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Journal articles on the topic 'Writing skills in EFL'
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1
FODIL-CHERIF, Siham BOUZAR. "EFL Writing Skills Development Through Literature." Education and Linguistics Research 7, no. 2 (July 3, 2021): 1. http://dx.doi.org/10.5296/elr.v7i2.18835.
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Learning another language as English requires a combination of knowledge of the target language with skills and strategies that enable an individual to use them effectively. That is a learner has to develop knowledge about receptive skills; i.e., listening and reading, as well as productive ones; i.e., speaking and writing. Though all the skills are important for language learning, the writing skill is probably the most needed in academic and professional communities. It constitutes an important means of communication through which the writer expresses feeling, ideas and arguments. In the case of English language learning, writing in a language that one is not familiar with constitutes a hard task. In fact, though writing represents a crucial skill for learning any language, its complex nature makes it a challenging affair for both the learners and the teachers. It requires the learners to be guided and assisted in their efforts to reach success. Besides, the teachers are expected to furnish the appropriate measures to achieve the teaching goals. Therefore, it is with the perspective to highlight the importance of writing and the role of reading literature in developing EFL learners’ writing skill that this piece of work is undertaken. This is achieved via disclosing the nature of the writing skill and how the implementation of literature in the writing classes can provide positive effect on EFL learners’ performance.
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Rosang, Dita Amelia. "The Integration of Facebook to Make Teaching and Learning Writing Skill in EFL More Entertaining." Indonesian Journal Of Educational Research and Review 4, no. 1 (July 20, 2021): 143. http://dx.doi.org/10.23887/ijerr.v4i1.37148.
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The students as EFL learners have difficulty in improving their writing skills. Students are less enthusiastic in compiling their writings, and they also have difficulty in it. Several factors, such as students cause this are less interested in English and less understanding vocabulary and grammar. This study analyzes that Facebook can be used as a more entertaining way of teaching and learning EFL writing skills. This research is library research. This study collects data by analyzing data information. Social networking sites (SNS) in this study use Facebook. The results showed that Facebook was able to encourage student participation and achievement in language learning. There are several steps in implementing Facebook as a more entertaining way of learning to teach EFL writing skills, such as having a Facebook account, online classes on Facebook, assignments or assignments on Facebook, sharing ideas, and feedback. Thus, the application of Facebook as a more entertaining way of learning EFL writing skills gives positive results to students' academic achievement.
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Farooqi, Ahsan-ul-Haq, Masood Ahmad, and Ijaz Hussain. "The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan." Global Language Review VII, no. II (June 30, 2022): 315–23. http://dx.doi.org/10.31703/glr.2022(vii-ii).26.
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The study was conducted to investigate the impact of the rotation model of BL on the creative writing skills of EFL learners in the Pakistani context.The main purpose of this experimental research is to enhance the English writing skill of the learners and the instructional approaches used by the teaching faculty members. The paper offers experimental research on EFL learners of four Federal Government Secondary Schools, including male and female. The researcher used pre-test, post-test, lesson plan and scoring rubrics as a tool. The paper discovers that the rotation model of blended learning is more suitable for the English writing skills of EFL learners than the conventional method. The results suggest that the application of the rotation model of blended learning in writing skills helps the learners produce significant and better performance compared to the conventional method of instruction. The findings also indicate that female EFL learners performed better than male EFL learners in the experimental group.
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Sukandi, Syayid Sandi, and Dian Noviani Syafar. "EFL students’ responses to learning basic reading and writing skills." Studies in English Language and Education 5, no. 1 (March 1, 2018): 40–53. http://dx.doi.org/10.24815/siele.v5i1.8419.
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This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.
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Ghounane, Nadia. "Using gardner's multiple intelligences to develop students' notetaking techniques for literature review at foreign language teaching." Global Journal of Foreign Language Teaching 11, no. 4 (November 30, 2021): 231–42. http://dx.doi.org/10.18844/gjflt.v11i4.5995.
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To take notes, students need to develop their thinking skills which can help them to improve their writings. The current research aims to test students’ use of Gardner’s Multiple Intelligence Theory (MIT) to develop their thinking and writing skills, primarily the use of the notetaking technique in writing the literature review section. The researcher aimed at including Gardner’s linguistic intelligence in academic writing, mainly dissertation writing. To this end, the researcher selected 39 foreign language teaching (EFL) Master Students for the experiment. The researcher employed a pretest and a posttest to check and evaluate students’ use of the notetaking technique. The findings revealed that teachers could integrate Gardner’s Multiple Intelligence Theory in the EFL context. The results also showed that students tend to employ the first intelligence to develop their writing skills and improve the use of notetaking techniques in writing the literature review section. The analysis indicated that students were more motivated to use thinking techniques in writing rather than traditional methods. Keywords: EFL; Gardner’s Multiple Intelligence; literature review writing; notetaking technique; reading strategies.
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Lu, Chunxia. "A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process." English Linguistics Research 8, no. 2 (May 27, 2019): 16. http://dx.doi.org/10.5430/elr.v8n2p16.
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Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.
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Hojeij, Zeina, and Pinar Ozdemir Ayber. "Effectiveness of Using Digital Feedback on EFL Student Writing Skills." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 1 (January 2022): 1–18. http://dx.doi.org/10.4018/ijcallt.291111.
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This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.
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Aini, Rahma, and Ashadi Ashadi. "Teachers’ Feedback on EFL Writings from Sociocultural Perspective." Indonesian Journal of EFL and Linguistics 7, no. 1 (June 3, 2022): 69. http://dx.doi.org/10.21462/ijefl.v7i1.467.
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Writing skill is one of the difficult skills to acquire in learning a second language. Therefore, the feedback that the students receive from the teachers should be understandable and improve students’ writing skills. This study examines the teachers’ experiences in giving feedback on students’ writing performance through a sociocultural perspective. The participants of this study were 8 English teachers of junior and senior high schools in Padangsidimpuan, North Sumatra. The data were collected through online interviews and analyzed in a thematic approach by transcribing, coding, categorizing, and interpreting. The result shows that teachers prefer to use teacher-student conferencing in giving writing feedback since joint participation and transaction occur in the learning process. It is compatible with the principle of the sociocultural approach. In addition, teachers are more concerned about students’ grammatical errors rather than structure and content. It is due to students finding it difficult to implement the grammatical rules into their writings. Furthermore, unfocused corrective feedback points out a range of error types. However, the strategy is hard to implement for students with lower proficiency levels.
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Yousef Alzahrani, Fatima, Eatedal Mohammed Alghamdi, and Maysa Mohammad Sadiq Qutob. "An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia." Arab World English Journal, no. 2 (January 15, 2021): 343–59. http://dx.doi.org/10.24093/awej/mec2.25.
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Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.
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RahmtAllah, Enas Abdelwahab Eltom. "EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language." English Language Teaching 13, no. 8 (July 14, 2020): 120. http://dx.doi.org/10.5539/elt.v13n8p120.
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Writing is considered an essential learning tool for all content areas. However, to master and have excellent writing skills for EFL students of undergraduate programs is challenging. Cohesion and coherence are both crucial textual elements to master writing. The present study examined coherence in English essays written by 46 female Saudi EFL third year at Unaizah College of Sciences and Arts, Qassim University. Examination of essays by the subject group designed to answer the research question. 1.) To what extent are EFL students competent in achieving coherence in writing skills? Each student was asked to write two essays (a writing test that included two essay questions). The data were analyzed through SPSS. The study results demonstrated that learners are not competent in achieving coherence in their writing tasks. In light of these results, recommendations are presented. The results also recommend further studies to investigate coherence and action research to improve this crucial skill among undergraduate Saudi EFL learners.
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Mujiono and Siti Fatimah. "Moodle Integration Intervention in EFL Virtual Classroom and Academic Flow on University Students’ Achievement in Writing." Theory and Practice in Language Studies 12, no. 10 (September 30, 2022): 2182–90. http://dx.doi.org/10.17507/tpls.1210.26.
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Teachers of English as a foreign language (EFL) now have more opportunities to use a learning management system (LMS) like Moodle to enhance EFL learners learning. This study aimed to examine the effect of Moodle as a learning management system based on academic flow on EFL learners' writing skills. The quasi-experimental research was designed to assess the impact of Moodle-based on academic flow on EFL learners' writing skills. This study recruited 69 second-year English Education Department as the sample population. They were divided into experimental and control groups. This study used an easy writing test and Study Work-Related Flow Inventory (WOLF-S) as the instruments. The study applied analysis of covariance (ANCOVA) to compare both control and experimental groups' findings. The findings revealed that EFL students' writing skills were improved by using Moodle in an EFL virtual classroom rather than using conventional methods. Academic flow becomes a covariate of influence between the independent and dependent variables. These findings consistently favored the experimental groups. Moodle helped EFL university students to improve their writing skills.
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Srikandi. "The Teaching of Writing in EFL Classes." EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran 4, no. 1 (June 30, 2019): 69–80. http://dx.doi.org/10.21462/educasia.v4i1.43.
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Writing plays important roles in the context of English teaching as a foreign language in Indonesia. Writing is a communicative way of sharing observation, information, thoughts, or ideas with ourselves and others. Through writing, the language learners learn to communicate with other people, to understand them, to read what they have written, and to write to them. Writing as one of the language skills is not acquired naturally. Writing is considered the most difficult and complicated language skill to be learned compared to other language skills. Learning to write fluently and expressively is the most difficult of four language skills for all students. In the teaching of writing, the English teacher should pay attention on some elements, they are: (1) understanding the purposes of teaching writing, (2) teaching five main stages in producing a writing; pre-writing, drafting, revising, editing and publishing, (3) teaching how to develop a paragraph which consists of three major structural parts: a topic sentence, supporting sentences, and concluding sentence, (4) employing appropriate techniques, such as brainstorming, quetioning, and clustering in their teaching, and (5) introducing some text type to the students, such as: narration, description, procedure, news item, report, recount, anecdote, hortatory exposition, analytical exposition, commentary, discussion, and explanation.
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Mutabar, Murodova, and Maftuna Rustamova. "DEVELOPING WRITING ABILITIES OF EFL STUDENTS THROUGH BLOGGING." INTERNATIONAL JOURNAL OF WORD ART 3, no. 3 (March 30, 2020): 15–21. http://dx.doi.org/10.26739/2181-9297-2020-3-2.
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The aim of this study is to review the using blogs in teaching the writing skills to students: we explore various types of blogs and review their didactic features and methodological function; suggest to develop writing skills via blogs; and determine the stages of students’ writing skills development via blogs.This paper reports on a process approach to the writing by implementation of innovative pedagogical technologies such as a cycle of blogging activities within different levels of courses of English language for academic purposes at theuniversitiesof Uzbekistan
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Alharbi, Ayed T. "College Instructors’ Focus in the EFL Writing Classrooms: An Exploratory Study." World Journal of English Language 12, no. 2 (March 17, 2022): 363. http://dx.doi.org/10.5430/wjel.v12n2p363.
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EFL is one of the two most liberally funded academic streams in Saudi Arabia after science and technology. Universities across the country are replete with faculty that boast of enviable national and global exposure. Even so, learner standards, especially in writing skills, are way below those expected which highlights the need for rigorous research into what it is that drives the EFL teachers’ choices in the classrooms. This study carried out a systematic evaluation of teachers’ focus in the writing classes at Qassim University, with four parameters isolated for data collection: (i) writing approaches; (ii) writing performance; (iii) writing strategies, and (iv) writing skills. The study tool is a survey with 46 teachers engaged from undergraduate to research studies at the University. The findings showed that writing approaches were the highest focused variable among the EFL faculty followed by writing performance, writing strategies and lastly, writing skills. The findings showed the tendency of EFL teachers to focus on areas that do not directly help in developing their learners' ability in writing and hence, EFL teachers/ instructors’ need to focus on the practical side of the writing skills and providing adequate exposure to their learners in group, pair and individual tasks to master the writing skills. Finally, assessment needs to focus on measuring the practical side of the learners’ knowledge rather than blindly testing them on their ability to reproduce their learning.
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Yesuf, Mohammed Yibre, and Alemu Hailu Anshu. "The Impact of the Use of Collaborative Writing on Attitude of EFL Students towards Learning Writing Skills." International Journal of Education and Literacy Studies 10, no. 3 (August 12, 2022): 113–20. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.113.
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The main goal of the study was to examine the impact of employing collaborative writing on students’ attitude towards learning EFL writing skills. To this end, based on the mean results of the paragraph a writing skills test was administered before the experiment, two sections of Grade 11 students from Felegebirahn Secondary School in Amhara Region, Ethiopia were chosen as participants of the study. These two sections of students were categorized as experimental (n=44) and control (n=44) groups using simple random sampling technique. The experimental group exercised paragraph level writing tasks collaboratively, whereas the control group practiced the identical writing tasks individually for 12 weeks in the 2019 academic year. Questionnaire, which was intended to find out the attitude of EFL students about learning writing skills before and after the training, was the major data collection tool used in the study. A semi-structured interview with a few selected students was also undertaken to validate the data acquired by the questionnaire. In order to examine the significance of the attitude questionnaire mean differences of the participants within as well as between the selected study groups, T-test was conducted. The results of the study showed that students who experienced collaborative writing for over 12 weeks brought positive attitudinal changes on learning EFL writing skills after being introduced to collaborative writing. It was found that they improved their attitude toward learning writing skills more significantly than students who did the writing tasks alone. The majority of respondents in the open-ended questionnaire and interview data agreed that after exposure to collaborative writing, the students eventually enjoyed and were inspired to write in English. It was concluded that practicing writing tasks collaboratively in EFL writing classes can have a favorable impact on EFL students’ attitude towards learning writing skills. This, in turn, encourages the students to opportunely exercise writing in English both inside and outside their classes. It is, therefore, recommended that teachers in EFL classes should support the students to practice collaborative writing in EFL writing lessons.
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Suadah, Lilis. "ENHANCING EFL LEARNERS’ WRITING SKILLS THROUGH BLOGGING." Englisia Journal 2, no. 1 (November 1, 2014): 20. http://dx.doi.org/10.22373/ej.v2i1.135.
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This paper presents some reasons why English teachers aiming to increase their learners’ writing skills should use blogs in their teaching, particularly in EFL context. It is found that despite its drawbacks, putting pressure on computer illiterate learners and exposing them to non-standard English, blogging is an exceptional technological platform that offered learners numerous advantages such as it encourages them to write constructively, use English more frequently, and retain their motivation. This paper also highlights that to get most benefits of blogging, the teachers play major roles in ensuring the availability of reliable facilities (computer and the internet), teaching learners how to use blog purposefully, and controlling the bloggers (learners) to not only write their blog posts but also read, and provide feedback to their peers’.
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Mantra, Ida Bagus Nyoman, Anak Agung Putu Arsana, I. Gusti Ayu Putu Tuti Indrawati, and Anak Agung Rai Laksmi. "Exploring Efl Students’ Descriptive Paragraph Writing Ability Through Critical Assessment Process." International Journal of Linguistics and Discourse Analytics (ijolida) 2, no. 2 (March 31, 2021): 51–57. http://dx.doi.org/10.52232/ijolida.v2i2.35.
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Writing is a visual depiction of thoughts, feelings, and ideas using the written language for communication purposes or conveying certain messages. Having the ability to write, of course, allows humans to communicate ideas, appreciation, and experiences to others. Writing skill is possessed through intensive training and guidance which must be trained continuously to gain excellent writing skill. This study explores EFL learners’ writing ability in actualizing their skill in writing a descriptive paragraph. The study revealed that EFL learners’ writing ability is under expected skill. Therefore, this study implies that intensive improvement programs should be conducted by the educational institution to maximize learners’ writing skills
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Abbas, M. Fadhly Farhy, and Vina Fathira. "Utilizing collaborative writing strategy to create skills of 21st century: EFL learners’ perceptions." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 9, 2022): 1617–32. http://dx.doi.org/10.35445/alishlah.v14i2.1346.
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Utilizing collaborative writing strategy in a writing class seems very helpful and beneficial. Through collaborative writing, it can build up critical thinking, creativity, communication, and collaboration as the skills of 21st century of learners in the learning process. The purpose of this research is to investigate English as a foreign language (EFL) learners’ perceptions toward the use of collaborative writing strategy in a writing class. The research method employed was qualitative method with descriptive research design. 51 EFL learners were involved in this research as respondents of this research. The data was collected through questionnaire with 20 statements available underlying four general perceptions so called: perceptions of academic writing concept, perceptions of cooperation, perception of writing skills, and perceptions of learning atmosphere. The data from questionnaire was analyzed descriptively. The findings showed that EFL learners’ perceptions on the implementation of collaborative writing strategy in a writing class was positive. EFL learners’ response towards questionnaire were dominated by response “agree” and “strongly agree”. From this findings, it can be concluded that EFL learners’ perceptions on the application of collaborative writing strategy in a writing class are varied. It is recommends the skills of 21st century can be build up through the implementation of collaborative writing strategy in a writing class.
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Kafryawan, Wira. "The Influence of Extroversion Personality towards EFL Learners' Writing Skills." Utamax : Journal of Ultimate Research and Trends in Education 2, no. 3 (November 27, 2020): 94–100. http://dx.doi.org/10.31849/utamax.v2i3.5325.
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This study aims at finding out whether or not there is a significant correlation between EFL learners' extroversion personality and their writing skills. Correlational research is used as a type of research method used in the study involving observing two variables consisting of extroversion personality and writing skills to establish a statistically corresponding relationship of them. To collect the samples, the sampling technique used is Saturated Sampling which means the technique of determining the sample when all members of the population are used as samples. Therefore, the samples are 50 EFL learners as respondents. The study was employed at Pohuwato University, Faculty of Teacher Training and Education, English Education Department. By using EPI questionnaire, it is clear to find out the personality of the respondents whether the learner is introvert or extrovert. Furthermore, writing skills are assessed by using criteria of writing test by Heaton. Both extroversion data and writing skills data are quantifiable data. The data were then analyzed by Pearson product-moment. The findings showed that there was a medium correlation between EFL learners' extroversion personality and their writing skills. It can be concluded that extroversion personality gives a medium influence to EFL learners writing skills. In other words, extrovert learners' tent to show good writing skills. Further studies are expected to elaborate more specifically about extroversion personality and writing skills.
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Lund, Ragnhild Elisabeth. "Writing in EFL teachers’ education." Acta Didactica Norge 8, no. 1 (April 3, 2014): 1. http://dx.doi.org/10.5617/adno.1093.
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The national guidelines for teachers’ education in Norway state that EFL students should be able to work with two different dimensions of writing in their future classrooms. Learners are expected to develop their writing skills (learn to write), and they should use writing as a tool in the language learning process (write to learn). The teacher students should also be able to demonstrate good writing skills themselves. The guidelines do not, however, specify the kind of work students should do in order to meet these objectives. Thus, it is up to those who offer EFL courses to interpret the guidelines and decide how students’ work with writing will happen. The present article discusses the decisions that are made at thirteen institutions where English is offered as part of the integrated teacher training program for grades five to ten. My data are the requirements related to writing in local syllabuses, and the obligatory writing assignments that students have been given. The investigation shows that writing is a central element in the students’ work. However, the required writing functions primarily as a vehicle to ensure proper study progression and to provide a basis for assessment. In this way, it can be said to meet the institutions’ and the course instructors’ needs more than the students’ needs. The article calls for a pedagogy that is geared more towards helping students develop their writing skills and their ability to cater for work with writing in their future classrooms.
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Azizov, Solijon. "IMPROVING STUDENTS’ PARAGRAPH WRITING SKILLS THROUGH BLENDED LEARNING TECHNOLOGIES AT HIGHER PEDAGOGICAL EDUCATION." American Journal of Social Science and Education Innovations 04, no. 10 (October 1, 2022): 6–15. http://dx.doi.org/10.37547/tajssei/volume04issue10-02.
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Composing a paragraph in English is almost the same as writing an essay, namely by consisting of three main parts (introduction (topic sentence), body (supporting sentences), conclusion (concluding sentence)) to deliver a message to the readers. Because of this feature of teaching students how to create paragraphs under the proper instruction in practice, blended learning technologies enable both teachers and students to adapt the educational environment for the system of improving their (learners’) paragraph writing skills in the digital era of educational development. This study investigates the potential of blended learning technologies on students’ writing skills, especially paragraph writing in English as a foreign language (EFL). It examines students’ most improved EFL writing areas and perceptions while utilizing blended learning technologies to foster their paragraph writing skills in a systematic way. In this experiment, two groups of EFL writing course students participated during the first-semester 2021-2022. A mixed-method design was implemented into the experiment: course evaluation questionnaires, achievement tests, and students’ portfolios on writing tasks. Findings of the investigations illustrated that most of the participants’ mistakes were in composing topic sentences, creating ideas, and providing concluding sentences coherently and cohesively. The study showed that blending learning technologies in the environment of higher pedagogical education assisted both teachers and students to conduct lessons on the writing skills in a more effective and convenient way.
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Alfalig, Hanady Abdulaziz, and Baraa Adel Rajab. "Exploring EFL Learners’ Perceptions about Journal Writing: Voices from the Saudi Context." International Journal of English Language Education 7, no. 2 (September 2, 2019): 47. http://dx.doi.org/10.5296/ijele.v7i2.15386.
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This small-scale qualitative study aims to explore the Saudi EFL learners’ perceptions and experiences about their journal writing practice. The study adopts an interpretive approach to understand the multiple realities and subjective experiences of twenty-two female students in the Saudi context. Suiting its purpose, this study utilizes a qualitative data collection tool, which are semi-structured interviews to elicit and gather EFL learners’ views about their writing skills and journal writing activity. The interviews were manually transcribed and inductively analyzed aiming to answer three research questions. The iterative process of data analysis led to the emergence of five major themes which are: a) The Trend of Writing a Journal in the Saudi Context; b) The Significance of Writing a Journal in the Saudi Context; c) The Impact of Writing a Journal on EFL Learners’ Writing Skills; d) The Challenge of Writing a Journal in the EFL Context; and e) The Future of Writing a Journal in the Saudi EFL Context. In the light of the findings, recommendations and suggestions are put forward to make journal writing an integral part of the EFL curriculum in the Saudi EFL context.
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Noyan, Ebru, and Zeynep Kocoglu. "Developing EFL Writing Skills through WhatsApp Dialogue Journaling." Advances in Language and Literary Studies 10, no. 2 (April 30, 2019): 38. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.38.
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The present study attempts to explore the effects of WhatsApp and Pen/Paper dialogue journal writing techniques on university students’ writing performance. 45 freshmen students from Sociology department of State University in Turkey, participated in the current study forming three homogenous groups of 15, namely WhatsApp dialogue journaling (WDJ), pen/paper dialogue journaling (Pap DJW) and the control group. The experimental groups (WDJ and Pap DJW) received 12 treatment sessions expecting students to create dialogues through dialogue journaling while the control group had no treatment except weekly class requirements. Data were collected through a pre- and post-writing test administered to all groups and an open-ended questionnaire on attitudes administered just to the experimental groups. Paired-samples T-test and one-way analysis of variance (ANOVA) were conducted to determine the differences among the three groups while a content analysis was carried out to examine the attitudes. The findings related to the pre- and post-tests of all groups indicated a significant progress in overall writing production. When considering each of writing components separately; however, the differences between the pre and post tests revealed no improvement in vocabulary competence of WhatsApp group or organization skills of control group. On the other hand, pen and paper group students made a remarkable progress in all writing components. In addition, ANOVA results showed no significant difference among the groups regarding writing overall production or any component performance. Finally, both pen and paper and WhatsApp group indicated positive attitudes and a great desire towards utilizing dialogue journaling in EFL writing classes. This study will help teachers and learners of English and researchers to find out the efficacy of target writing techniques and thus make appropriate decisions concerning EFL learning.
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Ozturk, Kadim. "A Study of Metaphor for Writing Skill in EFL Contexts." English Language Teaching 15, no. 7 (June 13, 2022): 38. http://dx.doi.org/10.5539/elt.v15n7p38.
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To communicate effectively in any language, one needs to be competent in using four language skills; that is, reading, listening, reading, and writing- and accordingly the integrative skills instruction has come into prominence in L2 teaching. EFL teachers’ beliefs, ideas, perceptions, attitudes are known to have a significant impact on their profession. Termed as “teacher cognition” by Borg (2003), the mentioned beliefs or perceptions are not directly observable. In this study, it is argued that teachers’ perceptions about four language skills as a part of their teacher cognition will give insight to their instruction. This is a qualitative study which aims at finding out the prospective EFL teachers’ perceptions about writing skill through metaphors. The participants included the undergraduate students studying English as a foreign language at two universities, Istanbul and Amasya. The data were analyzed with the content analysis technique. The findings revealed that prospective EFL teachers had various views regarding the nature of writing. These perceptions, either positive or negative, will influence their future practices; thus, it is essential that the awareness of prospective EFL teachers should be sharpened to help learners to understand the complicated nature of writing and proceed in writing.
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Iftanti, Erna. "STUDENTS’ PERCEPTION ON THE USE OF ESTAFET WRITING GAME AND PICTURE BASED-CREATIVE WRITING TO NURTURE LOVE OF WRITING." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 1 (June 30, 2019): 17. http://dx.doi.org/10.17977/um046v3i1p17-21.
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This To create a quality education, mainly on EFL instruction, the EFL teachers need to be empowered by improving their teaching quality. The students, in addition, should also be engaged during the instructional activities. Due to the fact that love of “writing” as one of the language skills is not yet established among the EFL university students, the effort of finding out an innovative way of helping them to establish love of creative writing is a must. One of the ways is collaborative writing through Estafet Writing Game and Picture-Based-Creative Writing strategies. Thus, this article aims at describing the students’ voices on the use of those strategies to establish love of creative writing. The study conducted through a reflective survey to 165 EFL university students reveals that most of the respondents prefer Estafet Writing Game to Picture-Based Creative Writing in terms of its effectiveness to build their creativity and and spontaneity of writing skills. To sum up, these strategies are pedagogically meaningful to improve the EFL students’ creative writing, because they can collaborate with their peers and promote their cooperative communication. Therefore, it is useful to establish love of writing and to stimulate their ideas for writing.
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Utama, Tungga Pramudya. "Portfolio System in Teaching Writing: EFL Students' Perceptions." Pedagogy : Journal of English Language Teaching 8, no. 2 (December 3, 2020): 159. http://dx.doi.org/10.32332/pedagogy.v8i2.2262.
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The portfolio system appears as one alternative answer for such a challenge encountered by an English teacher. The research about the portfolio system that focused on students' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the students' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to high school students. The participants of this research were four students of high school. In conducting this case study, the researcher collected data from the interview. This research found that the students favored implementing a portfolio system to improve their English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in secondary education. It can use the teacher to facilitate the students by giving feedback on their writing to encourage their writing performance.
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Aghayani, Behnam, and Elmira Hajmohammadi. "PROJECT-BASED LEARNING: PROMOTING EFL LEARNERS� WRITING SKILLS." LLT Journal: A Journal on Language and Language Teaching 22, no. 1 (April 10, 2019): 78–85. http://dx.doi.org/10.24071/llt.v22i1.1727.
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The present study sought to investigate the effect of project-based learning on EFL learners writing skill. To reach this goal, from the population of 70 EFL learners taking EFL courses at a language institute in Iran, two homogenous groups, consisting of 28 males, were selected based on the random sampling method. While the control group with 14 learners was taught through traditional method, the experimental group consisting of 14 learners received instruction using project-based learning designed by Maftoon, Birjandi, and Ahmadi (2013). A pre-test was administered to both groups prior to the treatment. Then, after the treatment, which was lasted for ten sessions and held during two months, the learners in both group were required to write on the new topic in which it was regarded as the writing post-test. The analysis of the obtained data revealed that project-based learning had significant effect on the learners writing ability. Moreover, the findings showed that project-based learning approach does aid learners to enhance and promote their writing ability in a collaborative environment.DOI:doi.org/10.24071/llt.2019.220108
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Yuliantini, Putu. "The Use of Powtoon as Media to Enhance EFL Students’ English Skill." Journal of Educational Study 1, no. 1 (June 26, 2021): 32–45. http://dx.doi.org/10.36663/joes.v1i1.150.
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The title of this research was “The Use of Powtoon as Media to Enhance EFL students’ English Skill”. This study aims to explain that the use of Powtoon as media could enhance EFL students' English skill such as listening, speaking, reading, writing and the benefit of Powtoon as learning media. Technology was growing fast. However, the teacher was still could not adapt to technology in the teaching and learning process. Therefore, the lack of good learning media makes students found some difficulties in understanding the material. The research design used the library research method that collected data from some articles, journals, books, and library resources. Based on the findings, Powtoon could be a solution to enhance EFL students' English skills to have good communication skill in the learning process. Powtoon has many beneficial features such text, music, animation, characters, and audio-visual for EFL students in enhancing their English skills, such as listening, speaking, reading, and writing.
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Yuliantini, Putu. "The Use of Powtoon as Media to Enhance EFL Students’ English Skill." Journal of Educational Study 1, no. 2 (June 26, 2021): 28–37. http://dx.doi.org/10.36663/joes.v1i2.150.
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The title of this research was “The Use of Powtoon as Media to Enhance EFL students’ English Skill”. This study aims to explain that the use of Powtoon as media could enhance EFL students' English skill such as listening, speaking, reading, writing and the benefit of Powtoon as learning media. Technology was growing fast. However, the teacher was still could not adapt to technology in the teaching and learning process. Therefore, the lack of good learning media makes students found some difficulties in understanding the material. The research design used the library research method that collected data from some articles, journals, books, and library resources. Based on the findings, Powtoon could be a solution to enhance EFL students' English skills to have good communication skill in the learning process. Powtoon has many beneficial features such text, music, animation, characters, and audio-visual for EFL students in enhancing their English skills, such as listening, speaking, reading, and writing.
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Hafid, Nurul Hakimah, and Isti Siti Saleha Gandana. "EFL Teachers’ Perception and Challenges in Implementing Collaborative Writing." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (December 18, 2021): 175–86. http://dx.doi.org/10.24256/ideas.v9i2.2173.
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Writing skill, compared to the other three language skills, namely listening, reading and speaking, tends to be more difficult and time-consuming to teach, and has not enough attention to teach and practice. Collaborative writing therefore can become one of the ways to help students develop their writing skills which reinforce them to produce a proper text. Hence, this study aims to investigate teachers’ perceptions and challenges in implementing collaborative writing in the EFL classroom. The study employed a phenomenology research design with five senior high school teachers who have experienced in applying collaborative writing in their teaching process. This study was conducted by using the interview section as a single data collection technique. In terms of teachers’ perception in utilizing collaborative writing, the findings revealed that teachers mentioned some positive perceptions toward the implementation of collaborative writing seen from four aspects; social, psychological, academic, and assessment. Meanwhile, in terms of challenges, it is classified into three segments; learners, instruction, and classroom management.
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Mathew Nalliveettil, George, and Abdullah Mahasneh. "Developing Competence in Basic Writing Skills: Perceptions of EFL Undergraduates." International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 323. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.332.
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English language course materials in EFL contexts are tailored to enhance the proficiency levels of receptive and productive skills of undergraduates. These course materials are designed in the form of worksheets to fulfil the aims and objectives of communicative/task based syllabus. During the process of completing these tasks/activities, students are expected to actively engage in writing words and meaningful sentences. In order to understand the effectiveness of their writing skills, the researchers administered a 30-item questionnaire to EFL undergraduates studying at Aljouf University, Saudi Arabia. This study focused on eliciting the perceptions of EFL undergraduates on various aspects related to writing proficiency. A total of 52 male students participated in responding to the questionnaire. The findings of our study reveal that translating strategies often impede progress in the writing skills development.
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Chanwaiwit, Panachanok, and Bhornsawan Inpin. "Synchronous collaborative writing instruction in a university EFL context: Challenges and solutions." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 721–39. http://dx.doi.org/10.18844/wjet.v13i4.6259.
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This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education.
Keywords: Online learning challenges, synchronous collaborative writing, EFL writing teaching practices, EFL writing instruction
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Kamali, Behrouz, Payman Rajabi, and Hossein Ahmadi. "Investigating iranian English as a Foreign Language (EFL) students’ writing skills based on principal component analysis." Revista EDaPECI 21, no. 2 (July 26, 2021): 71–82. http://dx.doi.org/10.29276/redapeci.2021.21.215421.71-82.
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Identifying EFL writing components involves an intricate network of principles and approaches that also involve assessment models. Methods of teaching and assessing writing are normally compatible with the purposes or expectations of writing-specific courses/programs. This study investigated the most important academic writing constructs in Iranian EFL students based on principal component analysis. To this end, an Oxford Placement Test (OPT) was administered and based on its results, 60 (out of 114) Iranian EFL male and female learners from Islamic Azad University, Broujerd Branch, Iran, were randomly selected as the homogeneous sample of the study. Additionally, 100 EFL teachers from four language institutes were asked to participate. Three instruments were used, namely OPT, a survey questionnaire, and writing tasks. The data were analyzed through principal component analysis. The findings revealed that the most important constructs in the Iranian EFL students’ writing skills were “mode”, “assessment”, and “mechanics”, respectively. The findings of the study suggested implications for L2 writing improvement from a practical and theoretical perspective. The findings, more specifically, could shed light on current practices and theories, and could prove useful for practitioners and future studies in the field of second language writing.
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Albashir Jamoom, Osama. "EFL Students’ Needs for Improving Their Writing Skills." Scholars International Journal of Linguistics and Literature 4, no. 4 (April 30, 2021): 106–11. http://dx.doi.org/10.36348/sijll.2021.v04i04.004.
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Ismail, Ade, Ninuk Lustyantie, and Emzir Emzir. "EFL Students’ and Lecturer’s Perceptions on Collaborative Writing." International Journal of Multicultural and Multireligious Understanding 7, no. 11 (December 2, 2020): 83. http://dx.doi.org/10.18415/ijmmu.v7i11.2128.
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The study aims to explore in-depth students' and lecturer’s perceptions of collaborative writing. There are four perceptual focuses; conceptual understanding, forms of cooperation, writing skills, and classroom atmosphere. This study used a qualitative method involving 31 students who took academic writing courses and an English Lecturer. The research data were collected through questionnaire and analyzed descriptively. The results showed that students and lecturer had a positive perception of the collaborative writing model in terms of understanding concepts, forms of cooperation, writing skills, and a pleasant learning classroom atmosphere. One of the most dominant aspects of students' perceptions about collaborative writing is the development of cooperation between them in the learning process (Storch 2018), which improves their writing abilities and skills (Zhang 2018).
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Gonzalez-Torres, Paul, Paola Cabrera-Solano, and Luz Castillo-Cuesta. "Exploring Perceptions of Online Feedback in Teaching EFL Speaking and Writing Skills during the COVID-19 Pandemic." International Journal of Learning, Teaching and Educational Research 21, no. 7 (July 30, 2022): 330–44. http://dx.doi.org/10.26803/ijlter.21.7.17.
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The purpose of this study was to analyze perceptions of how online feedback was provided in English as a Foreign Language (EFL) classes, particularly to enhance speaking and writing skills, during the COVID-19 pandemic. The participants were 102 teachers, 40 managers, 80 parents and 120 students from junior high school, senior high school, and higher education levels from 40 public and private educational institutions in southern Ecuador. The sample selection was based on purposeful sampling (voluntary participation). The instruments included questionnaires from students, teachers, parents and educational authorities. In addition, an interview was used to ascertain students’ views about the feedback received in speaking and writing activities. The instruments were designed to collect information about perceptions regarding online feedback in EFL remote teaching of speaking and writing skills. The questionnaires were designed to collect information about feedback for productive skills in EFL remote teaching. The collected data were tabulated and analyzed using descriptive statistics. The results indicate that online feedback is perceived as an aspect that seems to have a better quality in private institutions, especially in activities related to EFL speaking and writing skills. Another important finding was that technological tools in the EFL classroom are believed to be efficient since teachers in public and private institutions use a variety of technological resources for teaching speaking and writing skills. The fundamental aspects of feedback were time and teacher training.
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Gonzalez-Torres, Paul, Paola Cabrera-Solano, and Luz Castillo-Cuesta. "Exploring Perceptions of Online Feedback in Teaching EFL Speaking and Writing Skills during the COVID-19 Pandemic." International Journal of Learning, Teaching and Educational Research 21, no. 7 (July 30, 2022): 330–44. http://dx.doi.org/10.26803/ijlter.21.7.17.
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The purpose of this study was to analyze perceptions of how online feedback was provided in English as a Foreign Language (EFL) classes, particularly to enhance speaking and writing skills, during the COVID-19 pandemic. The participants were 102 teachers, 40 managers, 80 parents and 120 students from junior high school, senior high school, and higher education levels from 40 public and private educational institutions in southern Ecuador. The sample selection was based on purposeful sampling (voluntary participation). The instruments included questionnaires from students, teachers, parents and educational authorities. In addition, an interview was used to ascertain students’ views about the feedback received in speaking and writing activities. The instruments were designed to collect information about perceptions regarding online feedback in EFL remote teaching of speaking and writing skills. The questionnaires were designed to collect information about feedback for productive skills in EFL remote teaching. The collected data were tabulated and analyzed using descriptive statistics. The results indicate that online feedback is perceived as an aspect that seems to have a better quality in private institutions, especially in activities related to EFL speaking and writing skills. Another important finding was that technological tools in the EFL classroom are believed to be efficient since teachers in public and private institutions use a variety of technological resources for teaching speaking and writing skills. The fundamental aspects of feedback were time and teacher training.
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Bhowmik, Subrata. "Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?" BELTA Journal 5, no. 1 (June 1, 2021): 30–42. http://dx.doi.org/10.36832/beltaj.2021.0501.03.
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Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.
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Abrouq, Nawal. "The Role of Reflective Writing in Fostering EFL High School Students Self-Regulation." International Journal of Language and Literary Studies 4, no. 2 (June 17, 2022): 265–83. http://dx.doi.org/10.36892/ijlls.v4i2.955.
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Self-regulation is a key skill to scholastic achievement and independent and sustainable learning. Unfortunately, not all EFL students display higher self-regulation skills in their learning. To address this problem, a reflective writing strategy was proposed to help these students develop their full potential in self-regulation. Therefore, this study aimed to examine the role of engaging EFL students in reflective learning journals in cultivating their language-learning self-regulation skills. To this end, a mixed design was used. A convenience sample of 28 EFL students enrolled in first-year baccalaureate consented to participate in this study. They were randomly assigned to control and experimental groups. Reflective learning journals were used to collect data about students’ self-regulation. Findings demonstrated that after using reflective learning journals, the experimental group had significantly developed self-regulation compared to the control group who used traditional essays. Also, a statistically significant change over time in the experimental group self-regulation skills was observed. Therefore, as it can be inferred, reflective writing is an effective tool which could be used to build students’ self-regulation skills. Accordingly, the results of this present study encourage the adoption of a reflective pedagogy to stimulate EFL high school students’ self-regulation skills.
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Menbet, Ashwag Ali. "The Use of Effective Strategies to Improve Saudi EFL Dyslexic Learners' Writing Skills." Theory and Practice in Language Studies 8, no. 12 (December 1, 2018): 1611. http://dx.doi.org/10.17507/tpls.0812.06.
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The use of techniques and strategies is instrumental in teaching different language skills to physically and mentally healthy learners; however, the importance of devising special techniques and strategies to teach dyslexic learners cannot be denied in English as Foreign Language (EFL) classrooms. Dyslexic learners have difficulties particularly in the recognition of words and putting them into writing. Based on the review of previous works and contexts, the present study aims at implementing the two strategies, i.e., multisensory and chunking, to improve Saudi EFL dyslexic learners’ writing skills. The work utilized a qualitative method to collect the data from the participants, i.e., four EFL teachers. Structured interviews were conducted with four EFL teachers from the ‘Alkhamisah Ashrah’ primary school to collect the data and apply the strategies, i.e., multisensory and chunking, to dyslexic learners and see their impacts on dyslexic learners’ writing skill. The study was conducted to develop awareness among parents and society at large about the learning difficulties and needs of dyslexic learners. In addition to this, the study aims to draw the attention of the Ministry of Education, educational institutions, researchers, and pedagogues to measure the academic needs of Saudi EFL dyslexic learners by devising different strategies. Furthermore, the study provides recommendations for the establishment of special schools, infrastructural facilities, well trained teachers, a rubric of strategies, special curriculum, and syllabus to meet the academic needs and enhance comprehension and writing abilities of Saudi EFL dyslexic learners.
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Mohammad, Taj, and Zoheb Hazarika. "Difficulties of Learning EFL in KSA: Writing Skills in Context." International Journal of English Linguistics 6, no. 3 (May 26, 2016): 105. http://dx.doi.org/10.5539/ijel.v6n3p105.
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<p>This study is an in-depth effort to investigate issues usually faced by EFL learners in writing skills. Fifty students of Preparatory Year Program (from different sections) Najran University were randomly selected to illicit their opinion on writing skill using Likert’s 5 scale (always, usually, sometimes, rarely never) questionnaire. In addition, fifty writing samples from first and second midterms of PYP were also selected. The study analyses the writing samples mainly focusing on with special reference to capitalization, punctuation, language use (grammar) and spelling and their impact on other items of language like articles, preposition, coherence, cohesion etc. Contrastive analysis of students’ writing samples and questionnaire prove that students commit mistakes, though unconsciously, in writing. While conducting data analysis using students’ writing samples, it was observed that students used ways to pass an exam i.e. memorize the writing answer(s)/paragraph(s) rather than the proper approaches to developing/learning most common writing strategies when writing an answer. In the end, this study offers some remedial measures for writing problems of Arab EFL learners.</p>
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Jurianto, Jurianto, Salimah Salimah, and Deny A. Kwary. "STRATEGIES FOR TEACHING WRITING IN EFL CLASS AT A SENIOR HIGH SCHOOL IN INDONESIA1." Celt: A Journal of Culture, English Language Teaching & Literature 15, no. 1 (January 5, 2016): 43. http://dx.doi.org/10.24167/celt.v15i1.413.
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Writing skill has been considered the most difficult language skill to master, and teaching the skills has also been not simple. Part of a research report on teaching writing in English at a senior high school in Surabaya, this paper is aimed to demonstrate that English teachers at the school are skillful and resourceful in teaching writing. With reference to 11 elements or strategies of writing instruction discussed in Graham and Perin (2007), five English teachers at die school were interviewed. The interview guide includes 24 questions centered on the 11 elements. Interview results show that the teachers make vise of most elements or strategies in their English classes. The teachers explained that such strategies as collaborative writing, sentence combining, prewriting, inquiry activities, and study of models are conducted frequently in the classroom. They found the strategies important and helpful for teaching writing skills in English to their students. The findings indicate that a variety of writing instruction strategies have been part of their teaching practice and that they are experienced in teaching writing skills in English to adolescent students.
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Nosratinia, Mania, and Niousha Nikpanjeh. "PROMOTING FOREIGN LANGUAGE LEARNERS� WRITING: COMPARING THE IMPACT OF ORAL CONFERENCING AND COLLABORATIVE WRITING." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 17. http://dx.doi.org/10.25134/erjee.v7i2.1772.
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This study is an attempt to compare the effect of oral conferencing alongside collaborative writing on writing skills of English as a Foreign Language (EFL) learners. For this purpose, a piloted sample of the Preliminary English Test (PET) was administered to 90 intermediate female EFL learners, between 20 and 32 years old (Mage = 26). The results of this test enabled the researchers to select 60 homogenous individuals who were then randomly assigned into two experimental groups of 30 named �oral conferencing group� and �collaborative writing group�. To ensure the homogeneity among the participants in terms of their writing ability before the treatment, their scores on the writing section of the PET test were analyzed in isolation and it was considered as the pretest of the study. Oral conferencing included the discussions and negotiations among the participants and the teacher before and after writing activities followed by live teacher-student as well as student-student feedbacks. In the collaborative writing group, the participants wrote compositions in groups based on the same topics introduced in the oral conferencing group. At the end, both groups were given another piloted writing section of the PET test as the posttest. The analysis of the test scores using an independent sample t-test and analysis of covariance (ANCOVA) revealed that there is a significant difference between the effect of oral conferencing and collaborative writing on EFL learners� writing skills. Finally, it can be concluded that EFL learners� writing skill was more affected by applying oral conferencing rather than collaborative writing.
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Klimova, Blanka, and Marcel Pikhart. "Cognitive and Applied Linguistics Aspects of Using Social Media: The Impact of the Use of Facebook on Developing Writing Skills in Learning English as a Foreign Language." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (October 3, 2019): 110–18. http://dx.doi.org/10.3390/ejihpe10010010.
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Facebook is undoubtedly the most popular social network site nowadays with over two billion users. Therefore, there has been research exploring its potential as a learning environment for various fields of education, including learning English as a foreign language (EFL). As the findings of research studies indicate, Facebook is especially used in developing productive language skills, such as writing, which is considered to be the least popular and the most difficult skill to master. Thus, the purpose of this article is to explore the impact of Facebook on developing writing skills in learning English as a foreign language. The methodology is based on the search for available studies on the research topic, i.e., the impact of Facebook on developing writing skills in EFL, in the world’s databases: Web of Science and Scopus. The search was not limited by any time period. The results of this review article reveal that using Facebook has a positive effect on developing writing skills in EFL classes, especially in shaping and organizing ideas, enhancing motivation, developing and supporting collaboration among peers, improving vocabulary, and reducing students’ shyness. However, more experimental research should be done in this area to reveal other aspects of the writing process, such as communicative language competence, which can be improved by using Facebook, as well as address researchers from continents other than Asia.
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Yumiko Mizusawa. "Lexicogrammatical and Semantic Development in Academic Writing of EFL Learners: A Systemic Functional Approach." Modern Journal of Studies in English Language Teaching and Literature 2, no. 2 (December 29, 2020): 105–17. http://dx.doi.org/10.56498/222020103.
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Many Japanese university students' English writing skills are insufficient despite completing at least six years of English language instruction before entering university. Several researchers have explored this topic. A corpus-based approach to this field, for example, has improved the understanding of the writing skills of learners of English. In Japan, the recent developments in corpus linguistics have enabled instructors and researchers to analyze English linguistic features written by Japanese EFL learners. For example, Mizusawa (2015) referred to the Japanese EFL learner Corpus, a collection of junior high and high school students' English essays, to investigate the linguistic features, such as lexical density, grammatical intricacy, and semantic variations framed by systemic functional linguistics (SFL). This paper aimed to examine English academic writings written by 38 Japanese university students. Their writings were analyzed in terms of lexical density and semantic features within the SFL frameworks. The results highlighted that the critical limitation in Japanese university students' writing skills suggested teaching students the lexicogrammatical differences between written and spoken modes of the English language.
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Thaqi Jashari, Lisjeta, and Mateja Dagarin Fojkar. "Teachers’ Perceptions of Developing Writing Skills in the EFL Classroom." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (December 12, 2019): 77–90. http://dx.doi.org/10.4312/elope.16.2.77-90.
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Despite the fact that English is taught as a foreign language in schools from an early age, students often face difficulties when it comes to the development of their writing skills. This paper aims at exploring teachers’ perceptions regarding the development of the writing skills of elementary and secondary school EFL learners. Altogether, 85 Kosovar teachers were included in the survey. Even though the teachers believe that writing is important, they do not give the same emphasis to developing it as to other skills. According to their responses, some common difficulties learners experience while writing are a lack of vocabulary, writing anxiety, lack of ideas, mother tongue interference, grammar difficulties, weak structure organization and poor spelling. The teachers suggest that these difficulties might stem from a lack of reading and writing practice, ineffective teaching methods and low motivation for writing. We recommend various actions, such as teacher development courses to help them acquire more effective strategies of teaching writing, increased writing practice in the classroom, and the use of different learning strategies to meet all students’ needs.
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Anggarini, Ida Fitri. "Insertion the Values of Religious Moderation on Indonesian EFL Class." Journal of English Language Teaching and Learning (JETLE) 4, no. 1 (November 4, 2022): 1–10. http://dx.doi.org/10.18860/jetle.v4i1.17744.
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English as a Foreign Language (EFL) means learning English in a non-English speaking country, for example, Thailand and Indonesia. Admittedly, EFL educators encourage the student to improve their English skills such as listening, speaking, reading, and writing skills. In writing skills, teaching vocabulary has important points. Focusing on learning English vocabulary that inserts the value of religious moderation, this research took a case study in an Islamic primary school in Malang on Indonesian EFL Class. With a qualitative case study, the researcher addressed two main methods for two Indonesian EFL students and teachers in Malang. By using reflective essays and interviews as the methods, the data concluded that most of the challenges found had similarities and related to each other. Along with the challenges, the researcher also found out the strategies done by all of the participants such as implementing the values of religious moderation as a way of teaching vocabulary, enriching the student’s vocabulary, and improving the student’s writing English skills.
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Srour, Kholoud, Magdy Aqel, and Jaber I. Shawish. "Enhancing EFL Secondary School Students' Writing Skills through a Suggested Model Based on Constructivism." Education in the Knowledge Society (EKS) 22 (May 21, 2021): e23937. http://dx.doi.org/10.14201/eks.23937.
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The aim of the current study is to investigate the effect of a suggested model RW based on constructivism on Palestinian EFL secondary school students' writing skill performance. The sample consisted of (87) female students divided into two groups; a control group 43 and an experimental group 44 students. The researchers used quasi-experimental design of two purposefully assigned, randomly-chosen groups with pre and post tests for each. Different statistical tests included in the Statistical Package for the Social Sciences (SPSS) were used to analyze the data collected while answering the study questions and testing the hypotheses. The results showed that there were statistically significant differences at (? ? 0.05) between the experimental group and the control group in relation to the writing skills in favor of the former. Also, the effect size of using the model based on constructivism was significantly large on students' writing skills. The researcher strongly recommended using the suggested model RW in teaching writing skill for the EFL secondary school students.
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Puhner, Nataša, and Mateja Dagarin Fojkar. "Developing EFL Writing with Year 5 Pupils by Writing Summaries." ELOPE: English Language Overseas Perspectives and Enquiries 15, no. 2 (November 30, 2018): 97–113. http://dx.doi.org/10.4312/elope.15.2.97-113.
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Developing EFL writing skills in primary school pupils is one of the most demanding and time consuming challenges that foreign language teachers face. The main aim of this study was thus to analyse 64 written summaries of Year 5 pupils in terms of content, structure, length and most often used words. In order to achieve the aim of pupils being able to write a summary of a story individually and in a given time frame, the task was approached gradually and systematically throughout the school year. The results show that most of the pupils managed to finish a structurally organized summary and most of them wrote a summary which included the most important aspects regarding the content of the story. The results of the survey indicate that a systematic approach to writing summaries helps pupils in developing their writing skills.
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Meza, Angélica, Ingrid Rodríguez, and Lorena Caviedes. "Fostering EFL Preservice Teachers’ Academic Writing Skills Through Reflective Learning." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 89–106. http://dx.doi.org/10.15446/profile.v23n1.85145.
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This article focuses on the impact reflective learning has on a group of EFL preservice teachers’ academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants’ academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an action-research design to foster students’ academic writing skills as part of their professional development. The data-collection instruments were essays and teacher’s feedback, students’ journals, and rubrics. The results evidenced learners’ writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.