching students creative writing in a foreign language, taking into account their professional activities and needs. The main focus is on stimulating motivation and interest in writing, developing linguistic and communicative competencies. Valuable recommendations for teaching students creative writing are presented. The focus is on creating a suitable learning environment, providing sufficient time for skill development, offering a variety of writing topics, and emphasizing the importance of grammar and spelling. The importance of

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Tambunan, Anna Riana Suryanti, Widya Andayani, Winda Setia Sari, and Fauziah Khairani Lubis. "Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback." Indonesian Journal of Applied Linguistics 12, no. 1 (2022): 16–27. http://dx.doi.org/10.17509/ijal.v12i1.46428.

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A plethora of previous studies has shown that corrective feedback can benefit students to progress in their learning. Due to technological advancement, there is a need to investigate the profile of corrective feedback to students’ writing via automated writing evaluation (AWE), particularly in the Indonesian higher education context. Therefore, this research aims to employ an AWE platform, Grammarly, to investigate the Indonesian English as a foreign language (EFL) students’ writing profiles in spelling, grammar, punctuation, enhancement suggestion, sentence structure, and style check. This ex

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Ramadhani, Putri, and Darni Binti Darmin. "THE USING OF GRAMMAR CHECKER APPLICATION AND STUDENT’S ABILITY IN ACADEMIC WRITING." VISION 20, no. 1 (2024): 35. http://dx.doi.org/10.30829/vis.v20i1.3564.

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<p>Writing is an activity to mark or convey ideas or to interprete utterance in language into a visible symbol. In university level, writing skill is highly needed by the students to convey their idea. Students are demanded to write academic writing to succeed them to write paper, report, essay and thesis effectively. In indonesia, most of universities demand their undergradutae students to write thesis as the requirement to pursue the degree. The practice of academic writing in university level not only discuss about how to write descriptive, analytical, persuassive and critical writing

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T, Prabakaran, and Sundaram L. "Guidance to Transcription in Tamil Language with Reference to Tamil Grammar Texts." International Research Journal of Tamil 4, S-8 (2022): 28–47. http://dx.doi.org/10.34256/irjt22s85.

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The mix of foreign words in Tamil is inevitable due to the mix of foreign languages, translation, globalization, scientific and technological development, new discoveries, and passion for English. Other scripts that are not in Tamil are used in some of the words, so they are mixed. When writing Northern language words, including Sanskrit in Classical Tamil, we used the phonetic letters s, j, sh, h, x, and sri, which are called Grantha letters. Later, when writing English and other words in Tamil, it became necessary to write with such letters for sounds that are not in Tamil. Apart from this,

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Berkutova, Tetiana, Viktoriia Vrakina, and Valeriia Sadkovska. "FORMING GRAMMATICAL COMPETENCE WHILE TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE IN NON-LINGUISTIC UNIVERSITIES." Theory and practice of social systems management, no. 2 (June 30, 2022): 48–61. http://dx.doi.org/10.20998/2078-7782.2022.2.04.

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The article deals with teaching grammar in Ukrainian education community. Students start learning grammar at secondary, sometimes even at primary schools, and continue acquiring it while studying at institutions of higher education. However, qualitative progress in grammar usage while writing and speaking English is rarely seen. One possible explanation is that there is a widely adopted approach in Ukrainian education system according to which the formation of grammatical competence goes through a number of fixed steps from grammar knowledge to speech practice. It is assumed that detailed and

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Shliakhtina, Olena, Tetiana Kyselova, Svitlana Mudra, Yuliya Talalay, and Alla Oleksiienko. "The effectiveness of the grammar translation method for learning english in higher education institutions." Eduweb 17, no. 3 (2023): 134–45. http://dx.doi.org/10.46502/issn.1856-7576/2023.17.03.12.

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The aim of the article is to investigate the impact of the Grammar-Translation Method, an approach prioritizing translation and grammatical understanding in language learning, on the development of foreign language writing competence among students studying English in higher education institutions (HEIs). Testing methods, expert evaluations, and statistical analysis were employed. Significant differences were found across all criteria (p≤0.01) using both the Mann-Whitney test and the Wilcoxon test. The datagathered affirm the high effectiveness of the Grammar-Translation Method in building for

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Alqahtani, Asma. "Review and Analysis of Theories Underlying Grammar Teaching Methodologies." Arab World English Journal 13, no. 4 (2022): 80–91. http://dx.doi.org/10.24093/awej/vol13no4.6.

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Grammar is significant in learning other language skills, such as speaking and writing. Theories of teaching grammar in a foreign language are vital as they allow EFL teachers to build a frame for language learners. Grammar instruction is a bridge that links learners with other skills and if their grammar competence is vulnerable, the whole language production will be weak too. This study seeks to understand and review language theories that underlie daily grammar teaching. Many of EFL/ESL teachers teach grammar without a solid understanding of the language theories that inform their actual te

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Topal, Ibrahim Halil. "PlayPhrase.Me: A multimedia corpus for foreign language education." Technology in Language Teaching & Learning 7, no. 1 (2025): 102405. https://doi.org/10.29140/tltl.v7n1.102405.

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Technological advancements have not only introduced new tools for language education but also tailored apps and resources for specific language skills. These include mobile apps (e.g., Drops: Language Learning Games for vocabulary), websites (e.g., SpanishDict for Spanish dictionary and grammar), and reference tools (e.g., Grammarly for writing assistance). One such resource is PlayPhrase.me, an online and mobile tool serving as a database of movie clips for language practice, particularly vocabulary. Despite the relative attention similar tools (e.g., YouGlish and Voscreen) have received, onl

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Nataliia, Karpenko, and Smelianska Viktoriia. "Integrative approach to teaching academic writing to the first-year students of the foreign language faculties." ScienceRise: Pedagogical Education, no. 3(30) (May 31, 2019): 18–22. https://doi.org/10.15587/2519-4984.2019.166289.

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With the dominance of English as the international language communicating through writing in English is vital for any member of the society who wants to be successful, therefore developing students’ writing skills has been of a current interest in teaching foreign languages at Universities. This article aims to discuss a teaching approach which can provide University students with enough support before they start writing something for academic purposes. The paper begins with analyzing two approaches to teaching writing that have dominated over the recent years: writing process and writin

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Shamshetova, Khurliman. "DEVELOPING PRODUCTIVE SKILLS IN ENGLISH AS A FOREIGN LANGUAGE." «Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot» nomli ilmiy, masofaviy, onlayn konferensiya 1, no. 20 (2022): 9–10. https://doi.org/10.5281/zenodo.6965678.

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The developing of the language skills has always been a very hard and an interesting task. The process of writing suggests that we can actually teach students how to write with coherence, an appropriate grammar structure and an acceptable spelling. One of the effective ways to do this is to motivate the students and make them aware of the steps involved in effective writing.

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Liang, Kexin. "The Effect of Machine Feedback on Foreign Language Writing." Lecture Notes in Education Psychology and Public Media 87, no. 1 (2025): 138–47. https://doi.org/10.54254/2753-7048/2025.bo24169.

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The advancement of artificial intelligence technology has made machine feedback an important tool for teaching foreign language writing. This article systematically explores the technical principles, historical development, and dual impact on writing quality through a literature review. Machine feedback is based on natural language processing (NLP), evolving from early spell checking to intelligent systems that support grammar, vocabulary, and logic optimization, significantly improving learners' vocabulary diversity (such as semantic word recommendation) and text accuracy (reducing grammar er

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O'Brien, Teresa. "Writing in a foreign language: teaching and learning." Language Teaching 37, no. 1 (2004): 1–28. http://dx.doi.org/10.1017/s0261444804002113.

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This article is organised in five parts. The introduction defines the area covered and gives the rationale for a focus on FL writing research particularly in classroom contexts. The second section gives an overview of cognitive and social theoretical frameworks, noting that these have mainly been developed for L1 writing, and drawing attention to recent attempts to build models for FL writing. The third part covers research on process-based instruction, on teacher and peer feedback and on grammar correction. Part four deals with the growing use of computers in the teaching and learning of FL w

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Izzati, Keysa, Noni Agustina, and Rina Anindita. "STUDENTS’ PERSPECTIVES ON USING GRAMMAR CHECKERS IN ACADEMIC WRITING." Yavana Bhasha : Journal of English Language Education 8, no. 1 (2025): 71–77. https://doi.org/10.25078/yb.v8i1.4677.

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Research article writing is essential for academics to disseminate their work and develop their careers. However, writing in a foreign language (FL) is a complex process that entails more than just conveying ideas, involving various procedures to complete the writing task. In an effort to improve students' writing skills, technology-based tools such as grammar checkers have developed rapidly. Thus, this study aims to investigate students' perspectives on the use of grammar checkers in improving their writing skills. The results showed that grammar checkers were generally perceived as practical

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Abdullaeva, Nasiba Xakimboyevna. "On The Principles And Methods Of Learning Writing In A Foreign Language (On The Example Of The Korean Language)." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 299–306. http://dx.doi.org/10.37547/tajssei/volume03issue04-44.

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Currently, teaching foreign languages is becoming relevant in connection with the introduction of new pedagogical. The student is faced with a number of facts related to the field of vocabulary, grammar, phonetics, and stylistics. In addition, simultaneously with the study of the language, one must also study the culture of its people - get acquainted with history, literature, economics, geography, everyday life, traditions, etc. The aim of this study is to explore innovative methods and techniques in teaching writing in Korean, and to determine the importance of learning Korean and writing li

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Zekalashvili, Rusudan. "Georgian Online Exercises for the Foreign Students − the principles of construction." International Journal of Multilingual Education X, no. 3 (2021): 299–303. http://dx.doi.org/10.22333/ijme.2021.20001.

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Difficulties in the Georgian language learning are conditioned by the complexities of the language itself and by its otherness in comparison with the European languages. After the reading and writing skills are obtained, the complexities of the Georgian grammar remain to seem impossible to overcome multiple diversifications of the forms of the parts of speech, abundance of affixes, polypersonality of verbs – all those factors originate several problems for the foreign learners. It is already several years that the program “Irbakhi” has been working on in the Ministry of education and science o

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Belmekki, Mahmoud. "Grammar Competence and Writing Performance: A Correlational Study in Higher Education." TESOL and Technology Studies 4, no. 1 (2023): 37–44. http://dx.doi.org/10.48185/tts.v4i1.594.

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This research paper examined the relationship between grammar competence and writing performance among first year students studying in the second semester at Ibn Tofail University in Kenitra in Morocco. The main concern of this study is to investigate whether there is a correlation between grammar proficiency and writing. The researcher used two tests as instruments for the purpose of verifying the correlation between the two variables; one test was in grammar and the other was in writing. The participants were 37 male and female students at Ibn Tofail University who were chosen on the basis t

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Khalik, Abdul, Bayu Adrian, Dewi Sartikawati, et al. "Kursus Bahasa Inggris Untuk Anak – Anak Di Desa Setiling." DEDIKASI : Jurnal Pengabdian Kepada Masyarakat 4, no. 02 (2024): 106–9. https://doi.org/10.70004/dedikasi.v4i02.138.

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The English course emphasizes reading and writing. Through interpreting the written word, writing down thoughts and ideas, and receiving feedback, you will naturally improve your vocabulary and grammar skills. Plus, you'll have more words to express yourself clearly and communicate ideas effectively. Developing vocabulary and grammar skills not only helps speaking English. English develops naturally for native speakers. Many people don't understand the rules of formal grammar, but they know when something doesn't sound right to them. However, when you learn the rules of your own language, it c

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Ghufron, Muhammad Ali, and Fathia Rosyida. "The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing." Lingua Cultura 12, no. 4 (2018): 395. http://dx.doi.org/10.21512/lc.v12i4.4582.

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This research aimed at investigating the use of Grammarly software and in what terms it was more effective in reducing students’ errors in EFL writing compared to teacher corrective feedback (indirect corrective feedback). This research used the quantitative approach with a quasi-experimental design. There were 40 university students from English Education Study Program of a private university in Indonesia who were selected and randomized clustered into two; experimental and control groups. The students were tested at the beginning and the end of the research. The quantitative data were analyz

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Shoira Madat qizi, Xalmanova, and Umarova Ziyoda Ibrakhimovna. "EXAMINING THE ROLE OF GRAMMAR INSTRUCTION IN LANGUAGE LEARNING." INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY 2, no. 10 (2025): 56–57. https://doi.org/10.70728/tech.v2.i10.020.

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The vital importance of the role of grammar instruction in foreign language learning is that some teachers and readers think grammarinstruction is not necessary for learning language. However, other researchers suppose its role is very significantable among the majority of studies. Students would not learn speaking, reading, listening, and writing skills if they did not know anything about how structure grammar rules of word and sentences.

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Mariappan, Rajati, Kim Hua Tan, and Bromeley Philip. "Timely adoption of Grammarly to cultivate autonomous learning culture." Journal of Education and Learning (EduLearn) 19, no. 2 (2025): 751–56. http://dx.doi.org/10.11591/edulearn.v19i2.21124.

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Incorporating technology with linguistics has created opportunities to explore the effectiveness of grammar checkers in cultivating an autonomous learning culture among English as a second language (ESL) and English as a foreign language (EFL) learner. Even though there have been numerous studies on grammar checkers to cultivate autonomous learning culture in higher-education contexts, there are still limited studies in school settings. Thus, this study aims to explore the efficiency of grammar checkers in cultivating an autonomous learning culture among ESL/EFL school students. For this purpo

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جاسم, اسوان. "The Impact of Using ChatGPT and Grammarly on developing Iraqi EFL University Students' Academic Essay Writing." Journal of Misan Researches 21, no. 41 (2025): 365–90. https://doi.org/10.52834/jmr.v21i41.286.

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Academic writing remains a significant challenge for Iraqi EFL (English as a Foreign Language) students due to limited exposure to authentic English contexts and a lack of structured writing practice. Though, for these types of challenges, the results of baring of exposure authentic English contexts and forms of writing practice have not appeared properly at their best. This case study evaluates the general effectiveness of using ChatGPT and Grammarly, which are AI-based writing assistants, for the English as Foreign Language Iraqi undergraduate students to improve academic writing. The study

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Dzhumayov, Georgi. "Motivations and Difficulties in Learning Foreign Language that Contemporary Students Face." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 2 (2021): 155–67. http://dx.doi.org/10.53656/for21.24moti.

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The present study aims to test students’ motivation in foreign language classes. The survey also aims to gather information which area of learning English or Spanish contemporary students consider most difficult to acquire – reading, writing, listening, speaking, grammar, vocabulary, and why they have decided to learn the relevant foreign language.

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Babaievska, L. "MUSIC AND SONGS IN FOREIGN LANGUAGE TEACHING." East European Scientific Journal 6, no. 4(68) (2021): 21–25. http://dx.doi.org/10.31618/essa.2782-1994.2021.6.68.36.

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Under consideration are main methods and approaches to teaching foreign languages, the main element of which is music and songs. The latest research and scientific publications on the use of musical material in teaching various aspects of foreign languages – grammar, vocabulary, speaking, listening, writing – have been analyzed. The main ideas and stages of introducing musical methods in the educational process have been described. The role of musical material in teaching foreign languages has been determined. The paper highlights basic skills of foreign language proficiency which can be impro

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Van, Hoang Van. "THE PLACE OF GRAMMAR IN THE GENERAL EDUCATION ENGLISH CURRICULUM AND THE PROBLEMS OF TRANSLATING GRAMMAR CONTENTS FROM CURRICULUM TO TEXTBOOKS." VNU Journal of Foreign Studies 39, no. 3 (2023): 1–20. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5153.

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This paper is concerned with two important issues but seem to have been neglected in foreign language curriculum development and textbook writing research: the place of grammar in a modern foreign language curriculum and the problems of translating grammar contents designed in the curriculum to textbooks for effective learning and teaching. Two specific questions raised for exploration in this study are: (1) What is the place of grammar in the Vietnamese Ministry of Education and Training (MoET)’s 2018 General Education English Curriculum (GEEC)?”, and (2) What are the main problems textbook w

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Alconchel, José Luis Girón. "Nebrija y las gramáticas del español en el siglo de oro." Historiographia Linguistica 22, no. 1-2 (1995): 1–26. http://dx.doi.org/10.1075/hl.22.1-2.02alc.

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Summary This article is intended as a contribution to the history of Spanish grammar of the 16th and 17th centures. It has two parts. In the first the author places grammar studies within the framework of Spanish linguistics of the Renaissance; in the second, he delineates their evolution with reference to Latin grammar and the teaching Spanish as a foreign language. It is well known that nationalism and the intention to establish the literary foundations of the language are the most important agents of grammatical studies during the Renaissance; yet, attention must also be paid to the rupture

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Radjabova, Mukhtasar. "THE EFFECTIVENESS OF AN INTEGRATED APPROACH TO TEACHING WRITING SKILLS IN FOREIGN LANGUAGES: A COMPREHENSIVE LITERATURE REVIEW." AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS 6, no. 8 (2024): 20–37. http://dx.doi.org/10.37547/tajssei/volume06issue08-03.

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This study examined the efficacy of an integrated method for teaching writing skills in foreign languages. The hypothesis suggests that an integrated method is superior to traditional methods in fostering language acquisition and development. A comprehensive literature review was performed utilizing scientific literature analysis and analytical-synthetic methods to assess the existing research on the effectiveness of integrated writing instruction. According to the findings, providing integrated writing instruction demonstrates substantial progress in writing proficiency, grammar, vocabulary a

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Shodieva, Gulnoza Nematilloyevna. "THE ROLE OF LITERATURE IN TEACHING ENGLISH." EURASIAN JOURNAL OF ACADEMIC RESEARCH 3, no. 1 (2023): 65–68. https://doi.org/10.5281/zenodo.7559486.

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In this  article, the use of literature as an effective technique for teaching both basic language skills (reading, writing, listening and speaking) and language areas (vocabulary, grammar and pronunciation) are emphasized. Reasons for using literary texts in foreign language that is English and the main criteria for selecting suitable literary texts in foreign language classes are stressed as the only language in which all subjects travel is English.

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Bashlueva, Natalya. "The main aspects of communication in a foreign language and their role in teaching a foreign language." Applied psychology and pedagogy 8, no. 2 (2023): 108–20. http://dx.doi.org/10.12737/2500-0543-2023-8-2-108-120.

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The main purpose of the study is to consider the three main components of language communication. When mastering many sign-forming means of a foreign language (not only written, but also sound), their description may be useful; as a result of mastering a group of structures, it is sometimes advisable to give a descriptive summary of what has been mastered. Structures that are fundamentally different from the structures of the native language deserve special attention. The article formulates the prerequisites that actualize the question of the auxiliary function of descriptive grammar. Special

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Goyibova, Nigora Murod qizi. "PEDAGOGICAL STRATEGIES FOR DIFFERENTIATED WRITING INSTRUCTION: ENHANCING STUDENT LEARNING." Innovative Development in Educational Activities 3, no. 7 (2024): 184–87. https://doi.org/10.5281/zenodo.11095811.

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<em>This article explores the evolving significance of writing in foreign language education, emphasizing its role in communication and language skill development. It discusses the challenges of teaching writing effectively and proposes a differentiated approach to address diverse student needs. Drawing from linguistic and educational theories, the text delineates the concept of differentiation and its application in tailoring instruction to individual learners. Highlighting the importance of coherence, grammar, spelling, and language register in writing, it suggests six strategies for effecti

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Alanezi, Manair A., and Ahmad A. Alenezi. "The Impact of the IELTS Writing Test on Postgraduate Students in Kuwait." International Journal of English Language Teaching 12, no. 2 (2024): 42–51. http://dx.doi.org/10.37745/ijelt.13/vol12n24251.

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International students seeking to further their education in foreign countries require high English language test scores on IELTS or other language assessments to gain admission into a university. These tests have direct impacts, referred to as washback effects, whether positive or negative, on learning and English acquisition, particularly on learning new vocabulary, grammar, and creative writing skills by postgraduate students. While washback concepts have been studied over the years, there is little research regarding the IELTS writing assessment’s washback effects, especially on internatio

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Athanassopoulos, Stavros, Polyxeni Manoli, Maria Gouvi, Konstantinos Lavidas, and Vassilis Komis. "The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom." Advances in Mobile Learning Educational Research 3, no. 2 (2023): 818–24. http://dx.doi.org/10.25082/amler.2023.02.009.

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The association of Artificial Intelligence (AI) and education has attracted researchers’ attention, as it is very beneficial for learners affecting the whole teaching procedure. ChatGPT, an AI language model developed by OpenAI and based on the Generative Pre-trained Transformers (GPT)-3.5 architecture, though newly introduced in November 2022, became very popular even within the first two months. Researchers have already explored and acknowledged the affordances of ChatGPT for language learning and teaching. In this context, the study aimed to examine the effectiveness of ChatGPT as a feedbac

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Escudero Paniagua, Francisco. "Las primeras ejemplificaciones en ELE." Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, no. 21 (November 15, 2024): 139–60. http://dx.doi.org/10.17345/rile21.3801.

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The Anonymous Leuven grammars were two of the first grammars for teaching/learning Spanish as a foreign language (ELE) in history. The have been compared because of their contextual similarities. The aim of this paper is to compare both grammars, paying attention to an object of study wich is receibing increasing attention in linguistic historiography and which is fundamental in the teaching of ELE: the grammar exemplification. The main objective is to better understand the two grammars through the study of exemplification, and the influence of linguistic and extralinguistic factors on it. The

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Bakai, Yuliia, Lidiia Nanivska, Olha Semenets, Yuliia Hetman, and Viktoriia Pryma. "The efficiency of language teaching through integration in future philologists’ foreign language competence formation." Revista Amazonia Investiga 12, no. 61 (2023): 297–306. http://dx.doi.org/10.34069/ai/2023.61.01.30.

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The article aims at determining the impact of integrated methods and approaches to language learning on the development of various students’ foreign language competencies. Methods. The research involved the questionnaire method, the method of expert evaluations, and the method of analysing the development of language competences. The obtained data were processed by the methods of mathematical statistics. Results. It was found that the indicator “grammar knowledge” had a high correlation with “vocabulary” (r = 0.73) and “listening skills” (r = 0.69), which indicates the tendency of students wit

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Sysoyev, Pavel V., and Evgeniy M. Filatov. "Method of teaching students’ foreign language creative writing based on evaluative feedback from artificial intelligence." Perspectives of Science and Education 67, no. 1 (2024): 115–35. http://dx.doi.org/10.32744/pse.2024.1.6.

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Introduction. The development of students' foreign language creative writing skills is a component of the goal of foreign language teaching in higher education. The effectiveness of the development of students' writing skills is largely determined by the method and tools of teaching. Artificial intelligence (AI) tools are able to provide learners with evaluative feedback that can be used to finalize written creative works in a foreign language. The aim of the paper is to develop a method of teaching students to write foreign language creative works on the basis of evaluative feedback from arti

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Dewaele, Jean-Marc, and Chengchen Li. "Foreign Language Enjoyment and Anxiety: Associations With General and Domain-Specific English Achievement." Chinese Journal of Applied Linguistics 45, no. 1 (2022): 32–48. http://dx.doi.org/10.1515/cjal-2022-0104.

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Abstract Recent research has confirmed the predictive effect of general foreign language (FL) achievement on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA). However, few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions. The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening, speaking, reading, writing, vocabulary, and grammar. A total of 1, 415 Chinese senior secondary students participated in the

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Enesi, Miranda, Ekaterina Strati, and Anisa Trifoni. "Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education." International Journal of Education and Practice 11, no. 2 (2023): 279–94. http://dx.doi.org/10.18488/61.v11i2.3337.

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Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions

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Zúñiga, Gilma, and Diego Fernando Macias. "Refining Students’ Academic Writing Skills in an Undergraduate Foreign Language Teaching Program." Íkala, Revista de Lenguaje y Cultura 11, no. 1 (2006): 311–36. http://dx.doi.org/10.17533/udea.ikala.2792.

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This article reports the findings of an action research study aimed at helping advanced English students refine their academic writing skills. The study was carried out with undergraduate students of the Foreign Language Teaching Program (English) at Universidad Surcolombiana. The methods used included process writing -outlining, revising, and editing with peers' and instructor's feedback-, as well as use of sources, content, grammar, coherence, cohesion and feedback. Received: 31-03-06 / Accepted: 13-08-06 How to reference this article: Zúñiga, G. & Fernando Macias, D. (

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Yavuz, Fatih, and Kubra Sik. "Perceptions of lecturers on grammar with regard to the four skills teaching." International Journal of Learning and Teaching 10, no. 4 (2018): 307–11. http://dx.doi.org/10.18844/ijlt.v10i4.657.

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 Abstract  With the rise of communicative approaches in modern educational systems, grammar teaching has started to be a controversial issue among researchers. Whether formal instruction of grammar is essential for learners to attain high levels of accuracy in language learning process still remains as a subject to debate. Therefore, this paper focuses on the perceptions of in-service lecturers about grammar teaching, specifically about effectiveness of grammatical accuracy on writing and speaking activities. Data was collected using a questionnaire which is adapted from Jean

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Košutar, Petra. "Europski uzori i hrvatski jezični priručnici u 18. stoljeću." Studia z Filologii Polskiej i Słowiańskiej 48 (June 16, 2015): 163–79. http://dx.doi.org/10.11649/sfps.2013.010.

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European models for the Croatian language handbooks in the 18th centuryUntil the 19th century Croatian language handbooks, namely grammars, dictionaries and ortography books, were mostly bilingual and multilingual. Only at the begining of the 19th century was the first grammar of Croatian written in Croatian published, and in the second half of the same century the first monolingual dictionary – Academy’s Dictionary was published. The origin of this is not in the language itself. When writing these multilanguage handbooks, the authors followed domestic predecessors, as well as foreign. This wo

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Rosmiaty, Rosmiaty, Ratnawati Ratnawati, Yuriatson Yuriatson, Lusy Angraeny, and Farah Muthiah Azani. "Investigating the Influence of Explicit Grammar Instruction for Indonesian EFL Students’ Academic Writing Skills." ELT Worldwide: Journal of English Language Teaching 10, no. 2 (2023): 381. http://dx.doi.org/10.26858/eltww.v10i2.53641.

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Writing, as a fundamental skill in language acquisition, is intrinsically linked with grammar. For English as a Foreign Language (EFL) learners, especially those from linguistically diverse backgrounds like Indonesia, mastering grammar is both crucial and challenging. While the significance of grammar in writing is well-documented, there is a noticeable gap in research focusing on the specific needs and challenges of Indonesian EFL students. This study aimed to investigate the impact of explicit grammar instruction on the academic writing skills of Indonesian EFL students. It sought to identif

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Azaryad Shechter, Deborah. "Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series." Journal of Language and Education 4, no. 2 (2018): 92–104. http://dx.doi.org/10.17323/2411-7390-2018-4-2-92-104.

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Mastering the grammar of a foreign language requires learning the rules as well as the contexts within which the structures are used. Formal grammar instruction should therefore be augmented by exposing learners to authentic language. According to the literature, watching television series in the target language improves listening comprehension and enhances vocabulary acquisition. No study to date, however, has investigated the recursive use of one series, in the classroom and over an entire course, to explicitly teach grammar. Presenting apt pedagogical arguments substantiated by the literatu

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Rahmadani, Astuti Pratiwi, Rika Afriyanti, and Dian Mega Putri. "CONTRIBUTION OF TEACHING GRAMMAR COMMUNICATIVELY IN BASIC LEVEL." Journal of Asian Studies: Culture, Language, Art and Communications 2, no. 2 (2022): 122–30. http://dx.doi.org/10.51817/jas.v2i2.47.

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Grammar is one of the most components in learning foreign language. Especially in learning English, grammar helps the learners to develop the language skills; listening, speaking, reading and writing. Therefore, teaching grammar contributes to the success of learners in mastering English and the teachers is better to know the best approaches and methods for teaching grammar effectively. Teaching grammar is not only about teaching the rules and construct the sentences. More than it, teaching grammar must be emphasizes on how to use grammar for communication. Dealing with this fact, the writer a

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Garba, Mahmud Abubakar. "Collocations in Essay Writing by Foreign Arabic Language Learners Language Acquisition." Al-Dad Journal 8, no. 2 (2024): 23–42. https://doi.org/10.22452/aldad.vol8no2.2.

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Collocations are an important aspect of foreign language learning; Because it greatly enhances linguistic proficiency, especially in written or spoken expression. The current study aims to explore the effect of collocations in improving written expression among learners of Arabic as a foreign language in Nigeria. Employing a quasi-experimental design, the research endeavors to assess the influence of collocations on the advancement of written expression among third-year undergraduate students enrolled in the essay writing course in the Arabic Department during the academic year 2022/2023 at Um

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Lou, Yougen. "Form-Focused Instruction on Non-English-Majored Undergraduates’ Foreign Language Writing." Journal of Asian Development 4, no. 1 (2018): 44. http://dx.doi.org/10.5296/jad.v4i1.13062.

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This paper reviewed a one-term experiment on form-focused instruction (FFI) in teaching foreign (English) writing to 162 first-year non-English-majored undergraduate students majored history, economics, computer, agriculture, plant protection, floriculture and veterinary from Yangtze University as participants. Participants in this study consisted of 81 non-English-majored undergraduate students in the control group (CG) and 81 non-English-majored undergraduate students in the treatment group (TG). The participants in CG were taught by the traditional method: grammar-translation teaching metho

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Pemmasani, Sai Sri Harsha, V. Padmana Nageswara Rao, Rupali Jindal, Tejish Kandukuri, and Hemanth Seela. "Writing Companion." International Journal for Research in Applied Science and Engineering Technology 10, no. 4 (2022): 376–83. http://dx.doi.org/10.22214/ijraset.2022.41243.

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Abstract: This project aims to develop a writing assistant. It has been designed to check for spelling and grammatical errors, analyze sentiment, detect plagiarism, and translate text from one language to another. This tool, using Natural Language Processing (NLP), analyzes text and provides appropriate error-free recommendations. Working as a writing assistant, this project assists users with their day-to-day activities, whether an informal letter to a friend, an important project report, or an online blog post. Social networks and community forums have become one of the most used platforms t

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Guci, Rizki Indra, Dewi Rochsantiningsih, and Sumardi Sumardi. "Focus on Form and Focus on Forms in Implicit Grammar Teaching Strategy." Indonesian Journal of EFL and Linguistics 6, no. 1 (2021): 127. http://dx.doi.org/10.21462/ijefl.v6i1.347.

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Grammar instruction in foreign language teaching has been identified by most studies as one aspect that plays an important role in promoting the learning process of reading, writing, speaking and understanding a foreign language. Consequently, secondary and foreign language teaching of grammar is seen as a topic of debate. So academics and teachers seem to have been willing to work out the proper way of teaching grammar. This condition contributes to a likely cause of uncertainty for teachers and students, and then brings researchers to a rigorous theoretical discussion on the question of how

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Jiménez Carrión, María Gabriela. "Technology-Enhanced Grammar Activities in English as a Foreign Language Writing Accuracy." Revista Ecos de la Academia 10, no. 19 (2024): e1014. http://dx.doi.org/10.53358/ecosacademia.v10i19.1014.

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El objetivo del estudio fue determinar los efectos de las actividades gramaticales potenciadas por la tecnología en la precisión de la escritura en inglés como lengua extranjera en un Instituto Tecnológico Superior. Involucró participantes de entre 18 y 30 años del curso de inglés nivel A1 según el MCER en el programa de lengua extranjera de la Institución. La docente-investigadora diseñó un estudio de método mixto en el que se establecieron grupos control y experimental homogéneos e intactos para implementar un plan de intervención basado en actividades potenciadas por la tecnología. Los dato

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