Relevant bibliographies by topics / Writing skills in EFL

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Writing skills in EFL'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Writing skills in EFL"

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FODIL-CHERIF, Siham BOUZAR. "EFL Writing Skills Development Through Literature." Education and Linguistics Research 7, no. 2 (July 3, 2021): 1. http://dx.doi.org/10.5296/elr.v7i2.18835.

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Learning another language as English requires a combination of knowledge of the target language with skills and strategies that enable an individual to use them effectively. That is a learner has to develop knowledge about receptive skills; i.e., listening and reading, as well as productive ones; i.e., speaking and writing. Though all the skills are important for language learning, the writing skill is probably the most needed in academic and professional communities. It constitutes an important means of communication through which the writer expresses feeling, ideas and arguments. In the case of English language learning, writing in a language that one is not familiar with constitutes a hard task. In fact, though writing represents a crucial skill for learning any language, its complex nature makes it a challenging affair for both the learners and the teachers. It requires the learners to be guided and assisted in their efforts to reach success. Besides, the teachers are expected to furnish the appropriate measures to achieve the teaching goals. Therefore, it is with the perspective to highlight the importance of writing and the role of reading literature in developing EFL learners’ writing skill that this piece of work is undertaken. This is achieved via disclosing the nature of the writing skill and how the implementation of literature in the writing classes can provide positive effect on EFL learners’ performance.
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Rosang, Dita Amelia. "The Integration of Facebook to Make Teaching and Learning Writing Skill in EFL More Entertaining." Indonesian Journal Of Educational Research and Review 4, no. 1 (July 20, 2021): 143. http://dx.doi.org/10.23887/ijerr.v4i1.37148.

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The students as EFL learners have difficulty in improving their writing skills. Students are less enthusiastic in compiling their writings, and they also have difficulty in it. Several factors, such as students cause this are less interested in English and less understanding vocabulary and grammar. This study analyzes that Facebook can be used as a more entertaining way of teaching and learning EFL writing skills. This research is library research. This study collects data by analyzing data information. Social networking sites (SNS) in this study use Facebook. The results showed that Facebook was able to encourage student participation and achievement in language learning. There are several steps in implementing Facebook as a more entertaining way of learning to teach EFL writing skills, such as having a Facebook account, online classes on Facebook, assignments or assignments on Facebook, sharing ideas, and feedback. Thus, the application of Facebook as a more entertaining way of learning EFL writing skills gives positive results to students' academic achievement.
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Farooqi, Ahsan-ul-Haq, Masood Ahmad, and Ijaz Hussain. "The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan." Global Language Review VII, no. II (June 30, 2022): 315–23. http://dx.doi.org/10.31703/glr.2022(vii-ii).26.

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The study was conducted to investigate the impact of the rotation model of BL on the creative writing skills of EFL learners in the Pakistani context.The main purpose of this experimental research is to enhance the English writing skill of the learners and the instructional approaches used by the teaching faculty members. The paper offers experimental research on EFL learners of four Federal Government Secondary Schools, including male and female. The researcher used pre-test, post-test, lesson plan and scoring rubrics as a tool. The paper discovers that the rotation model of blended learning is more suitable for the English writing skills of EFL learners than the conventional method. The results suggest that the application of the rotation model of blended learning in writing skills helps the learners produce significant and better performance compared to the conventional method of instruction. The findings also indicate that female EFL learners performed better than male EFL learners in the experimental group.
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Sukandi, Syayid Sandi, and Dian Noviani Syafar. "EFL students’ responses to learning basic reading and writing skills." Studies in English Language and Education 5, no. 1 (March 1, 2018): 40–53. http://dx.doi.org/10.24815/siele.v5i1.8419.

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This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.
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Ghounane, Nadia. "Using gardner's multiple intelligences to develop students' notetaking techniques for literature review at foreign language teaching." Global Journal of Foreign Language Teaching 11, no. 4 (November 30, 2021): 231–42. http://dx.doi.org/10.18844/gjflt.v11i4.5995.

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To take notes, students need to develop their thinking skills which can help them to improve their writings. The current research aims to test students’ use of Gardner’s Multiple Intelligence Theory (MIT) to develop their thinking and writing skills, primarily the use of the notetaking technique in writing the literature review section. The researcher aimed at including Gardner’s linguistic intelligence in academic writing, mainly dissertation writing. To this end, the researcher selected 39 foreign language teaching (EFL) Master Students for the experiment. The researcher employed a pretest and a posttest to check and evaluate students’ use of the notetaking technique. The findings revealed that teachers could integrate Gardner’s Multiple Intelligence Theory in the EFL context. The results also showed that students tend to employ the first intelligence to develop their writing skills and improve the use of notetaking techniques in writing the literature review section. The analysis indicated that students were more motivated to use thinking techniques in writing rather than traditional methods. Keywords: EFL; Gardner’s Multiple Intelligence; literature review writing; notetaking technique; reading strategies.
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Lu, Chunxia. "A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process." English Linguistics Research 8, no. 2 (May 27, 2019): 16. http://dx.doi.org/10.5430/elr.v8n2p16.

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Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.
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Hojeij, Zeina, and Pinar Ozdemir Ayber. "Effectiveness of Using Digital Feedback on EFL Student Writing Skills." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 1 (January 2022): 1–18. http://dx.doi.org/10.4018/ijcallt.291111.

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This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.
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Aini, Rahma, and Ashadi Ashadi. "Teachers’ Feedback on EFL Writings from Sociocultural Perspective." Indonesian Journal of EFL and Linguistics 7, no. 1 (June 3, 2022): 69. http://dx.doi.org/10.21462/ijefl.v7i1.467.

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Writing skill is one of the difficult skills to acquire in learning a second language. Therefore, the feedback that the students receive from the teachers should be understandable and improve students’ writing skills. This study examines the teachers’ experiences in giving feedback on students’ writing performance through a sociocultural perspective. The participants of this study were 8 English teachers of junior and senior high schools in Padangsidimpuan, North Sumatra. The data were collected through online interviews and analyzed in a thematic approach by transcribing, coding, categorizing, and interpreting. The result shows that teachers prefer to use teacher-student conferencing in giving writing feedback since joint participation and transaction occur in the learning process. It is compatible with the principle of the sociocultural approach. In addition, teachers are more concerned about students’ grammatical errors rather than structure and content. It is due to students finding it difficult to implement the grammatical rules into their writings. Furthermore, unfocused corrective feedback points out a range of error types. However, the strategy is hard to implement for students with lower proficiency levels.
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Yousef Alzahrani, Fatima, Eatedal Mohammed Alghamdi, and Maysa Mohammad Sadiq Qutob. "An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia." Arab World English Journal, no. 2 (January 15, 2021): 343–59. http://dx.doi.org/10.24093/awej/mec2.25.

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Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.
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RahmtAllah, Enas Abdelwahab Eltom. "EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language." English Language Teaching 13, no. 8 (July 14, 2020): 120. http://dx.doi.org/10.5539/elt.v13n8p120.

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Writing is considered an essential learning tool for all content areas. However, to master and have excellent writing skills for EFL students of undergraduate programs is challenging. Cohesion and coherence are both crucial textual elements to master writing. The present study examined coherence in English essays written by 46 female Saudi EFL third year at Unaizah College of Sciences and Arts, Qassim University. Examination of essays by the subject group designed to answer the research question. 1.) To what extent are EFL students competent in achieving coherence in writing skills? Each student was asked to write two essays (a writing test that included two essay questions). The data were analyzed through SPSS. The study results demonstrated that learners are not competent in achieving coherence in their writing tasks. In light of these results, recommendations are presented. The results also recommend further studies to investigate coherence and action research to improve this crucial skill among undergraduate Saudi EFL learners.
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Dissertations / Theses on the topic "Writing skills in EFL"

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Sepehri, Mehrdad. "The effects of data driven learning on Iranian EFL learners' writing skills development." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6267/.

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The aim of this study is to investigate the effects of a Data Driven Learning (DDL) approach on Iranian EFL learners' writing skills development and their attitudes towards the approach. A pre-test post-test control group design supplemented by a set of interviews and a questionnaire was employed to collect the required data. The control group received instructions through a conventional method while the experimental group received a certain number of classroom concordance-based handouts in addition to the conventional method. It was found that the DDL group participants can improve their declarative knowledge more than the Non-DDL group. Regarding analytic scoring, the results show that the DDL participants have improved their ‘language use’ features more than the Non-DDL group. This finding has been supported by the results obtained from analysing the ‘Accuracy’ measures. In the CAF analysis, lack of improvement in 'Complexity' features of the learners' performance and slight regression in mean length of T units and mean length of clause was explained as an indication of a trade-off between accuracy and fluency. Results obtained from qualitative data showed the participants’ positive attitudes towards the DDL approach. It was also found that DDL-based materials can help teachers in getting learners involved with learning through 'noticing'.
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Bui, Thi Huong Giang. "Using collaboration and technology to enhance Vietnamese students' English language writing skills." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/88477/1/Thi%20Huong%20Giang_Bui_Thesis.pdf.

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This action research study investigated face-to-face and wiki technology collaboration to enhance students' English writing skills in a second language (L2) class in Vietnam. The thesis is underpinned by socio-cultural theory and argues that collaborative learning using wikis led to an enhancement in L2 writing skills. The findings show that collaborating via wikis challenged traditional L2 writing pedagogy in the following ways: increased student autonomy; understanding formative feedback; and awareness of process writing, genre and audiences. This study contributes practical knowledge about affordances and constraints of collaborative writing using wikis in Vietnam and other countries where traditional pedagogies are prevalent.
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Assis, Brigite Milhinhos de. "Self-assessment of writing skills: a reliable and valid tool in an efl classroom." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/7292.

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Trabalho de projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino da Língua Inglesa
O objectivo principal deste trabalho de projecto é explorar se a auto-avaliação da competência escrita é um instrumento de fiável e válido numa aula de inglês como língua estrangeira, isto é, se é um instrumento em que se pode depender e se é preciso, confiando aos professores o papel de facilitadores e dando aos alunos mais poder, de forma a tornarem-se mais responsáveis pela sua aprendizagem e, consequentemente, mais autónomos. Com a implementação da auto-avaliação e da avaliação entre pares da competência escrita, junto dos alunos, estou a tentar desenvolver as suas capacidades de reconhecerem os seus pontos fortes e fracos que, por sua vez, lhes irão permitir ser mais autónomos, mais responsáveis pela sua aprendizagem e, consequentemente, melhorar a sua competência escrita. Uma professora e três alunas do nível B2, mais conhecido por “First Certificate in English”, participaram neste projecto durante dois períodos lectivos. Os alunos participaram no processo de escrita que é composto por seis fases: “brainstorming”, focalização, estruturação, elaboração do texto, avaliação e revisão. Na fase da avaliação, os alunos tiveram a oportunidade de avaliarem os seus pares e de se auto-avaliarem. Utilizando descritores e um sistema de classificação baseados no esquema de classificação da “The University of Cambridge ESOL Examinations marking scheme for the writing paper”, os alunos avaliaram dois textos escritos pelos seus pares e por eles próprios. Os alunos foram críticos e auto-críticos de acordo com os critérios de avaliação estabelecidos. Os resultados do projecto demonstraram que os alunos foram capazes de avaliar a sua competência escrita em relação às avaliações dos seus pares e professora de acordo com os critérios de avaliação estabelecidos. De acordo com os resultados obtidos, é possível constatar que a auto-avaliação da competência escrita é um instrumento fiável e válido numa aula de língua inglesa como língua estrangeira..
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Zbeida, Abdalla. "A Linguistic and textual analysis of Arab first language speakers’ academic writing skills in English in Cape Town." University of the Western Cape, 2020. http://hdl.handle.net/11394/7940.

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Magister Artium - MA
Research on EFL students has received increased interest in recent years (Elachachi, 2015; Al- Zubaidi, 2012; Awad, 2012; Eldokali, 2007; Wahba, 1998). Although much research attention has focussed on the EFL classes and practices, very little research has focussed on the Arab students and the resources used for teaching them English abroad. In particular, the linguistic and cultural barriers Arab students face when seeking higher education in a foreign country, in this case South Africa, where they have minimal to no exposure to the language of instruction used by the host institution, have not received much attention. The study investigated the academic writing skills in English of Arab students and evaluated the efficacy of the EFL teaching materials used at selected English schools in Cape Town for those intending to study in South Africa. The researcher did a text-based analysis on written essays by the Arab students, using Systemic Functional Linguistic (SFL) as a theoretical and analytical framework. The study also evaluated course books used by private language schools to teach EFL students in Cape Town. The textbooks were analysed by means of Multimodal Discourse Analysis (MDA, an offshoot of SFL to explore the different modes used in the teaching material as aspects of cultural social semiotics. It was found that the selected course books used in Cape Town language schools were focusing on teaching conversational English rather than written academic English, which was critical for essay writing required at tertiary level education. The essays showed that Arab students writing lacked in English academic writing conventions, and often resorted to adopting and adapted their first language style, which often led to unsatisfactory writing. Thus, it was concluded that the schools did not adequately prepare the students to face the academic requirements at institutions of higher learning. The study recommends a number of pedagogical measures on how to improve academic writing, as well as infusing Arabic cultural modes in the teaching material to contextualise learning and aid meaning making and consumption.
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Mohammad, Elham A. A. "The place of writing in first grade Kuwaiti english education : a sociological case study." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26369/1/Elham_Mohammad_Thesis.pdf.

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A hybridized society, Kuwait meshes Islamic ideologies with western culture. Linguistically, English exists across both foreign language and second language nomenclatures in the country due to globalization and internationalization which has seen increasing use of English in Kuwait. Originally consisting of listening, speaking, reading and writing, the first grade English curriculum in Kuwait was narrowed in 2002 to focus only on the development of oral English skills, and to exclude writing. Since that time, both Kuwaiti teachers and parents have expressed dissatisfaction with this curriculum on the basis that this model disadvantages their children. In first grade however, the teaching of pre-writing has remained as part of the curriculum. This research analyses the parameters of English pre-writing and writing instruction in first grade in Kuwaiti classrooms, investigates first grade English pre-writing and writing teaching, and gathers insights from parents, teachers and students regarding the appropriateness of the current curriculum. Through interviews and classroom observations, and an analysis of curriculum documents, this case study found that the relationship between oral and written language is more complex than suggested by either the Kuwaiti curriculum reform, or international literature concerning the delayed teaching of writing. Intended curriculum integration across Kuwait subjects is also far more complex than first believed, due to a developmental mismatch between English pre-writing skills and Arabic language capabilities. Findings suggest an alternative approach to teaching writing may be more appropriate and more effective for first Grade students in the current Kuwait curriculum context. They contribute also to an emerging interest in the second and foreign language fields in the teaching of writing to young learners.
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Mohammad, Elham A. A. "The place of writing in first grade Kuwaiti english education : a sociological case study." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26369/.

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A hybridized society, Kuwait meshes Islamic ideologies with western culture. Linguistically, English exists across both foreign language and second language nomenclatures in the country due to globalization and internationalization which has seen increasing use of English in Kuwait. Originally consisting of listening, speaking, reading and writing, the first grade English curriculum in Kuwait was narrowed in 2002 to focus only on the development of oral English skills, and to exclude writing. Since that time, both Kuwaiti teachers and parents have expressed dissatisfaction with this curriculum on the basis that this model disadvantages their children. In first grade however, the teaching of pre-writing has remained as part of the curriculum. This research analyses the parameters of English pre-writing and writing instruction in first grade in Kuwaiti classrooms, investigates first grade English pre-writing and writing teaching, and gathers insights from parents, teachers and students regarding the appropriateness of the current curriculum. Through interviews and classroom observations, and an analysis of curriculum documents, this case study found that the relationship between oral and written language is more complex than suggested by either the Kuwaiti curriculum reform, or international literature concerning the delayed teaching of writing. Intended curriculum integration across Kuwait subjects is also far more complex than first believed, due to a developmental mismatch between English pre-writing skills and Arabic language capabilities. Findings suggest an alternative approach to teaching writing may be more appropriate and more effective for first Grade students in the current Kuwait curriculum context. They contribute also to an emerging interest in the second and foreign language fields in the teaching of writing to young learners.
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Berman, Robert. "Transfer of writing skills between languages : L1 versus L2 teaching of persuasive essay writing to intermediate-level Icelandic EFL students." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306878.

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Rau, Alexander, and Caroline Johansson. "Using Corrective Feedback to Improve Grammatical Accuracy in Student Writing in the EFL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39223.

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With the rise of English as the go-to language in the world, it has also become an important subject in the Swedish education system, aimed at preparing students for the English requirements expected of them in higher education and business. However, communication and content have become the main focus in the classroom, with grammar and accuracy being judged as variably important from teacher to teacher. This has led to students feeling confident in speaking, but lacking the skills needed to create accurate and coherent texts, the effects of which are detrimental to their credibility and can have serious negative effects in the workplace. The aim of this paper is to investigate the efficacy of different methods of corrective feedback (CF) aimed at improving grammatical accuracy in student writing. Eight studies were selected, looking at different methods of CF. The results showed that CF is indeed effective, but that many factors such as language proficiency, previous experience, scope of CF and error type influence the outcome of the CF. The implications of this are very relevant to the English classroom in Sweden as the classroom is not homogenous and teachers must take care to become aware of each student’s individual needs, prior knowledge and preferences in order to maximize the effectiveness of the CF. Future research could explore the effects of Dynamic CF and peer-reviewing, providing students with many opportunities to write and revise short texts while simultaneously actively engaging with language form.
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Tesfamichael, Wondwosen [Verfasser]. "Effects of Implementing the Learning Together Method on EFL : Paragraph Writing and Social Skills of Eleventh Graders / Wondwosen Tesfamichael." München : GRIN Verlag, 2019. http://d-nb.info/118951060X/34.

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Lindestaf, Emma, and Lina Malmqvist. "Redrafting the Writing Process : A study about using reflective learning to improve the writing skills of Swedish students." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44645.

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It is well established that good writing derives from writers who understand the writing process. However, while the National Curriculum of England explicitly states that teachers should incorporate important parts of the writing process, such as drafting, revising and proof-reading, in their teaching, the Swedish national curriculum does not. The aim of the study was to investigate how reflective learning affects Swedish students' writing skills in an ESL setting. More specifically, it investigates how the implementation of drafting and redrafting in a writing project affects the quality of texts as well as students’ perception of working reflectively. To be able to evaluate these variables, the students’ first and final drafts were analyzed in order to find out how much the students had improved and in which linguistic areas out of grammar, formality, cohesion and structure. The students were also asked to write a reflective text about their opinion of the writing project. The data was then categorized and later analyzed by using Kolb’s experiential learning cycle and the GLL model. The results showed an insignificant change regarding the students’ grades and quality of text. However, most students were positive about the working process. These results suggest that reflective learning could have many benefits for Swedish students’ writing skills and students seem to find the working process helpful. However, more research is needed in order to further evaluate the impact reflective learning can have on students’ writing skills.
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Books on the topic "Writing skills in EFL"

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Balushi, Khulood Al. Effect of E-mail Exchange on Omani Students' EFL Writing Skills. Saarbrücken: LAP LAMBERT Academic Publishing, 2017.

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Frank, Marcella. Writing from experience: With grammar and language skills for ESL/EFL students. Ann Arbor: University of Michigan Press, 2004.

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Writing American style: An ESL/EFL handbook. Hauppauge, N.Y: Barron's, 1999.

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Brodine, Ruey. EFL writing and learning: Considering the process. Bologna: CLUEB, 1990.

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Zhang, Yan. Adversative and Concessive Conjunctions in EFL Writing. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-7837-3.

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Neuleib, Jan. Writing skills. Grand Rapids, MI: Instructional Fair, 1996.

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Writing skills. New York: Spark, 2006.

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Alberto, Paula Motta Carlos, ed. Writing skills. New York, NY: Dorling Kindersley, 2002.

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Co, McDonald Publishing. Writing skills. St. Louis, Mo: McDonald Pub. Co., 1997.

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Mills, Maureen. Writing Skills. Dunstable: Folens, 1997.

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Book chapters on the topic "Writing skills in EFL"

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Evangelidi, Melissa. "Blogging to develop writing skills in a Greek secondary EFL classroom." In Interdisciplinary Research Approaches to Multilingual Education, 257–67. London ; New York : Routledge, Taylor & Francis Group, 2019. | Series: Routledge research in language education: Routledge, 2018. http://dx.doi.org/10.4324/9781351170086-20.

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Abouabdelkader, Soufiane. "Moroccan EFL University Students’ Composing Skills in the Balance: Assessment Procedures and Outcomes." In Assessing EFL Writing in the 21st Century Arab World, 79–109. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64104-1_4.

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Zyad, Hicham, and Abdelmajid Bouziane. "The Effect of EFL Correction Practices on Developing Moroccan Students’ English Writing Skills." In Feedback in L2 English Writing in the Arab World, 113–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25830-6_5.

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Liu, Meng-lian. "The Effect Analysis of Mind Mapping Technique on Chinese EFL Undergraduates’ Writing Skills." In Emerging Technologies for Education, 469–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92836-0_42.

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Qayyum, Rabail. "Using Portfolios to Formatively Assess the Writing Skills of Undergraduate ESL/EFL Students." In English Language Teaching: Theory, Research and Pedagogy, 217–42. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7826-4_15.

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Tankó, Gyula, and Kata Csizér. "Individual Differences and Micro-argumentative Writing Skills in EFL: An Exploratory Study at a Hungarian University." In University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation, 149–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95198-0_11.

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Haerazi, Zukhairatunniswah Prayati, Lalu Ari Irawan, and Rully May Vikasari. "Developing students' critical thinking skills through culture-based instructional materials in EFL reading and writing courses." In Post Pandemic L2 Pedagogy, 101–7. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-17.

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Smith, Robert V. "Writing Skills." In Graduate Research, 121–54. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_8.

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Burnard, Philip. "Writing skills." In Effective Communication Skills for Health Professionals, 133–47. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4511-2_10.

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Williams, Kate. "Essay Writing." In Study Skills, 121–41. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-19936-5_7.

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Conference papers on the topic "Writing skills in EFL"

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Nga, Tran Thanh. "Academic Writing: Attitudes and Self-efficacy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.5.

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Academic writing is an indispensable requirement at tertiary level. The relationship between writing skills and attitudes towards writing has received much attention from scholars. However, less is known about how EFL learners’ attitudes towards academic writing are correlated with their self-efficacy in this particular skill. Thus, the present study aims at examining this relationship among third-year English major learners at a university in Ho Chi Minh City. A total of 89 learners participated in the study by completing a questionnaire. Data collected were analyzed using quantitative methods. Results showed that there was no difference in academic writing self-efficacy among the participants whereas the females felt more positive about their academic writing compared to the males. Notably, a correlation exists between academic writing attitudes and self-efficacy. These findings confirmed the need of raising teachers’ awareness of motivational factors that can increase academic writing attitudes and self-efficacy among EFL learners.
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Mohammed AlKhoudary, Yahia Ashour. "Using Weblogs in Teaching Writing Skills in BUC EFL Classrooms: A Case Study." In 2017 9th IEEE-GCC Conference and Exhibition (GCCCE). IEEE, 2017. http://dx.doi.org/10.1109/ieeegcc.2017.8447985.

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Rozimela, Yenni, Desvalini Anwar, Ririn Ovilia, and Ainul Addinna. "Reading-Based Writing: A Model to Foster EFL Learners’ Academic Writing Skill." In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220201.057.

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Kozmina, Nataliia, and Lyudmyla Guryeyeva. "DEVELOPING WRITING SKILLS. VISUALS." In INTEGRACIÓN DE LAS CIENCIAS FUNDAMENTALES Y APLICADAS EN EL PARADIGMA DE LA SOCIEDAD POST-INDUSTRIAL. European Scientific Platform, 2020. http://dx.doi.org/10.36074/24.04.2020.v4.02.

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Ryabkova, Gina V. "The Use of Blended Learning in EFL (Writing Skills): A Case for Rosetta Stone Software." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2113.

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Beaufils, Anne France, and Jane Duarte. "TO ICT OR NOT TO ICT: DEVELOPING WRITING SKILLS IN AN EFL PROFESSIONAL TRAINING COURSE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1444.

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Lu, Zhihong, Xiaowei Li, and Zhenxiao Li. "AWE-based corrective feedback on developing EFL learners’ writing skill." In EUROCALL 2015. Research-publishing.net, 2015. http://dx.doi.org/10.14705/rpnet.2015.000361.

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Almalki, Sami. "AN EXPLANATORY MIXED METHODS STUDY OF THE USE OF EDUCATIONAL BLOGS TO IMPROVE EFL STUDENT'S WRITING SKILLS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0579.

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Weerathai, Thanakorn. "THE EFFECTS OF ASYNCHRONOUS ONLINE PEER-TEACHER FEEDBACK IN A THAI EFL PUBLIC SPEAKING CLASS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end102.

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"The teaching and learning of English speaking has recently posed several challenges due to the coronavirus pandemic. One of the challenges is that it is nearly impossible to conduct the teaching and learning in the physical classroom, affecting how students are given immediate feedback to. Teachers have to find different methods and techniques to use in their speaking classes during this situation, for example, giving live virtual presentations, pre-recording video clips and uploading them to online classrooms, giving online comments and feedback, and so on. In this mixed-methods study, the purposes were to investigate the effects of giving asynchronous online peer and teacher feedback to students after they had uploaded their three types of speech video clips, i.e., informative, persuasive, and entertaining, to the Google Classroom and to explore the students’ attitudes toward the two types of feedback. Participants were 25 fourth-year undergraduate students, majoring in English for International Communication at a university in northeastern region of Thailand. It was found that although the second speech video clip scores were higher than the first speech video clip scores, students still had difficulties in providing sufficient and specific peer feedback on the areas of organization and research citations, impacting growth in their speaking skills. Moreover, findings from the semi-structured interviews revealed that students viewed the two types of feedback positively. It helped them to gradually develop thinking and critiquing skills, and they also demonstrated increased confidence in speaking after they had received both types of feedback. This study proposes opportunities for discussion, i.e., providing sufficient peer feedback training and meaningful writing assignments, to hone students critiquing skills, especially on the areas of organization and research citations."
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Yambay de Armijos, Karen. "PURSUING SUCCESS IN EFL ACADEMIC WRITING: TECHNIQUES TO ENHANCE THE WRITING SKILL IN UNDERGRADUATE STUDENTS - AN ACTION RESEARCH CASE STUDY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2382.

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Reports on the topic "Writing skills in EFL"

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Tang, Guimin. Contextualization: An Experimental Model for EFL Writing Instruction in China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5371.

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Isopi, Alessia. Using group assignments to improve students’ writing skills. The Economics Network, January 2022. http://dx.doi.org/10.53593/n3520a.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Randel, Josephine M., Donald H. Hewitt, and Belynda M. Warner. Writing Skills Course for Newly Commissioned Marine Corps Officers. Fort Belvoir, VA: Defense Technical Information Center, October 1993. http://dx.doi.org/10.21236/ada272670.

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Booher, Brandon M., and Derek S. Waisanen. Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada493909.

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Booher, Brandon M., and Derek S. Waisanen. Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada494420.

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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Shiihi, Solomon, U. G. Okafor, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Improving the Outcome of GMP Inspections by Improving Proficiency of Inspectors through Consistent GMP Trainings. Purdue University, November 2021. http://dx.doi.org/10.5703/1288284317433.

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Approximately 90% of the pharmaceutical inspectors in a pharmacy practice regulatory agency in West Africa have not updated their training on Good Manufacturing Practice (GMP) inspection in at least eight years. However, in the last two years the inspectors relied on learning-on-the job skills. During this time, the agency introduced about 17% of its inspectors to hands-on GMP trainings. GMP is the part of quality assurance that ensures the production or manufacture of medicinal products is consistent in order to control the quality standards appropriate for their intended use as required by the specification of the product. Inspection reports on the Agency’s GMP inspection format in-between 2013 to 2019 across the six geopolitical zones in the country were reviewed retrospectively for gap analysis. Sampling was done in two phases. During the first phase sampling of reports was done by random selection, using a stratified sampling method. In the second phase, inspectors from the Regulatory Agency from different regions were contacted on phone to send in four reports each by email. For those that forwarded four reports, two, were selected. However for those who forwarded one or two, all were considered. Also, the Agency’s inspection format/checklist was compared with the World Health Organization (WHO) GMP checklist and the GMP practice observed. The purpose of this study was to evaluate the reporting skills and the ability of inspectors to interpret findings vis-à-vis their proficiency in inspection activities hence the efficiency of the system. Secondly, the study seeks to establish shortfalls or adequacies of the Agency’s checklist with the aim of reviewing and improving in-line with best global practices. It was observed that different inspectors have different styles and methods of writing reports from the same check-list/inspection format, leading to non-conformances. Interpretations of findings were found to be subjective. However, it was also observed that inspection reports from the few inspectors with the hands-on training in the last two year were more coherent. This indicates that pharmaceutical inspectors need to be trained regularly to increase their knowledge and skills in order to be kept on the same pace. It was also observed that there is a slight deviation in placing sub indicators under the GMP components in the Agency’s GMP inspection format, as compared to the WHO checklist.
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Sklenar, Ihor. The newspaper «Christian Voice» (Munich) in the postwar period: history, thematic range of expression, leading authors and publicists. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11393.

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The article considers the history, thematic range of expression and a number of authors and publicists of the newspaper «Christian Voice» (with the frequency of a fortnightly). It has been published in Munich by nationally conscious groups of migrants since 1949 as a part of the «Ukrainian Christian Publishing House». The significance of this Ukrainian newspaper in post-Nazi Germany is only partly comprehended in the works of a number of diaspora press’s researchers. Therefore, the purpose of this article is to supplement the scientific information about the «Christian Voice» in the postwar period, in particular, the yearbook for 1957 was chosen as the principal subject of analysis. In the process of writing the article, we used such methods: analysis, synthesis, content analysis, generalization and others. Thus, the results of our study became the socio-political and religious context in which the «Christian Voice» was founded. The article is also a concise overview of the titles of Ukrainian magazines in post-Nazi Germany in the 1940s and 1950s. The thematic analysis of publications of 1957 showed the main trends of journalistic texts in the newspaper and the journalistic skills of it’s iconic authors and publicists (D. Buchynsky, M. Bradovych, S. Shah, etc.). The thematic range of the newspaper after 1959 was somewhat narrowed due to the change in the status of the «Christian Voice» when it became the official newspaper of the UGCC in Germany. It has been distinguished two main thematic blocks of the newspaper ‒ social and religious. Historians will find interesting factual material from the newspaper publications about the life of Ukrainians in the diaspora. Historians of journalism can supplement the bibliographic apparatus in the journalistic and publicistic works of the authors in the postwar period of the newspaper and in subsequent years of publishing. Based upon the publications of the «Christian Voice» in different years, not only since 1957, journalists can study the contents and a form of different genres, linguistic peculiarities in the newspaper articles, and so on.
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