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Dissertations / Theses on the topic 'Writing skills in EFL'
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1
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 InglesaO 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 - MAResearch 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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Haoucha, Malika. "The effects of a feedback-based instruction programme on developing EFL writing and revision skills of first year Moroccan university students." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/1187/.
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The stimulus for this study was problems I encountered in my teaching of academic writing to first year undergraduates majoring in English at a Moroccan university. Their problems ranged from sentence, to paragraph to essay levels. Added to that was my realization that the teaching of writing is mainly product-oriented and that practice is far from theory. Students are expected to produce good writing, but the means for helping them attain the required writing standards are not clearly identified or provided. A focus on narrative writing seems not to serve the purpose of training students to make their voices heard in argumentative writing. Reliance on lecturing as a means of teaching writing robs the writing class of an appealing social environment. These problems combined with a personal desire to improve my teaching by researching my professional practice against the insights of theory; all these factors gathered to stimulate me to undertake the present research. This project is based on the teaching of a writing programme I developed based on my previous experience as a writing teacher and on student need. In its progressive teaching of writing the programme follows a process approach; however, the product perspective is also important. Students are exposed to three types of feedback on multiple-draft writing: self-monitored feedback using annotations; peer feedback; and teacher written feedback and taped commentary. The aim is to encourage them to experience writing as an interactive process, from the pre-writing activities through the actual writing and revising to the writing of a final draft, rather than as a monotonous solitary activity performed under exam pressure. Using a case study approach this qualitative inquiry looks into the extent to which students make use of the different types of feedback in their revisions, their attitudes to the feedback procedures, and whether text quality improves over the drafts during the course period. For this purpose various data collection tools have been used. These include questionnaires, in-depth interviews, students' writings, audio-taped recordings of student peer feedback sessions, teacher written and taped comments, and student diaries. In line with previous research, the present study has shown that self-monitored feedback using annotations can help identify problematic areas in writing, but it has also added that annotations can unveil students' perceptions of what constitutes good writing. Moreover, the study has demonstrated that peer feedback activities are not only helpful in terms of encouraging revision but that they have other cognitive, linguistic and affective benefits. Finally, there is strong evidence that teacher written feedback is still considered by students to be a major source of help and that they do take it into consideration in their revisions. In addition, teacher taped commentary, a type of feedback which has received little attention in the literature, is an effective means of commenting on content and organisation and focusing student revision on these areas. Students have also appreciated it and acknowledged its cognitive, linguistic, affective, and practical benefits. Furthermore, the study has shown that although students' writings have not systematically, and regularly, improved from first to second drafts, i. e. after revision following peer feedback, there is a tendency for improvement from second to third drafts. i. e. after revision following teacher feedback. On the whole, improvement in text quality varied from one student to another and also from one draft to another for the same student. The main implications are that the one-draft writing tendency in the context of the study should give way to multiple-draft writing. The motivating force of revision can be promoted and enhanced through the use of different types of feedback on separate drafts. More importantly; however, the writing class should cater for student need by making use of motivational instructional and feedback activities.
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Abdulmajeed, Haveen Muhamad. "An integrated approach to achievement : measuring the development of writing skills in Kurdish learners of English as a foreign language (EFL)." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7166/.
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This thesis is a contribution to the field of learner corpus studies. It compares a number of different measures of accuracy and complexity in second language writing, applying those measures to a sample of 308 essays written by Kurdish university students majoring in English in three schools in Iraqi Kurdistan (at two years of study: third year and fourth year). It proposes an innovative method for measuring correctness, and integrates a number of different measures of accuracy into an Integrated Approach to Achievement. It first starts by applying the method of traditional error analysis to a sample of the data collected, and then as a result the research makes recommendations for measuring ‘correctness’ instead of concentrating on the analysis of errors. It then operationalizes those recommendations, proposing an innovative method of assessment of accuracy in L2 writing by assessing ‘correctness’ as a replacement for the measurement of error using standard methods of analysis (the T-unit and clause-based correctness analysis). As a third attempt it proposes a new method of analysis that takes various units into account and hence called the various-units-based correctness analysis. After that it brings together all the measures of accuracy in a novel and integrated assessment method called an Integrated Approach to Achievement (IAA). The thesis also uses various measures of syntactic complexity, including phrasal complexity. For measuring lexical complexity a recently developed program called the Lexical Complexity Analyzer (LCA) is used. The findings are important for both English writing pedagogy and assessment.
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Al-kefagy, Murtadha, and Cristina Nagy. "Peer Review in EFL Writing: Its Effect on Critical Thinking Skills and the Role of Digital Tools in Facilitating the Process." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39669.
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This paper focuses on peer reviewing as part of the writing process and as a pedagogical strategy that can help students develop their writing and critical thinking skills. To do so, it examines the extent to which peer reviewing can develop English as a foreign language (EFL) students’ ability to evaluate and reflect on their writing in upper secondary school. Moreover, this study investigates whether digital tools can help to facilitate the peer review process. By reviewing and synthesizing ten empirical studies from the period 2013-2020, the study found that students who engage in peer reviewing in writing develop critical thinking skills, self-regulation and evaluation. It further shows that there is a consensus between researchers regarding the usefulness of peer review in developing critical thinking skills. However, the findings indicate the importance of including guided peer review training before peer review activities. Furthermore, there is a strong indication that digital tools can help facilitate the peer review process if used appropriately. Digital tools help engage students in the peer review process since they are able to interact with each other’s texts online. Lastly, the findings of the study are in line with the Swedish national curriculum and the English syllabus for upper secondary school. Therefore, teachers in Sweden should consider the use of familiar digital tools to engage students in peer review to develop their writing and critical thinking skills.
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Jong, Young Ok. "An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3743/.
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The purpose of the present study is to investigate effective ways of designing taskbased collaborative writing lessons in the EFL classroom in South Korea. In this research, a group of 11/12 year-old children were involved in repeating three different writing tasks three times. In order to examine the effects of task type and task repetition on task performance and outcomes, written texts were measured in terms of fluency, accuracy, and lexical complexity with seven sub-measures and pair dialogues were quantified by the focus on a particular aspect of the language and then categorised into form-focus, lexical-focus, and mechanical-focus language-related episodes. Follow-up interviews were undertaken with the children to examine their perspectives on collaborative writing from their first experience of paired writing. On the basis of self-reflection on my prior learning and teaching experience in the EFL context, a classroom action research project was designed and conducted to promote my personal and professional growth. Classroom observation was undertaken to monitor the children’s performance and engagement when working together. The results of quantitative and qualitative data analysis showed strong effects of task type and task repetition on the products and processes of Korean children’s writing and the pedagogical benefits of collaborative writing. In addition, this teacher research gave me a valuable opportunity to explore ways of becoming a reflective teacher. The research findings may help classroom teachers who want to develop task-based collaborative writing lessons in the classroom and teacher researchers who want to initiate classroom action research to improve their teaching practice.
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Ha, Le Thi, and n/a. "A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading courses." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.164330.
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This study attempts to investigate the teaching of written English in Vietnam
with special attention to the main problems encountered by teachers of
English at the main language institutions in the light of the literature and
practices in general ELT.
The first chapter is the introduction of the study. It covers the aim and scope
to be achieved in the study, and explains the sources of data to be used for
the study. Terminology of some phrases and abbreviations for convenient use
are also given.
Chapter 2 focuses on general ELT developments. Major trends in ELT and
their practices are brought into discussion. Then in the light of the literature
in ELT, the teaching of writing is taken into consideration. Being an
important component in ELT, the teaching of writing has to satisfy this need
of learners - the need for effective communication - without overlooking
correctness, accuracy and other features of good writing. However, there is
no single approach that can provide a perfect answer to all the learners'
problems.
Chapter 3 discusses the teaching and learning situation in Vietnam in three
stages from 1959 to 1986. It is made clear that the situation is not satisfactory
due to the methods, techniques, materials and the quality of teachers. Then
special investigation is made into the writing area. It is discovered that
complex writing is avoided because of the teachers' low standard and their
methods and techniques in teaching written English. Improvement courses
have been held, but they did not include writing programmes for teachers.
Chapter 4 analyses the main problems affecting the teaching of writing in
Vietnam, such as teachers' unawareness of language appropriateness and
correctness, their difficulty at discourse level and lack of cultural knowledge.
Teachers' misconceptions about errors and lack of methods and techniques in
dealing with errors also result in ineffective teaching.
In Chapter 5 some recommendations are made for teaching writing to
inservice teachers in the upgrading course. They focus on the methods and
techniques to be used in such a writing course. Some techniques for
composition correction are also suggested. Unfortunately, there is no single
book that is ideal for such a course. A selection of current writing
coursebooks is given in the hope that teachers will find material to suit the
needs of their students in them. The last recommendations are for teaching
academic writing which involves more sophisticated skills than writing on
general topics.
Finally the writer makes some comments on her own work and suggests
further research into the writing area.
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Tiryakioglu, Gulay. "EFL learners' writing processes : the relationship between linguistic knowledge, composing processes and text quality." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2047.
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L'écriture est un processus complexe à la fois dans la langue première (L1) et dans une langue étrangère ou seconde (L2). Les recherches sur les processus d'écriture en langue seconde et en langue étrangère se multiplient, grâce à l'existence d'outils de recherche qui nous permettent d'examiner de plus près ce que les apprenants font réellement dans leurs langues lorsqu'ils écrivent (Hyland, 2016; Van Waes et al., 2012; Wengelin et al., 2019) ; les recherches sur les comportements d'écriture plurilingue restent cependant rares. Cette étude examine la relation entre la connaissance de la langue, les compétences en dactylographie, les processus d'écriture (fluidité d'écriture, pauses et révisions) et la qualité des textes écrits par 30 collégiens français (14-15 ans), lors de l'écriture dans leur premier (français) et deuxième (anglais) langues. Dans la seconde étude, nous avons examiné cette relation complexe au sein d'un sous-groupe de 15 élèves bilingue turcophone (14-15 ans, résidant en France) lors de l'écriture dans leur langue d'origine (turc), langue scolaire (français) et l'anglais (une langue étrangère, également apprise à l'école). La troisième étude explore cetterelation complexe entre le sous-groupe de 17 apprenants bilingues (15 apprenants turcophone et 2 apprenants arabe-français) et 13 apprenants monolingues français.Nous avons utilisé un plan d'étude à méthode mixte: une combinaison d'enregistrement des touches tapées au clavier, de questionnaires avant et après l'écriture, de textes écrits par les élèves et d'entretiens de rappel stimulé. Nos participants ont effectué trois tâches d'écriture (une tâche de copie, une tâche descriptive et une tâche narrative) dans chaque langue à l'ordinateur à l'aide de l'outil d'enregistrement des touches tapées au clavier, Inputlog (Leijten & Van Waes, 2013). L'enregistrement des touches tapées au clavier (possibilité de mesurer avec précision le comportement de frappe), qui s'est développée au cours des deux dernières décennies, permet une investigation empirique des comportements de frappe lors de l'écriture à l'ordinateur. Les données relatives aux processus d'écriture ont été analysées à partir de ces données d'Inputlog: la fluidité d'écriture a été mesurée en caractères par minute, mots par minute et la moyenne des caractères entre deux pause en rafales de pause (de 2000 millisecondes); les hésitations ont été mesurées par le nombre de pauses, la durée des pauses et leur emplacement (à l'intérieur ou entre les mots); les révisions ont été mesurées en nombre de suppressions et d'ajouts, et en rafales de révision (le nombre moyenne d’ajouts et suppressions entre deux longues pauses de 2000 millisecondes). La vitesse de frappe a été mesurée avec une tâche de copie dans chaque langue du projet; cette tâche de copie est corrigée automatiquement par Inputlog ; nous avons développé cette tâche en turc pour notre étude, et elle a été normalisée et figure maintenant comme partie intégrante du logiciel, pour d’autres utilisateurs. Pour évaluer la qualité des textes écrits par nos apprenants, une équipe d'évaluateurs a utilisé une échelle d'évaluation holistique et analytique pour juger du contenu, de l'organisation et de l'utilisation de lalangue dans les textes en L1, L2 et L3 ; nous avons ensuite comparé cette évaluation qualitative aux mesures quantitatives obtenus dans Inputlog. Nous avons également recueilli des données avec un protocole de rappel stimulé auprès d'un sous-groupe de sept scripteurs, pendant qu'ils regardaient les données enregistrées sur Inputlog se dérouler à l’écran (avec la fonction Replay); ce processus fascinant nous a permis d’obtenir des informations liées aux pensées des écrivains lors des pauses et révisions longues. Enfin, nous avons obtenu d’autres informations sur les comportements d’écriture des participants en dehors de la classe à l’aide d’un questionnaireWriting is a complex process both in the first language (L1) and in a foreign or second language (L2). Researchon second- and foreign-language writing processes is increasing, thanks to the existence of research tools thatenable us to look more closely at what language learners actually do as they write (Hyland, 2016; Van Waes etal., 2012; Wengelin et al., 2019); research on plurilingual writing behaviour remains, however, scarce. Thisstudy looks at the relationship between knowledge of language, typing skills, writing processes (writing fluency,pauses and revisions) and the quality of texts written by 30 middle school French students (14-15 years old),during writing in their first (French), and second (English) languages. In the second study, we looked at thiscomplex relationship among a sub-group of 15 middle school French-Turkish bilingual students (14-15 yearsold, residing in France) during writing in their home language (Turkish), school language (French), and English(a foreign language, also learned at school). The third study explores this complex relationship between thesubgroup of 17 bilingual learners (15 Turkish-French bilinguals and 2 Arabic-French bilinguals) and 13 Frenchmonolingual learners.We used a mixed-method study design: a combination of keystroke loggings, pre- and post-writingquestionnaires, students' written texts and stimulated recall interviews. Our participants performed three writingtasks (a copy task, a descriptive and a narrative task) in each language on the computer using the keystrokeloggingtool Inputlog (Leijten & Van Waes, 2013). Keystroke logging (the possibility of measuring precisetyping behaviour), which has developed over the past two decades, enables empirical investigation of typingbehaviour during writing. Data related to writing processes were analyzed from this Inputlog data: writingfluency was measured as characters per minute, words per minute, and mean pause-bursts (text producedbetween two pauses of 2000 milliseconds); pausing was measured as numbers of pauses, pause length, andlocation (within and between words); and revisions were measured as numbers of deletions and additions, andrevision-bursts (additions and deletions between two long pauses of 2000 milliseconds). Typing speed wasmeasured with the Inputlog copy task tool in three languages; we developed the Turkish copy task for our study,and it has been standardized and added to the Inputlog software. To assess text quality, a team of evaluatorsused both a holistic and an analytical rating scale to judge content, organization and language use in the L1, L2and L3 texts, and this qualitative assessment is compared with the quantitative Inputlog measures. We alsocollected stimulated recall protocol data from a focus group of seven writers, as they watched the keystrokelogged data unfold; this fascinating process enabled us to obtain information related to the writers’ thoughtsduring long pauses and revisions. Finally, we obtained background data on the participants’ writing behaviorsoutside the classroom with a questionnaire.Analyses of the keystroke logging data reveal important differences between L1 and L2 as well as between L1,L2 and L3 writing processes, which appear to be linked to our bilingual subjects’ linguistic backgrounds, andespecially their contact with written Turkish (Akinci, 2016). Writing processes were more fluent in French, withlonger pause-bursts, fewer pauses and revisions than writing in English and Turkish. Post-hoc comparisons ofwriting processes in the three project languages show that although there are significant differences betweenFrench and Turkish/English writing processes, English and Turkish writing processes are similar, with,however, significant fluency differences
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Fowler, Michelle Danielle. "L2 Learners’ Experiences with Reading and Writing and their Perceptions of the Connections Between the Skills." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461884877.
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García, Montes Paloma. "Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/171795.
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[ES] La instrucción de género denominada narrativa personal de no ficción o memorias, junto con el método de enseñanza Harkness en la expresión escrita del español como lengua extranjera, demostrará en el contexto particular de una universidad americana en España y en Estados Unidos un desarrollo superior de esta habilidad y desempeño. A la autora de esta tesis le gustaría contribuir a una tan esperada presencia de la escritura del español como L2 en la literatura de investigación. Este estudio trata de desarrollar en las clases de ELE para estudiantes americanos nuevos métodos que logren despertar el deseo, ya que no existe en este contexto la necesidad, de aprender español. A partir de la experiencia en la enseñanza del español a estudiantes universitarios y de secundaria estadounidenses, por un lado, en Estados Unidos como requisito obligatorio por parte de la universidad para el crédito en lenguas extranjeras y, por otro lado, en programas académicos estadounidenses de inmersión en España (en ambos casos siguiendo los libros y el método impuesto por las universidades) es común que estudiantes y profesores estén insatisfechos. La intención es demostrar que con la pedagogía Harkness y la enseñanza de la expresión escrita a través del género ensayo personal, es posible crear un currículo académico donde se obtienen claras mejoras en el aprendizaje final. Además, crea un ambiente donde los estudiantes están motivados y felices de aprender un segundo idioma. Se podría llevar a cabo la construcción de género y de la pedagogía basada en el género en un primer plano socio-contextual, de manera que permitan a los alumnos de ELE ver el contenido en términos de lenguaje desde el principio, en lugar de tener que integrarlos más tarde. Los programas de estudios universitarios de ELE tienen a su disposición la configuración de su destino, la calidad de su programa y el de los aprendizajes de sus alumnos. El objetivo se habrá logrado si el estudio ha convencido a los lectores de que los programas universitarios de ELE pueden revitalizarse aplicando una orientación humanística, al mismo tiempo, basada en el lenguaje.[CA] L'orientació cap al gènere denominat non-fiction de la narrativa personal o Memoirs juntament amb el mètode Harkness d'ensenyament en l'expressió escrita d'ELE, en el context particular d'una Universitat Americana a Espanya i als Estats Units, demostrarà un desenvolupament més elevat de aquesta habilitat i del seu rendiment. L'autora d'aquesta tesi desitjaria contribuir a una llargament esperada presència de l'escriptura de l'espanyol com a L2 en la literatura d'investigació. Aquest estudi tracta de desenvolupar en les classes d'ELE per a estudiants americans nous mètodes que aconsegueixin despertar el desig, ja que no existeix en aquest context la necessitat, d'aprendre espanyol. Basat en l'experiència en ensenyar a estudiants universitaris americans espanyol, d'una banda, als Estats Units com a requeriment obligatori per part de la universitat de crèdit en llengües estrangeres i, de l'altra, en programes acadèmics americans d'immersió a Espanya (en els dos casos seguint els llibres i el mètode que imposen les universitats) és comú el desistiment i descontentament per part dels estudiants i professors. La intenció és demostrar que amb el mètode d'ensenyament Harkness juntament amb l'ensenyament de l'expressió escrita a través del gènere de l'assaig personal és possible crear un contingut acadèmic on no només s'obtenen clares millores de l'aprenentatge final, sinó que s'arriba a crear un ambient on els estudiants estan motivats i contents d'aprendre una segona llengua. Es podria dur a terme la construcció de gènere i de la pedagogia basada en el gènere en un primer pla soci-contextual, de manera que permetin als alumnes d'ELE veure el contingut en termes de llenguatge des del principi, en lloc d'haver de integrar-los posteriorment. S'haurà obtingut l'objectiu si l'estudi obté lectors convençuts que es poden revitalitzar programes universitaris d'ELA mitjançant l'aplicació d'una orientació humanista, a el mateix temps, basada en el llenguatge.
[EN] The gender instruction called the non-fiction personal narrative or memoirs, together with the Harkness method of teaching in the written expression of Spanish as a Foreign Language, will demonstrate in the particular context of an American University in Spain and in the US a higher development of this ability and performance. The author of this thesis would like to contribute to a long-awaited Spanish writing presence as L2 in the research literature. This study tries to develop in SFL classes for American universities and students' new methods that manage to awaken the desire since there is no need in this context to learn Spanish. Based on the experience in teaching Spanish to American university and high school students, on the one hand, in the United States as a mandatory requirement by the university for credit in foreign languages and, on the other hand, in American academic programs of immersion in Spain (in both cases following the books and the method imposed by the universities) it is common for students and teachers to be dissatisfied. The intention is to demonstrate that with the Harkness pedagogy and the teaching of written expression through the personal essay genre, it is possible to create an academic curriculum where clear improvements are obtained in the final learning. Besides, it creates an environment where students are motivated and happy to learn a second language. The construction of gender and gender-based instruction could be carried out in a socio-contextual foreground to allow SFL students to see the content in terms of language from the beginning, rather than having to integrate them later. SFL's university study programs have at their disposal shaping their destiny, the quality of their program, and that of their students' learning. The objective will have been achieved if the study has convinced readers that SFL university programs can be revitalized by applying a humanistic, at the same time, language-based orientation.
García Montes, P. (2021). Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/171795
TESIS
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Kamil, Intissar Sami Abdul-Hafid. "Perceptions of Kuwaiti EFL student-teachers towards EFL writing and methods of teaching and learning EFL writing." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3203.
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This thesis focuses on the perceptions of Kuwaiti EFL student-teachers to methods of teaching and learning EFL writing in Kuwait, and the extent to which their perceptions of EFL writing may be affected by these methods. It draws on the finding of ten interviews with student-teachers from one of the higher educational colleges in Kuwait. Students were asked to describe how they perceive EFL writing and methods of teaching and learning practices in their EFL writing classrooms. They were invited to discuss the nature of their teachers’ role in their classrooms and assess the extent to which that role enhanced or undermined their attitudes to EFL writing. Students discussed how they felt about EFL writing and their teaching practices. They discussed ways in which their perceptions of EFL writing could be enhanced and explained how their teaching practices influenced their views of themselves as writers. In the literature, there are no theories for L2 writing to date and L2 researchers have tended to assume that the models of L1 would apply equally to L2 writers, with appropriate modifications. This, it is argued, is not necessarily the case as cultural and language differences between L1 and L2 create difficulties that are not accounted for by L1 research, as L2 writers use their identity and their way of making meaning when they write in L2. The study addresses the gap in L2 writing literature, and more research is needed to understand how to support L2 writers in achieving writing fluency. This research suggests that change is needed in pedagogical practices in the teaching of EFL writing. EFL writing teachers in this study demonstrated little awareness, both of how to acknowledge their students’ out-of-school experiencs of writing and of writing as a social practice. The study recommends that the teaching of writing takes more account of the ‘writing process’ approach, with attention given to pre-writing activities and to revision processes, and that more attention is paid to genres in writing, as socially-constructed forms of meaning-making. It also recommends that teacher feedback is developed to be more purposeful and formative. Writing needs implicit learning and intensive practice and it cannot be acquired like speaking. Through learning EFL learners will be more familier with the structure of EFL language and they will understand how use this structure to acheive different social purposes in particular context of use. Well-rained EFL writing teachers will have the ability to help EFL learners write more efficiently. Thus, this research suggests that the students’ pre-service training programme and teachers’ in-service professional developmental programme for EFL writing need to be seriously improved to cope with the social needs of their students, the needs of their society and the needs of developing education internationally. EFL writing needs to be viewed as a vital communicative medium and students should be taught in a way that helps them interact with others by that medium. This research recommends further studies to explore methods of teaching and learning EFL writing and EFL in general to develop a strong voice in debate, to listen to the voice of EFL students, to enhance the methods of teaching practices, and to increase students’ self-efficacy in their ability to be efficient in their EFL writing in particular, and EFL in general.
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Dwyer, Edward J. "Developing Writing Skills Through Letter Writing." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3391.
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Intended specifically for tutors who want to use proven teaching techniques but who have limited time and resources, this book offers dozens of teaching ideas as well as useful information on curriculum development, instruction and appropriate reading materials.
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Ana, Tripković. "Упоредна анализа колаборативног и самосталног писменог изражавања уосновношколској настави енглеског језика." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100984&source=NDLTD&language=en.
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Циљ ове докторске дисертације је дасе упоредно анализира колаборативно исамостално писмено изражавање уосновношколској настави енглеског језика.Вештина писменог изражавања сматра секомплексном когнитивном језичкомвештином, а истовремено игра веома битнуулогу у глобалној заједници, тако да јенеопходно да се више пажње посветиподучавању писања. Годинама се писањеподучавало као производ, а не као процес.Наиме, наставници су наглашавали важностграматике и правописа, а недовољно пажњесе посвећивало садржају написаног иорганизацији идеја. Да би се унапредилописмено изражавање ученика они морајувише да се укључе у процес учења.Интеракција се истиче као кључни деоучења и тако долази до све чешћеколаборације на часовима. У активностимакоје се баве колаборативним писањемпроцес сарадње подједнако је битан као ипроцес писања.Сарадња међу вршњацима ипотпомогнуто учење постали су саставнидео наставе енглеског језика, али је циљ овограда био да се провери њихова ефикасност узавршним разредима основне школе.Спроведено је истраживање у току 2014.године са ученицима осмих разреда основнешколе. У току истраживања ученици су првосамостално писали саставе, а потом сурадили писмене активности у групама. Крозанализу грешака тих састава дошло се дозакључка да ученици у групама, крозколаборацију, праве мање грешака и пишукохерентније саставе.У другом делу истраживања ученицису кроз анкете показали своје ставове премаоваквим активностима. Претпоставља се даколаборативне активности повећавајумотивацију, ентузијазам и самопоуздањеученика. Како би се употпунилоистраживање о ставовима ученика, пореданкетирања, у истраживачки процес била јеукључена још и техника групногинтервјуисања. На основу добијенихрезултата може се закључити да нешто вишеученика воли колаборативне активностинего што их не воли, али је велики бројученика несигуран о својим ставовима. Даби се унапредили ефекти колаборативногучења неопходно је подучити ученике какода ефикасније раде у групи.Наставници играју велику улогу упроцесу учења код ученика и умногомезависи од њих да ли ће ученици процесписања прихватити као забаван или напорансадржај часа. У последњем делуистраживања проверени су и ставовинаставника према колаборативном исамосталном писању и може се тврдити давећина наставника има позитиван став премаовим активностима.Cilj ove doktorske disertacije je dase uporedno analizira kolaborativno isamostalno pismeno izražavanje uosnovnoškolskoj nastavi engleskog jezika.Veština pismenog izražavanja smatra sekompleksnom kognitivnom jezičkomveštinom, a istovremeno igra veoma bitnuulogu u globalnoj zajednici, tako da jeneophodno da se više pažnje posvetipodučavanju pisanja. Godinama se pisanjepodučavalo kao proizvod, a ne kao proces.Naime, nastavnici su naglašavali važnostgramatike i pravopisa, a nedovoljno pažnjese posvećivalo sadržaju napisanog iorganizaciji ideja. Da bi se unapredilopismeno izražavanje učenika oni morajuviše da se uključe u proces učenja.Interakcija se ističe kao ključni deoučenja i tako dolazi do sve češćekolaboracije na časovima. U aktivnostimakoje se bave kolaborativnim pisanjemproces saradnje podjednako je bitan kao iproces pisanja.Saradnja među vršnjacima ipotpomognuto učenje postali su sastavnideo nastave engleskog jezika, ali je cilj ovograda bio da se proveri njihova efikasnost uzavršnim razredima osnovne škole.Sprovedeno je istraživanje u toku 2014.godine sa učenicima osmih razreda osnovneškole. U toku istraživanja učenici su prvosamostalno pisali sastave, a potom suradili pismene aktivnosti u grupama. Krozanalizu grešaka tih sastava došlo se dozaključka da učenici u grupama, krozkolaboraciju, prave manje grešaka i pišukoherentnije sastave.U drugom delu istraživanja učenicisu kroz ankete pokazali svoje stavove premaovakvim aktivnostima. Pretpostavlja se dakolaborativne aktivnosti povećavajumotivaciju, entuzijazam i samopouzdanjeučenika. Kako bi se upotpuniloistraživanje o stavovima učenika, poredanketiranja, u istraživački proces bila jeuključena još i tehnika grupnogintervjuisanja. Na osnovu dobijenihrezultata može se zaključiti da nešto višeučenika voli kolaborativne aktivnostinego što ih ne voli, ali je veliki brojučenika nesiguran o svojim stavovima. Dabi se unapredili efekti kolaborativnogučenja neophodno je podučiti učenike kakoda efikasnije rade u grupi.Nastavnici igraju veliku ulogu uprocesu učenja kod učenika i umnogomezavisi od njih da li će učenici procespisanja prihvatiti kao zabavan ili naporansadržaj časa. U poslednjem deluistraživanja provereni su i stavovinastavnika prema kolaborativnom isamostalnom pisanju i može se tvrditi davećina nastavnika ima pozitivan stav premaovim aktivnostima.
The aim of this doctoral thesis is toperform a comparative analysis of collaborativeand independent writing in primary-school EFLteaching. Writing skill is considered to be acomplex cognitive language skill which has animportant role in the global community.Therefore, it is essential to devote more time toteaching writing. Writing used to be taught foryears as a product and not a process. Teachersemphasized the importance of grammar andspelling and not much attention was placed onthe content of the written text or theorganization of ideas inside it. In order toenhance written expression, students need to getinvolved in the learning process. Interaction isemphasized as the key part of learning and itincreases collaboration during the lessons. Thecollaboration process is equally important as thewriting process.Peer collaboration and scaffoldingbecame the integral part of the English languageclassroom and the aim of this thesis was tocheck their effectiveness during the final yearsof primary schools. The research was conductedin 2014 with the students of the 8th grade.During this research students had to doindividual writing and then they had writingactivities in groups. Error analysis of thestudents’ essays proves that students incollaborative writing make fewer errors andwrite more coherent compositions In the second part of the research thestudents expressed their attitudes towardscollaborative activities using questionnaires. Itis assumed that collaborative activities increasemotivation, enthusiasm and confidence amonglearners. In addition to this survey, groupinterviews were used as another researchtechnique. According to the results it can beconcluded that students prefer collaborative toindividual writing, but also that a lot of studentsare uncertain about their attitudes. Furthermore,in order to enhance collaboration during thelessons it is necessary to teach students how toeffectively work in groups.Teachers play an important role in thestudents’ learning process and it largely dependson them whether students consider writing to bean interesting or exhausting part of the EFLlesson. The last part of the research deals withteacher’s attitude to collaborative and individualwriting and the results show that most teachersdo have positive attitude towards collaboration.
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ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.
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Chan, Ka Lon. "Process writing and effectiveness of correction symbols in high school EFL writing." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525505.
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Mulyono, Herri. "Technology enhanced collaborative writing in Indonesian EFL classroom." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/20360/.
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This study reports on the use of two types of technology in collaborative writing in English as a foreign language (EFL) classrooms in Indonesia: e-collaborative computer assisted language learning (CALL) and e-resources CALL. In particular, it investigates: 1) teachers’ and pupils’ perceptions of collaborative writing; 2) teachers’ and pupils’ perceptions of technology use in EFL collaborative writing; and 3) the effects on pupils’ writing achievements of the two types of technology integration in EFL collaborative writing. This study employed a mixed methods approach. Six teachers and 192 pupils from six schools participated in this study, were selected using two sampling strategies, purposive and random cluster sampling. They were assigned to three research groups: an experiment group that undertook EFL collaborative writing with access to e-collaborative CALL, an active control group that used e-resources CALL, and a passive control group that had no access to technology. Interviews with teachers and focus group interviews with pupils were conducted to investigate their perceptions of collaborative writing and technology use in EFL collaborative writing. These qualitative data were analysed using thematic analysis. In addition, writing tests were given to the pupils before and after an intervention to evaluate the effect of technology use on pupils’ writing achievements. Non-parametric tests were carried out to analyse these quantitative data.
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Johansson, Jonna, and Marie Nilsson. "Feedback as Formative Assessment on EFL Students’ Writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35605.
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Providing feedback on students’ written tasks is a common aspect in today’s classrooms. Feedback affects students’ written language learning by either enhancing it or hindering it, depending on what, how and when it is given. The purpose of this degree project is to research how teachers perceive students’ writing process, how they give feedback on students’ written tasks in a primary EFL classroom, and the reasons behind their chosen strategies. Semi-structured interviews with two English teachers teaching years 4-6 were used as a method for this study. To support and analyse the data from the interviews, this project contains an overview of the fields of written language learning, formative assessment, effective formative feedback and writing as a process using literature and previous research. The literature and research show that teaching writing in a foreign language should focus on enhancing students’ interest in writing by supporting their curiosity and willingness to become writers. This can be done by focusing on content of a text instead of grammar or spelling, as this does not support young learners in their writing process. Teachers therefore need to provide feedback on aspects such as content, coherence and structure and give students information on how they can proceed in and improve a task. That is when the feedback will have the most positive effect on students’ learning. Further, the process-based approach of writing is argued to be beneficial for students’ learning as it encourages students to take an active part in their writing process. The major conclusions of this study are that the two teachers prefer to give informal and oral selective feedback on students’ writing tasks during the task. They give feedback once or twice on a task and often in the middle, to scaffold a progression. However, this is not in alignment with process-based writing. The study also shows that the two teachers are not aware of the theories underpinning writing as a process. Instead, they are well trained in ways of formative assessment and scaffolding language learning, but not the process-based approach of writing.
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Neff, Peter Edward. "Peer Review Use in the EFL Writing Classroom." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329896.
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CITE/Language ArtsEd.D.
This study was an examination of peer review use in English composition courses at a Japanese university. Approximately 100 students in four writing classes engaged in four modes of peer review modes: face-to-face, handwritten (both on-draft and using an evaluation sheet), and computer-assisted. The learners in the study represented a range of proficiencies, from lower-intermediate to advanced, so the assigned writing passages were limited to single paragraphs rather than full-length essays, which has typically been the case in prior research in this area. Each peer review session was preceded by training in peer review, including modeling and whole-class editing, as well as suggestions for each particular mode the learners participated in. After each session, students completed questionnaires in order to assess their evaluations of the activities, both as reviewers and comment receivers. The questionnaire data were then analyzed using a variety of statistical methods--including Rasch analysis descriptive statistics, and parametric and non-parametric measures--first to validate the questionnaire instrument, and second to ascertain the degree to which each peer review modes was viewed favorably or unfavorably received by the participants. Additionally, the participants' written drafts and peer comments were quantitatively and qualitatively analyzed in order to answer several research questions that focused on: the number and type of peer suggestions the learners made in each mode, the number and type of suggestions that were incorporated into later drafts by the authors, the degree to which suggestions and revisions were affected by learner proficiency, and the accuracy of the peer suggestions. For the research questions concerned with learner evaluations of the peer review modes, findings were mixed. The participants responded favorably to reading others' drafts and receiving comments, but they were less comfortable reviewing and making suggestions for their peers. Computer-assisted peer review was the most positively received overall, particularly from those in the High Proficiency Group. Person measures for Low Proficiency learners, on the other hand, were generally higher for on-draft peer review, while those for Intermediate Proficiency participants tended not to indicate strong endorsement for any particular mode. In order to answer the next set of research questions, the participants' drafts and peer suggestions were analyzed. Most of the learners' suggestions, particularly for those in the Low Proficiency Group, tended to be local in nature, concerning such areas as word choice, grammar, and mechanics; fewer suggestions were made at the sentence- or whole-text-level. In terms of incorporation of suggestion by authors into later drafts, oral peer review led to the highest rate of suggested revisions while review using an evaluation sheet of guided questions resulted in the lowest rate. Learner proficiency did not have a significant bearing on suggestions or revisions, except in the case of the High Proficiency Group, whose members made significantly more suggestions during computer-assisted peer review than during the other modes. Finally, over 73% of peer suggestions were determined to be accurate across all four modes. These findings indicate that peer review can work on even the most limited of scales with learners of even modest language proficiency. No single mode of peer review succeeded in all areas, and instructors are encouraged to blend different modes if possible. However, if a single mode is preferred or required, computer-assisted review is strong choice.
Temple University--Theses
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Sieh, Yu-Cheng. "Phonological processing skills in young learners' EFL vocabulary acquisition." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/266.
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Four factors were examined to investigate English vocabulary learning among 9-year-old elementary school children in Taiwan. The four factors were use of their native language, length of English instruction, and two phonological processing capabilities-phonological memory and phonological sensitivity. Apart from a series of paper-and-pencila nd computerized vocabulary assessmentst,w o nonword repetition tasks along with five detection and production tasks of rimes and phonemes were used to measure phonological memory and phonological sensitivity. The young learners' scores on all vocabulary tests were positively correlated with phonological memory and phonological sensitivity, as was also evidenced in studies by Gathercole et al. (1997) and Bowey (1996). A similar pattern of association was found between the learners' vocabulary performance and their length of English instruction. However, neither of the two phonological processing capabilities was associatedw ith English instruction length. The reaction times of the two online vocabulary tests suggest that an extra input of Ll gloss in explicit vocabulary teaching might have resulted in faster aural recognition of single English words. This supports Kroll and Stewart's (1994) revised hierarchical model of bilingual representation,w hich postulatest hat beginning L2 learners have their two languages interconnected at the lexical level. Results of stepwise and hierarchical regression analyses confirmed that English phonological sensitivity was the best predictor of young learners' English vocabulary performance and contributed uniquely to their vocabulary scores after age, English instruction length, vocabulary knowledge from school textbooks, Chinese phonological sensitivity, and phonological memory were statistically controlled.
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Красуля, Алла Вікторівна, Алла Викторовна Красуля, and Alla Viktorivna Krasulia. "Developing EFL Students’ Speaking Skills: 21-Day Vlog Challenge." Thesis, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” FL, 2021. https://essuir.sumdu.edu.ua/handle/123456789/83724.
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The EFL classroom has been changing over time. Technologies are transforming the way we teach and learn. Meaningful use of EdTech is essential in the times of the coronavirus COVID-19 pandemic worldwide that is causing a big transition from face-to-face on-campus teaching to online classes. The present study aimed to replicate an authentic real-life experience, foster students’ creativity, and self-regulation, and increase their desire to speak and communicate.
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Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua InglesaThis thesis reports on a study focused on teaching listening micro-skills to EFL Chilean students. The present study aims to examine the effects of teaching listening micro-skills on EFL students´ listening comprehension performance. This study looks to give insights in the area of second language acquisition, as well as proposing a strategy for teaching listening comprehension through the use of listening micro-skills. The participants of this study were 26 high school students from a private school located in Peñalolén, Santiago de Chile. Participants were divided into two groups of 13 students. One of the groups was given awareness about listening micro-skills while the other did not receive any treatment. The treatment consisted of 10 sessions of teaching and practicing 10 listening micro-skills in order to enhance listening comprehension. Both groups were tested at the beginning and end of the research intervention. The data obtained from the participants’ tests was analyzed in order to determine the effects of teaching listening micro-skills on EFL learners’ listening comprehension.
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Moreno, Pichastor MªCarmen. "Logical connectors in efl writing: Learners' Use and Instruction." Doctoral thesis, Universitat Jaume I, 2006. http://hdl.handle.net/10803/89367.
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The aim of the present study was to analyse leaners’ use of logical connectors within the EFL classroom setting as well as to provide insights into the effects of instruction on their acquisition process. To this aim, two different types of instructional treatments (i.e. explicit versus implicit) were implemented on two groups of secondary school learners’ to determine progress in the use of logical connectors by comparing the two teaching approaches. The explicit instructional approach was operationalised on the basis of the principles underlying the "focus on form" paradigm providing extensive opportunities for communicative practice together with an explicit type of feedback. In contrast, the implicit one provided learners with exposure to the target items by means of reading comprehension passages and vocabulary work, with fewer opportunities for productive use of the language and an implicit type of feedback. Results showed that both types of instructional treatments proved to be beneficial for learners increasing their use of connectors in written texts. However, the approach that incorporated an explicit focus on form proved to be more effective to enhance learners’ accurate production of the target items. In addition to this, the study also focuses on task demands (free or controlled) regarding accuracy in connector use. Finally, wrong uses of connectors are analysed taking into account aspects such as function and/or type of connector in an attempt to create a taxonomy of logical connector errors. It is suggested that specific types of errors may be found within local or global discourse levels affecting learners’ discourse competence in various ways.
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Lu, Yanbin. "Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/alesl_diss/13.
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This study investigated cognitive factors that might influence Chinese EFL learners’ argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136 university students who received a battery of tests in two sessions. The tests consisted of timed essay writing tasks in L1 and L2, post-writing questionnaires for genre knowledge and use of strategies in the writing process, a timed grammaticality judgment task for L2 grammar knowledge, a receptive vocabulary test and a controlled-production vocabulary test for L2 vocabulary knowledge, and working memory span tasks in L1 and L2. Quantitative analyses using correlations, paired-samples t-test, analysis of variance and multiple regression revealed that L2 language proficiency is the most important predictor of L2 writing, followed by genre knowledge and L2 writing strategies. L1 writing ability and working memory capacity have slight impact as explanatory variables for L2 writing performance in the timed essay writing task.
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Fan, Xuying. "Teacher cognition of thinking skills in Chinese primary EFL classrooms." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33398.
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Extensive attention is given to the significance of promoting thinking skills in education. However, very little research has attempted to explore EFL (English as a Foreign Language) teacher cognition of thinking skills, even it directly influences children’s thinking and learning. In recent years, promoting thinking skills has become an educational goal in the Chinese English Curriculum (MOE, 2010). In order to bridge the gap between the desired outcome and current practice, this study aims to investigate Chinese EFL teachers’ conceptions and teaching beliefs about thinking skills, and to explore the opportunities for, and obstacles to, developing students’ thinking skills in primary EFL classrooms. Four EFL primary school teachers, with more than three years of teaching experience each, participated in this case study. Semi-structured interviews and video recordings were used to collect the qualitative data. The interview data were analysed using thematic content analysis. Teaching practices were video recorded and examined through a think-led methodological framework developed in this study. The analysis revealed a new concept - “English thinking”, as subject-specific thinking. The findings also showed that teachers’ conceptions of thinking skills were fragmented and that they felt unprepared to teach thinking skills, although they all had a positive attitude towards integrating thinking skills into their teaching. The conflicting beliefs around promoting thinking skills were influenced by teachers' previous language learning experiences and by the challenges they come across. Opportunities for promoting thinking skills are identified from teacher-students interaction, including the use of teacher questioning and feedback, collaborative learning, increase of wait time, authentic topics, and teaching creatively. Teachers’ insufficient knowledge of thinking skills and other contextual factors such as the exam-oriented education system constrained the successful implementation of thinking skills in class. Pedagogical suggestions are put forward for policy makers, teacher educators, and teachers. Implications for future research indicate a need to explore EFL teachers’ perceptions of thinking skills, and to develop a framework for the development of thinking skills in foreign language curricula.
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Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.
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Warni, Silih. "Implementation of online portfolios in an Indonesian EFL writing class." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/13741/.
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In the era of globalisation with the rapid development of science and technology, the use of Information and Communication Technology (ICT) for language learning has become one of the prominent challenges in language teaching, including in the Indonesian context (Kariman 2005). This study aims to investigate how online portfolios as part of ICT tools could be used to facilitate the learning of EFL writing in an Indonesian EFL writing class. This study is concerned with my own teaching experiences due to the growing demand for teachers’ competence to integrate technology for the purpose of facilitating students’ learning. The implementation of the online portfolio over one semester was examined through action research. Students’ experiences in learning EFL writing using the online portfolio were explored with regards to their writing skills development, learner autonomy and motivation. In addition to the action research, the study drew on case study and ethnographic approaches. As for methods for generating data, this study involved questionnaires, interviews, teacher’s reflective journals, and an analysis of online portfolio entries. The findings of the study show that the online portfolios have been beneficial in developing students’ EFL writing skills. Concerning learner autonomy, the online portfolios have facilitated students’ to develop their metacognitive knowledge, metacognitive strategies, social strategies, and critical thinking. As for students’ motivation, the findings of the current study suggest that the use of a blog as the online portfolio platform and the online portfolio elements comprising self-revising, feedback activities and reflection enhanced students’ motivation to learn how to write. They achieved this by raising students’ expectation of success in their learning, making students feel comfortable in working with their writing tasks, and challenging students to write to a higher standard as their writings were published online, read and commented on by others. Moreover, the study suggests that the success of the online portfolio implementation in facilitating students’ learning of EFL writing requires teachers’ understandings of their own roles as well as their willingness to undertake and develop their roles as facilitators in an e-learning environment.
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Janoudi, Hala. "Feedback on student writing in the Syrian EFL secondary class." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26734/.
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Several studies have been done worldwide to examine issues related to providing feedback on student writing in different second language classrooms (e.g. Hyland and Hyland, 2006). Various types of feedback can be implemented, such as teacher feedback (e.g. Hamid, 2007; Ferris and Hedgcock, 2005), peer/group feedback (e.g. Bartels, 2003; Saito and Fujita, 2004; Hyland and Hyland, 2006; Yang et al, 2006; Villamil and De Guerrero, 2006) and self-feedback (Makino, 1993; Ferris, 2002). However, it could be inappropriate or at least questionable to use the same type of Written Feedback (WF) in dissimilar pedagogic and contextual settings. For this reason, mixed methods research (mixed research) was carried out to compare staff and students' perspectives, attitudes, experiences and understanding of issues related to WF in three English as a Foreign Language (EFL) secondary schools in Syria. In particular, this research set out to discover what type of feedback on student writing dominates in the EFL Syrian secondary classroom, the reasons behind such dominance and how these students and staff view implementing types of feedback other than that/those dominant in that classroom. To reach this goal, six types of triangulation were utilised to enhance the validity and reliability of the research outcomes: data source, methodological, respondent, space, analysis and methodology triangulation. This research concludes that teacher feedback (TF) has precedence among other types of WF in the Syrian context and this can be attributed to four main factors that are related to: teachers, students, the current educational system and the social system prevailing at the time of the research. xm
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Nemati, Majid. "The effect of mode of discourse on EFL writing performance." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30949.
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It has been known for a long time that LI writers perform differently in different modes of discourse. Despite its importance, there has been no conclusive evidence to shed light on the issue of ESUEFL learners' writing performance across various discourse types especially in EAP environment. Therefore, this research study was designed to investigate differences resulting from the effect of four discourse modes (i.e. Narrative, Description, Explanation, and Argument) on EFL writing skill. The research was conducted in three different phases mainly with university students in Iran. The hypothesised differences were examined in the three dimensions of production (through eliciting compositions), recognition (through cloze tests derived from compositions written in different discourse modes), and finally the learners' attitude towards these types of writing (through questionnaires). The results of the production phase show a statistically significant difference between argument and description but not between narrative and exposition. For the recognition phase, significant differences were observed among all four types of discourse, ranking narration, exposition, description, and argument in order of their difficulty level as cloze tests. At the third stage of the study, an examination of learners' attitudes towards composition prompts was examined which showed their reluctance towards writing in argumentative mode. It can be concluded that argument proved to be the most difficult mode and narrative the easiest in all three phases of this research study. Description stands somewhere in between. Exposition did not follow any consistent pattern and seems to be too broad a category to be considered as a single mode and needs to be narrowed down into more manageable sub-modes. Overall, the findings of this study indicate that the L2 learners at tertiary level behave in the same pattern that has been established for the LI young writers. Recommendations are made to increase the construct validity of writing element of test batteries and to improve pedagogical insights into writing skill.
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LIM, HEE YOUNG. "Blogging and EFL Writing: What Does the Research Tell Us?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482238940724771.
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Tang, Guimin. "Contextualization: an Experimental Model for EFL Writing Instruction in China." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3487.
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Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context.
Using the mixed methods approach, I conducted the study by engaging 60 second-year undergraduate students from a university in China and five Chinese students studying in a joint program in a university in the United States. The Write-to-learn Model based on my context-oriented framework was used in the study.
The findings of the study show that following a 5-month training with the Write-to-learn Model, the experimental group improved significantly more than the control group with respect to English writing, indicating that adding context to EFL teaching and learning created positive writing outcomes for EFL students. In addition, the results of this study also demonstrate that the Chinglish phenomenon was related to decontextualized EFL writing practices and thought patterns resulting from culture. Adequate comprehensible input of authentic materials was found to be a good remedy to minimize EFL students' Chinglish expressions. This study found that the Write-to-learn Model was an effective approach in China's EFL writing classes.
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Elftorp, Fredrik. "How to Improve Students’ Writing and Speaking Skills." Thesis, Jönköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1192.
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English is one of three core subjects in upper secondary school and it is essential that students
receive a good education in this subject. Since writing and speaking are such prominent parts
of the English language, the teacher is obliged to possess knowledge of how to improve
students’ proficiencies in an efficient way. The question is how to use this knowledge when
the teacher is supposed to compose different methods for lessons, evaluate the exercises and
give proper feedback to the students.
This investigation is based on various literary sources, interviews with teachers and
questionnaires with students and the background information is the basis for the interview
questions and the questionnaire.
There are endless possibilities for appropriate exercises to improve writing and speaking and it
is impossible to investigate every single one there is in a relatively short essay. I have,
however, found a fair number of methods, which will be described in this paper. In order to
evaluate exercises, the teacher needs to be prepared and know what to focus on in the exercise
as it is in progress, but also listen to the students’ opinions since they know if they have
learned anything or not. Correction of spoken errors should be handled cautiously by the
teacher but the students should be made aware of the written mistakes they make.
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HSU, NIAN-JHEN, and 許念珍. "The Study of IBCP in iEARN on EFL 5th Graders’ Reading Comprehension and Writing Skills." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/e6224q.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
106
The study aimed to investigate the impacts of the International Book Club project (IBCP) in iEARN on Taiwanese EFL 5th graders’ English reading comprehension and writing skills. Nineteen 5thgraders at a public school in Taipei City participated in the study for 10 weeks. Data were collected through the pre- and posttests of reading comprehension and writing skills and a feedback questionnaire, which were analyzed by paired-sample t-test and descriptive statistical analysis. The major findings indicate, firstly, the IBCP in iEARN enhances EFL graders’ reading comprehension significantly and mostly beneficial for the MEP students in understanding vocabulary, sentence patterns, and the content of the story book assigned. Although the HEP and LEP students made progress, their progress did not reach significance difference. As for the overall students’ writing skills, only the aspect of punctuation errors is significantly reduced. The HEP students made significant progress in reducing spelling errors and the MEP students made significant progress in two aspects of reducing punctuation errors and increasing accuracy rate. However, the LEP students did not make significant progress in all aspects of basic English writing skills. Furthermore, the students have expressed very positive attitude toward learning English via IBCP in iEARN, especially to read posts written by their international reading partners as well as to share their writing with their reading partners. Finally, based upon the findings of the study, some suggestions for pedagogical applications and future studies are offered.
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Giannakopoulou, Alexia [Verfasser]. "Writing, revision and the role of focused feedback : a study in the development of writing skills in the EFL classroom / von Alexia Giannakopoulou." 2008. http://d-nb.info/988471329/34.
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Tung, Yun-I., and 董云宜. "Study of teaching cohesive devices through reading story aloud: Its effects on elementary school EFL students' reading and writing skills." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/37067587383752576117.
Full textAbstract:
碩士元智大學
應用外語學系
97
Read-story-aloud has received considerable attention from researchers of both first language (L1) and second language (L2) development (e.g., Elley, 1991; Teale, 2003). Most previous studies examined situations, characters, and plots during read-story-aloud and they pointed out some positive effects for students, such as increasing learning motivation, improving reading skills and expanding vocabulary (e.g., Carter, 1993; Mason, et al., 1989; Rosenhouse, et al., 1997; Teale, 2003; Temple, et al., 2006). A majority of studies analyzed students’ writings and found out the weakness of most students’ writings was inappropriate uses of cohesive devices (e.g., Chiang, 2003; Lui &; Braine, 2005). They, thus, suggested that instruction on the use of cohesive devices cannot be ignored while writing, and reading and writing should be taught in combination. In addition, Tung and Chang (2008) found out that some cohesive devices were used frequently in children’s storybooks and further suggested that introducing cohesive devices can help children think more logically during their reading. Consequently understanding the use of cohesive devices will benefit them in their subsequent writing. However, the investigation of reading and writing quality by instructing the usage of cohesive devices through read-story-aloud was still lack of attention. The present study, therefore, aimed to explore whether teaching cohesive devices had a positive impact on students’ reading comprehension and quality of their writings. The participants were sixth graders learning English in a public elementary school in Taiwan. An interactive read-aloud model (adapted from Ghosn, 2000 &; Mason, et al., 1989) was applied during read-story-aloud. Picture boards, a weekly journal, picture-cue description worksheets and cohesive device exercises were also provided which intended to help the participants further develop their reading and writing skills. The results of this study provide the evidence of how teaching cohesive devices benefit EFL elementary school students in their writing. Moreover, the results of the participants’ responses to a questionnaire and oral interview showed that most students have perceived learning cohesive devices positively and favorably. They agree that learning cohesive devices through read-story-aloud motivates them to write and achieves coherent writings.
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Yang, Hui-Han, and 楊蕙韓. "EFFECTS OF PROBLEM-POSING DIALOGUE JOURNAL WRITING ON PROBLEM-POSING SKILLS, AUDIENCE AWARENESS, AND PEER RESPONSE OF EFL SENIOR HIGH STUDENTS." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/03805072808526853063.
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碩士高雄師範大學
英語學系
97
The purpose of the study is to investigate the effects of problem-posing dialogue journal writing (PPDJW) on high school students’ problem-posing skills, audience awareness, and peer response. The students’ self-perceptions of problem-posing skills and audience awareness were probed. In addition, students’ problem-posing skills and audience awareness in writing PPDJW were examined. Also, students’ perspectives on peer response and their types of response on partners’ PPDJW were explored. Finally, students’ reflections on the PPDJW Project were revealed. The present study, which involved 70 10th graders who were from The Affiliated Senior High School of National Kaohsiung Normal University, lasted for 14 weeks. The writing prompts were adopted from advice columns, and were divided into four themes which proposed some problems students are likely to encounter in their daily life. Each theme was conducted for two weeks. Students had to figure out solutions to the problem as their PPDJW every week. Moreover, they needed to write down their own problems on the basis of each theme, and hand in to the teacher the next week. All of the students’ PPDJW were responded by their partners. In addition to writing PPDJW, students had to take pretests, posttests, pre-questionnaires, and post-questionnaires before or after the PPDJW Project. Also, eight students participated in the follow-up interview. The collected data were analyzed either qualitatively or quantitatively. The findings of this study are summarized as follows. First, the PPDJW Project was effective in enhancing students’ problem-posing skills. Students not only learned the procedures of problem-posing, but also applied them in their writing. The findings showed significant improvement in their Problem Identification, Organization and Expression, and Solutions to the Problem in PPDJW. Second, the PPDJW Project was beneficial in raising students’ audience awareness. Students realized the importance of considering their audience. Also, significant differences were found in students’ Salutation and Closing as well as Vocabulary and Language patterns in PPDJW. Third, in the process of writing PPDJW, students acquired various viewpoints, and they detected others’ writing strengths and weaknesses. Additionally, students used this opportunity to practice writing and attempted to express themselves clearer. Fourth, students frequently proposed Compliment and Agreement response in in-class PPDJW, whereas they used Personalizing and Gratitude very often when responding on take-home PPDJW. Students’ responses also altered as their partners become writing more fluently. Besides, students disliked receiving vague or meaningless responses. Last, most of the students regarded the PPDJW Project as communicative and meaningful. However, some of them had negative feedback about take-home PPDJW and the effects of PPDJW in improving their language use. According to the results of the study, the researcher proposed four pedagogical implications for English teachers who want to apply PPDJW in their classroom. First, English writing teachers can apply PPDJW to enhance students’ problem-posing skills. Second, English writing teachers can employ PPDJW to raise students’ audience awareness. Third, English writing teachers can implement PPDJW to assist students in becoming proficient readers and writers. Last, English writing teachers can consider teaching language issues especially when applying PPDJW in Taiwan high school classroom.
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Yen, Yen-Chen, and 顏嬿真. "Applying a role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using social networking platform and VoIP tool." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/896pt7.
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博士國立臺灣師範大學
資訊教育研究所
106
English as a foreign language (EFL) instruction faces many challenges in Asia because of many cultural and environmental factors, such as the lack of interactive speaking environments, emphasis placed on test scores, and foreign language anxiety. The purpose of this research is to conduct an EFL instructional course by integrating Facebook (social network service) and Skype (voice over IP) as learning environment through which learners perform role-playing based learning activities and to observe the effects of the course on the challenges mentioned above. This research proposal consists of two sub-studies. In the study 1, we aimed to investigate the effectiveness of applying the role-playing instructional strategy to Facebook and Skype as a means to enhance learners’ speaking and writing skills in an EFL class. This study consisted of 42 participants who enrolled in an English conversation course in a business university in Taiwan. We conducted a learning performance analysis, correlation analysis, and qualitative content analysis of learning process, and explored and discussed whether the learners improved their speaking and/or writing skills. In study 1, we mainly focused on learners’ speaking and writing performance and did not have an in-depth analysis of different type of speaking error category. Therefore, in study 2, we integrated role-playing and Skype to determine their impacts on the learners’ English speaking improvement. This experiment conducted on 52 young adult EFL learners registered in an English conversation course in the same university. These learners were randomly and equally assigned into the experimental or the control group. The research tried to find out whether the learners in the Skype learning environment outperform the learners in the face-to-face environment in terms of the occurrence of speaking errors in their oral productions. The experimental group undertook the tasks via Skype and the control group perform the tasks in a face-to-face environment. Verbatim data from the learners’ recorded utterances in two environments were analyzed. This study explored whether learners in the Skype learning environment and the face-to-face environment reduced their speaking errors and improve their oral performance.
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Hamstra, Michele Diane Pike. "The Impact of Service-Learning on Second Language Writing Skills." Thesis, 2011. http://hdl.handle.net/1805/2496.
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Hui-ChingLu and 呂慧勤. "Developing Taiwanese EFL undergraduate students’ knowledge of plagiarism avoidance and enhancing their English paraphrasing and citation skills by using an online writing tutorial system." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/73413865619713848019.
Full textAbstract:
碩士國立成功大學
外國語文學系碩博士班
101
Plagiarism is a serious problem in higher education around the world. With the development of technology and Internet, the behavior of plagiarism becomes easier for students to commit, but harder for teachers to detect. Recently, the issue of how to avoid plagiarism has been receiving attention from instructors, administrators and researchers at various universities and colleges. Basically, three ways are believed to be practical to fight against plagiarism, and they can be integrated into formal instruction: (a) well-built knowledge of plagiarism and plagiarism avoidance; (b) proper and mature paraphrasing skills; and (c) correct and complete citation and referencing. However, compared to most Western countries, in the higher education of Taiwan, there are few formal instructions focusing on these plagiarism-avoidance techniques. Moreover, Taiwanese undergraduate students generally have limited knowledge and ability to prevent themselves from plagiarism. Therefore, in the present study, the researcher designed an English composition instruction with the integration of an online writing tutorial system—DWright to teach and guide Taiwanese EFL undergraduate students to learn the concept of plagiarism avoidance, enhance their English paraphrasing skills, and develop correct citation skills. The purpose of this study is to examine the effectiveness of using DWright as a teaching tool and learning material in a regular English Composition course to help Taiwanese undergraduate students develop their knowledge and awareness about plagiarism avoidance, and to facilitate their paraphrasing skills in English, and also develop correct and complete English citation knowledge. Moreover, students’ perception toward using the DWright system in the writing instruction was investigated as well. Fourteen undergraduate students from a research-based university in Taiwan participated in this study. The researcher adopted action research to design a 13-week English writing course in this study. Action research encourages the researcher to conduct multiple cycles in the action research project based on the course design and students’ learning needs. Therefore, two phases of English writing instructions were implemented in this study. In the first phase, participants learned the materials in a blended learning environment, combined with the researcher’s instruction and the use of DWright. The second phase is a self-learning session. Participants used DWright by themselves, and learned the contents by completing a couple of designed tasks. A qualitative method combined with descriptive statistics was used in this research. Post-course questionnaire was analyzed quantitatively. Students’ three writing assignments, pre-, post, and delayed tests, self-learning designed tasks and interview data were analyzed qualitatively in order to answer the research questions. The result shows that students held a positive attitude to the use of DWright in the regular English Composition course. Moreover, they thought the writing instruction with the use of DWright was helpful to develop their knowledge of plagiarism avoidance, and enhance their English paraphrasing and citation knowledge and skills. They also claimed that they felt more confident in avoiding plagiarism and performing better English paraphrasing and citation skills in their written works. In sum, the current research provides some pedagogical implications for researchers and instructors who intend to incorporate online writing tutorial systems in their writing instruction to develop students’ ability to avoid plagiarism in their school lives and future works.
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Perkins, Christina Jacqueline. "Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners." Thesis, 2019. http://hdl.handle.net/1828/10743.
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Second language (L2) learners are a growing population in Canadian school systems, and acquisition of literacy skills is critical to their success in Canadian society. While much research has been devoted to writing development in first language (L1) learners, text-level writing remains relatively underexplored in L2 populations. The present study sought to address this gap by considering the relative contributions of component oral language and word-level literacy skills to writing in elementary students speaking English as a first (EL1) or second (EL2) language. A sample of 124 kindergarten students (56 EL1, 68 EL2) and 112 grade three students (51 EL1, 61 EL2) completed a battery of standardized measures assessing oral language, word-level literacy, and writing skills. An ordinary least squares (OLS) regression-based mediation path analysis was used to test associations among oral language, word-level literacy, and writing skills in each group. Results indicated that word-level literacy skills had a significant direct effect on writing in all groups, but that oral language had no significant direct effect on writing in any groups. Instead, the effect of oral language on writing was significantly mediated by word-level skills in the kindergarten EL1 and EL2 groups, and the grade three EL1 group. The indirect effect of oral language on writing through word-level skills was not significant in the grade three EL2 group. Despite this, no significant differences in variable associations were found between EL1 and EL2 groups in either grade. Oral language skills were additionally found to have a significant effect on word-level literacy skills in the kindergarten EL1 and EL2 groups and the grade three EL1 group; the significance of this effect in the grade three EL2 group was unclear. Results of this study are discussed in relation to existing literature, and existing theories of L1 and L2 writing.Graduate
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Waye, Laurie. "Learning how to work with instructors of international EAL graduate students to better support their students' development of academic writing skills." Thesis, 2010. http://hdl.handle.net/1828/3000.
Full textAbstract:
As more students enter Canadian universities from different cultural and linguistic backgrounds, supporting the development and transition of their academic writing skills through assignment and feedback design has become very important. Many of these students and their instructors identify academic writing as one of the students’ biggest problems in a Western university or college (Robertson, Line, Jones & Thomas, 2000; Yang, 1994; Zhu & Flaitz, 2005). Yet there is little support available for the instructors who work with these students (Dedrick & Watson, 2002). This study focuses on my interactions with three instructors in graduate programs that have a high proportion of international students who use English as an additional language (EAL). By weaving together action research and case study research, three themes became apparent: the instructors saw no clear distinction between the needs of EAL students and those who have English as a first language; the instructors were unclear about how to teach writing in their discipline; and, the instructors felt frustrated and overburdened by their workload.
I also learned how I, as a researcher and an educational developer, can better interact with instructors to ensure support at the level of assignment and feedback design. The first lesson is when interacting with others it is necessary to identify the lens that represents one’s institutional and cultural lens. Because I did not adequately identify and interrogate my lens, I gave in to my colonial impulse to direct the study and the participants. The second lesson is the space in which we two instructors – the person from a given discipline and the person who is an educational developer – come together as a kind of “contact zone” (Pratt, 1998). I had hoped that the instructors and I would come together as a kind of Venn diagram, with our knowledge overlapping in a neutral and fruitful way, but I learned that the space where we come together is fraught and vulnerable for both the participants and the researcher. The third lesson is that relationships, which traditionally are not highly valued in our workplace in higher education, are extremely important in order to foster dialogue, continue conversations, and allow for the necessary revisiting and development of our work together. The main recommendation stemming from this study is workplace training for administrative staff who are in educational development positions.
This study is important because there is little previous research in this area. As more Learning and Teaching Centres emerge at Canadian institutions, we must learn how to work effectively with instructors to affect curricular and assignment change. We must also question whether the kind of support a member of a Learning and Teaching Centre can provide is enough to affect this change, or whether other models, such as the Scholarship of Teaching and Learning and faculty mentoring, are essential in the development of the understanding of how to better support the development of the academic writing skills of international EAL students.
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Karim, Khaled Mahmud Rezaul. "The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills." Thesis, 2013. http://hdl.handle.net/1828/5157.
Full textAbstract:
Since the publication of Truscott’s paper in 1996 arguing against the effectiveness of grammar correction in second language (L2) writing, there has been an ongoing debate regarding the effectiveness of written corrective feedback (WCF) in the field of second language acquisition (SLA). This debate has continued due to conflicting research results from research examining short-term effects of WCF and scarcity of research investigating its long-term effects (Ferris, 2004, 2006). Using a mixed-method research design, this study investigated the effects of direct and indirect WCF on students’ revision accuracy of the same piece of writing as well as its transfer effects on new pieces of writing over time. The present study also investigated the differential effects of direct and indirect CF on grammatical and non-grammatical errors. Using a stimulated recall strategy, the study further explored students’ perception and attitude regarding the types of feedback they received. Fifty-three intermediate level English-as-a-second-language (ESL) students were divided randomly into four groups: direct, underlining only, Underlining+meta- linguistic, and a control group. Students produced three pieces of writings from three different picture prompts and revised those over a three-week period. To examine the delayed effects of feedback on students’ writing skills, each group was also asked to produce a new piece of writing two weeks later.
The results demonstrated that all three feedback groups significantly outperformed the control group with respect to revision accuracy in all three writing tasks. WCF did not have any significant delayed transfer effects on improving students’ writing skills. Short-term transfer effects on overall accuracy, however, were found for Underlining+metalinguistic CF, but not for other feedback types. In terms of grammatical and non-grammatical accuracy, only Direct CF displayed significant short-term transfer effects on improving grammatical accuracy. These findings suggest that while Direct CF was successful in improving short-term grammatical accuracy, both direct and indirect CF has the potential to improve accuracy in writing. The findings also clarify that no single form of CF can be effective in addressing all types of linguistic errors.
Findings from the qualitative study demonstrated that different aspects of direct and indirect CF helped learners in different ways to successfully attend to different types of CF. In the case of Direct CF, learners who successfully corrected errors believed that the explicit information or correction was useful for them. They believed that it helped them understand what errors they made and helped them remember the corrections. Learners who were successful in correcting errors from indirect CF in the form of underlining and in the form of underline in combination with metalinguistic CF indicated that these two types of indirect CF helped them notice the errors, think about the errors, guess the correct form(s) or feature(s) and also remember the correction. The findings also indicated that both grammatical and non-grammatical errors could be difficult for learners to correct from indirect CF if they do not have sufficient L2 proficiency. Findings from the qualitative study also indicated that while learners considered both direct and the two indirect CF as useful, indirect CF in the form of underlining together with metalinguistic CF was preferred by a majority of learners as it provided valuable information about the errors made as well as promoting thinking and better understanding.Graduate
0290
khaledk@uvic.ca
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Chuang, Wan-ting, and 莊琬婷. "A Comparative Study on the Effectiveness of Face-to-face Collaboration and Online Collaboration of Project-based Digital Storytelling on Taiwanese EFL Fifth Graders’ Writing Skill Development." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/09117260348569768823.
Full textAbstract:
碩士國立彰化師範大學
兒童英語研究所
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With the advancement of technology in the 21st century, the combination of collaboration with appropriate tools can be used to create an effective learning environment, specifically through small-group collaboration (Wang &; Lee, 2014). Limited empirical studies have been conducted to compare the effects of different types of collaboration, such as face-to-face collaboration and online collaboration, on learners’ computer literacy (Tutty &; Klein, 2008), pair interaction behavior (Tan, Wigglesworth, &; Storch, 2010), and group work experience (Smith, Sorensen, Gump, Heindel, Caris, &; Martinez, 2011), rather than in terms of an English learning context. Although, one-group designed face-to-face collaboration on project-based Digital Storytelling (DST) has been proven to improve students’ reading comprehension and writing skill development (Chuang, Kuo, Chiang, Su, &; Chang, 2013), this follow-up study aims to compare the effects of face-to-face project-based DST collaboration and online project-based DST collaboration on young children’s writing skill development. Fifty-four fifth graders from two homogeneous intact classes participated in the study. They were randomly assigned to a face-to-face collaboration group (F2F group, N = 28) or an online collaboration group (Online group, N = 26). The experiment lasted for 12 weeks, including an introduction of the functions of the Storybird platform, a six-week reading and writing intervention period, a two-week rehearsal period for the DST performance, a two-week period for the DST performances, and a post-intervention questionnaire and interview. In the first week of the experiment, the two group's subjects, who were arranged into pairs for the experiment, both received an introduction to the major functions of the Storybird platform, and specifically, a “Message” board was introduced to the Online subjects, to be used for their inter-communication. Next, during the six-week reading session, the two group subjects received the same reading treatment, while during the six-week writing session, they were required to create a digital story on the Storybird platform. After the story creation process, all pairs were required to do a DST performance, evaluated through a modified DST evaluation rubric (Sadik, 2008). Audio recordings and screen captures were further used to triangulate the DST performance scores. Finally, a questionnaire and an interview were implemented to explore the two group participants’ respective attitudes toward the face-to-face project-based DST collaboration and the online project-based DST collaboration in improving writing skill development. With regard to the writing production, the results of an independent samples t-test revealed that the F2F group performed slightly but insignificantly better than the Online group; however, both types of collaboration were found to be beneficial to the young learners’ writing skill development, since the scores the two groups received on the DST performance were acceptable. The results of the audio recordings and screen captures further revealed that the Online group participants infrequently used the “Message” board to communicate with their partners in order to make the story coherent. Finally, the results of the questionnaire and the interview supported the above findings, indicating that both of the F2F and the Online group subjects held positive attitudes toward the two types of collaboration in improving their writing skill development; however, it was determined that sufficient time for using the “Message” board to communicate with each other should be provided for the Online group. Therefore, it is suggested that EFL elementary teachers extend the story creation time span, before collaborative writing takes place, and further compare the effectiveness of face-to-face project-based DST collaboration and online project-based DST collaboration on young learners’ writing skill development.