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Artykuły w czasopismach na temat „Writing accuracy”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Yuliawati, Lilik. "The Mechanics Accuracy of Students’ Writing." English Teaching Journal : A Journal of English Literature, Language and Education 9, no. 1 (2021): 46. http://dx.doi.org/10.25273/etj.v9i1.8890.

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<span>In writing courses, the students tend to be more aware of technical errors in writing including the mechanics. Conversely, they tend to focus more on the idea or content of their writing when they produce papers to fulfill the assignment of non-writing courses. Whereas, the punctuation errors and misspelled words will make the meaning of the sentence ambiguous. This study aims to find out the degree of mechanics accuracy of students’ writings and what kind of mechanics mistakes mostly produced. The mechanics that were analyzed include punctuation, capitalization, spelling, italiciz

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Meihami, Hussein, Bahram Meihami, and Zeinab Varmaghani. "The Effect of Collaborative Writing on EFL Students’ Grammatical Accuracy." International Letters of Social and Humanistic Sciences 11 (September 2013): 47–56. http://dx.doi.org/10.18052/www.scipress.com/ilshs.11.47.

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Writing is considered as an activity which is done individually and the role of thumb for its feedback is thought to be provided by teachers and instructors. Although there has been a growing body of research on using pair and small group activities in second or foreign language learning in relation to oral skill (e.g. Speaking), on writing there are only a few well-documented researches. This research describes a study exploring the effect of collaborative writing on EFL student’s grammatical accuracy in their writing. A total of 50 Iranian Advanced students of English all male and with the a

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Azimian, Ehsanollah, Afsar Rouhi, and Manouchehr Jafarigohar. "Written languaging, reformulation and EFL learners’ writing accuracy." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 40 (June 27, 2023): 75–91. http://dx.doi.org/10.30827/portalin.vi40.23981.

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Languaging has been investigated and proved to mediate language learning and particularly has had beneficial effect on improving grammatical accuracy. This study aims to investigate whether written languaging, upon receiving reformulation after writing a composition and comparing the two versions, has any beneficial effect on intermediate EFL learners' writing accuracy in their immediate revisions. To this aim, 66 Iranian EFL learners were randomly assigned into three groups: two experimental groups (reformulation plus languaging as the experimental and reformulation as the contrast group) and

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Romano, Francesco. "Grammatical accuracy in EAP writing." Journal of English for Academic Purposes 41 (September 2019): 100773. http://dx.doi.org/10.1016/j.jeap.2019.100773.

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Nosratinia, Mania, and Faezeh Razavi. "Writing Complexity, Accuracy, and Fluency among EFL Learners: Inspecting Their Interaction with Learners’ Degree of Creativity." Theory and Practice in Language Studies 6, no. 5 (2016): 1043. http://dx.doi.org/10.17507/tpls.0605.19.

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Based on the peculiarities of developing second language (L2) writing among English as a Foreign Language (EFL) learners and the significance of studying the way writing skill interacts with EFL learners’ internal factors, the present study attempted to inspect the relationship between EFL learners’ creativity, on one hand, and writing complexity, writing accuracy, and writing fluency, on the other hand. The participants of the study were 185 male and female adult Iranian EFL learners (Mage = 26). The Persian version of O’Neil, Abedi, and Spielberger’s (1992) Creativity Questionnaire, validate

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Hafidz, Moh. "LEARNER AUTONOMY ON ESSAY WRITING ACCURACY." Jurnal Pendidikan Edutama 5, no. 1 (2018): 9. http://dx.doi.org/10.30734/jpe.v5i1.123.

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Abstract: Learner autonomy on writing is independently teaching and learning that keeps students’ control to explore their knowledge and experiences in written language, find out and evaluate their errors based on the conceptual courses to make accurately simple essay. The aim was to know the effectiveness of the learner autonomy on writing accuracy. This quantitative research conducted in one group pretest and posttest design. The number of samples was 21 students in Bangkalan. The instrument were tests to gain students’ writing score before and after treatment. Researcher statistically analy

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Carsten, L. D., and D. L. Illman. "Perceptions of accuracy in science writing." IEEE Transactions on Professional Communication 45, no. 3 (2002): 153–56. http://dx.doi.org/10.1109/tpc.2002.1029955.

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Carsten, L. D., and D. L. Illman. "Perceptions of accuracy in science writing." IEEE Transactions on Professional Communication 45, no. 3 (2002): 153–56. http://dx.doi.org/10.1109/tpc.2002.801632.

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García-Pastor, María Dolores. "Linguistic Accuracy in Spanish Adolescent Learners’ EFL Writings." Miscelánea: A Journal of English and American Studies 57 (December 16, 2018): 79–99. http://dx.doi.org/10.26754/ojs_misc/mj.20186323.

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This paper presents an exploratory study of linguistic accuracy in Spanish adolescent students’ writings in English as a foreign language (EFL) (N = 54) by examining learner errors in morphology (grammar), lexis and syntax. The effect of two writing task variables, i.e. length and time constraints, was also considered. Linguistic accuracy in students’ texts was mostly characterised by non-transfer errors in morphology with verbal tense and aspect appearing as the most problematic areas. Transfer errors were also present in students’ texts, but were more frequent in syntax and lexis. Additional

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Zabihi, Reza. "The Role of Cognitive and Affective Factors in Measures of L2 Writing." Written Communication 35, no. 1 (2017): 32–57. http://dx.doi.org/10.1177/0741088317735836.

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This study investigates the direct and/or indirect effects of some cognitive (working memory capacity) and affective (writing anxiety and writing self-efficacy) variables on the complexity, accuracy, and fluency (CAF) of second language (L2) learners’ writings. To achieve this goal, 232 upper-intermediate English learners performed an automated version of a working memory capacity task (A-OSPAN) and a timed narrative writing task in L2. Furthermore, participants were asked to complete two self-report questionnaires. The proposed path model adequately fitted the data, and results of path analys

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Jue-Kyoung Pae. "Collaborative Writing versus Individual Writing: Fluency, Accuracy, Complexity, and Essay Score." Multimedia-Assisted Language Learning 14, no. 1 (2011): 121–48. http://dx.doi.org/10.15702/mall.2011.14.1.121.

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Chalak, Azizeh, and Mahzad Karimi. "Collaborative Writing in EFL Classrooms through Edmodo: Writing Accuracy in Focus." International Journal of Research in English Education 7, no. 2 (2022): 119–33. http://dx.doi.org/10.52547/ijree.7.2.119.

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Sari, Retma. "Highlighting Grammatical Errors By Using Writing Journal to Improve Writing Accuracy." KABASTRA: Kajian Bahasa dan Sastra 1, no. 1 (2021): 94–104. http://dx.doi.org/10.31002/kabastra.v1i1.10.

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Errors and mistakes in foreign language use is the reflection of learners’ language learning process. Learners can profit from their errors if appropriate feedback is provided after errors or mistakes have committed by learners. Even in modern times errors have not been tolerated in language classrooms and seen as a deficiency in language use. However, according to important scholars errors present a view which is related with learners’ discovery of a foreign language. Within the light of this perspective the current research aimed to analyze the grammatical problem and overcome the problem wi

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Rosmawati, R. "Dynamic development of complexity and accuracy." Australian Review of Applied Linguistics 37, no. 2 (2014): 75–100. http://dx.doi.org/10.1075/aral.37.2.01ros.

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This paper reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs (Norris & Ortega, 2009) or endeavoured to make long-term observations on the course of their development (Vyatkina, 2012). Given that recent research in the field of Second Language Acquisition has moved towards a more holistic perspective on language learning and development (Larsen

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Yang, Li, and Zenan Zhao. "Profiling L2 writing development: The case of CFL learners in intermediate classes." Chinese as a Second Language Research 7, no. 2 (2018): 221–47. http://dx.doi.org/10.1515/caslar-2018-0009.

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AbstractThis exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a n

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Muhammad, Rashid, and Annamalai Nagaletchimee. "Effects of WhatsApp Based Lessons on Undergraduates’ Writing Accuracy." e-Jurnal Bahasa dan Linguistik (e-JBL) 5, no. 1 (2023): 35–50. http://dx.doi.org/10.53840/ejbl.v5i1.139.

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Despite the building up of research on the adoption of social media tools in teaching and learning of English especially writing, the differential effects of WhatsApp blended lessons on undergraduates writing accuracy remain unclear. Thus, this study fills in the lacuna by examining how WhatsApp affects undergraduates’ overall writing accuracy. Using a quasi-experimental design, the findings of this mixed method study demonstrate the potentials of WhatsApp in improving students’ writing accuracy. The results were primarily attributed to the ability of WhatsApp to promote interactive and collab

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von Elm, Erik. "Writing the abstract: completeness and accuracy matter." European Journal of Anaesthesiology 28, no. 7 (2011): 483–84. http://dx.doi.org/10.1097/eja.0b013e328343b160.

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Setiani, Rulik. "Corrective Feedback On Accuracy Students’ Writing Paragraph." Edukasi Lingua Sastra 17, no. 2 (2019): 113–25. http://dx.doi.org/10.47637/elsa.v17i2.44.

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Menulis merupakan kemampuan yang harus dikuasai oleh siswa karena dengan menulis siswa dapat menuangkan ide dan pikiran. Untuk dapat menulis paragraf yang baik siswa harus memperhatikan bagian dari paragraf itu sendiri seperti kalimat utama, kalimat-kalimat pendukung, dan kalimat penutup. Maka dari itu untuk mengetahui ketepatan menulis paragraf, guru perlu memberikan umpan balik kepada siswa agar mereka mengetahui letak dan alasan ketidaktepatan hasil menulisnya. Umpan balik yang dapat diberikan guru kepada siswa dapat berupa umpan balik langsung (Direct Feedback) dan tidak langsung (Indirect

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Liou, Hsien-Chin. "Learner Concordancing for EFL College Writing Accuracy." English Teaching & Learning 43, no. 2 (2019): 165–88. http://dx.doi.org/10.1007/s42321-019-00022-5.

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Ky, Do Van. "Direct Teacher Corrective Feedback in EFL Writing Class at Tran Quoc Tuan University in Vietnam: To What Extent Students’ Writing Performance Affected." International Journal of English Language Teaching 11, no. 1 (2023): 41–56. http://dx.doi.org/10.37745/ijelt.13/vol11n14156.

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The study is aimed at investigating the influence of using teacher’s direct corrective feedback on second-year cadets’ writing performance in a foreign language writing class. It is an action research, employing interviews, writing analysis and survey as research instruments, which was conducted with 3 English teachers and 16 second-year non-English major students of Tran Quoc Tuan University of 2018/2019 academic year. The findings revealed through writing analysis that, firstly, the overall accuracy score tended to increase in the subsequent texts, which partially supports the conclusion tha

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Listyani, Listyani. "Fluency or Accuracy - Two Different �Colours� in Writing Assessment." LLT Journal: A Journal on Language and Language Teaching 19, no. 2 (2017): 71–81. http://dx.doi.org/10.24071/llt.v19i2.300.

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Fluency and accuracy. These two things have victoriously won many teachers attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturers and students attention. These language production measures have distracted many lecturers concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting students essays? This paper tries to present the classical yet never-ending dilemmatic conflicts within the area of writing assessment. This debate still remains interesting to follow. Data

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Rustipa, Katharina. "EFL Students’ Sentence Writing Accuracy: Can “Text Analysis” Develop It?" International Journal of English Linguistics 7, no. 1 (2017): 126. http://dx.doi.org/10.5539/ijel.v7n1p126.

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Sentence writing is inevitably needed in order to be able to write a longer text because the mastery of writing various types of sentences will facilitate writers to produce a good writing style. However, writing accurate sentences constitute problems for many EFL learners. One way to solve the problems is finding out a teaching strategy that can help the students to learn sentence writing more effectively. This study is an attempt to develop a strategy to teach sentence writing, aiming at knowing the effectiveness of text analysis to enhance the students’ competence to write accurate sentence

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Leal, Dorothy J. "The Word Writing CAFÉ: Assessing Student Writing for Complexity, Accuracy, and Fluency." Reading Teacher 59, no. 4 (2005): 340–50. http://dx.doi.org/10.1598/rt.59.4.4.

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Soleimani, Maryam, Sima Modirkhamene, and Karim Sadeghi. "Peer-mediated vs. individual writing: measuring fluency, complexity, and accuracy in writing." Innovation in Language Learning and Teaching 11, no. 1 (2015): 86–100. http://dx.doi.org/10.1080/17501229.2015.1043915.

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Meihami, Hussein, and Mahboobeh Saadat. "An investigation into the effects of prompt selection on writing complexity, accuracy, and fluency: The case of Iranian learners at different proficiency levels." Journal of Language and Cultural Education 7, no. 3 (2019): 79–96. http://dx.doi.org/10.2478/jolace-2019-0022.

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Abstract Self-selecting of the material has been the arena of discussion by the researchers of L2 pedagogy. While some believe that it can be effective, others believe that it is detrimental to L2 learning. Hence, the purpose of this study was to investigate the effect of self-selected and teacher assigned writing prompts on the writing complexity, accuracy, and fluency of Iranian EFL learners at beginning, intermediate, and advanced proficiency levels. The theoretical aspects of the current research were founded based on Theory of Reasoned Action (Ajzen & Fishbein, 1980) and Choice Theory

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Hussein, Shivan Mawlood. "The Correlation between Error Correction and Grammar Accuracy in Second Language Writing." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 2980–90. http://dx.doi.org/10.37200/ijpr/v24i5/pr202003.

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Durina, Marie E., and Michael P. Caligiuri. "The Determination of Authorship from a Homogenous Group of Writers." Journal of the American Society of Questioned Document Examiners 12, no. 2 (2009): 77–90. https://doi.org/10.69525/jasqde.164.

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Forensic document examiners may encounter challenges when examining specimens from homogeneous writing populations and may need to identify potential sources of errors when rendering conclusions of authorship on such writings. A research project was conducted in which samples of writing were obtained from 52 adult writers who grew up in the same neighborhood, were taught the same copybook style, at the same Catholic elementary school, by the same teachers, approximately 4 decades ago. The specimen writings were subsequently examined and compared by 49 forensic document examiners throughout the

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Mujtaba, Syed Muhammad, Manjet Kaur Mehar Singh, Tiefu Zhang, Nisar Ahmed, and Rakesh Parkash. "Unfocused Written Corrective Feedback and L2 Learners’ Writing Accuracy: Relationship Between Feedback Type and Learner Belief." Journal of Language and Education 8, no. 4 (2022): 137–52. http://dx.doi.org/10.17323/jle.2022.15919.

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Background: Feedback provided to learners' writing is a construct of identifying a learner's performance, and it can be identified and trifurcated as grammatical form, location in the text, and pragmatic functions. Second language researchers worldwide consider written corrective feedback (WCF) as a vital and valuable teaching tool that enables learners to improve accuracy in L2 writing.  Purpose: In this context, there exists a plethora of studies that examine the efficacy of WCF on L2 learners’ writing accuracy. However, literature is replete with research that looks into the effective

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Kisnanto, Yustina Priska. "THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON HIGHER EDUCATION STUDENTS’ WRITING ACCURACY." Jurnal Pendidikan Bahasa dan Sastra 16, no. 2 (2016): 121. http://dx.doi.org/10.17509/bs_jpbsp.v16i2.4476.

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AbstractWith the higher demand of accuracy on students’ writing in university level, the present study examines the effect of direct and indirect written corrective feedback (WCF) on students’ L2 writing accuracy. The study was conducted in a six-week period with 43 Indonesian university student participants majoring IT. The results of the pre- and post-writing tests showed that 1) the writing accuracy improvement of the students receiving direct WCF was statistically significant while the writing accuracy improvement of the students given the indirect WCF treatment was not; 2) the accuracy im

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Peng, Yingying, and Jessie Barrot. "Post-writing form-focused instruction in process-genre-oriented writing classrooms: Effects on second language learners’ writing accuracy." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 39 (January 31, 2023): 249–64. http://dx.doi.org/10.30827/portalin.vi39.24276.

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Recent findings have provided growing evidence in support of process-genre-oriented writing pedagogy. However, these types of approaches tended to place form-focused instruction (FFI) in the background, particularly the explicit teaching of grammar (i.e., isolated FFI). As such, limited improvement in writing accuracy was reported by recent studies. It is, therefore, important to look into how isolated FFI might further improve this aspect of writing within process-genre-oriented writing classrooms. Thus, the current study investigates the effects of post-writing isolated FFI (post-FFI) on sec

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Zhang, Xiaoyan. "Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development." Language Teaching Research 21, no. 2 (2016): 217–40. http://dx.doi.org/10.1177/1362168815623291.

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The study examines whether there is any difference between the effects of a reading–writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners’ writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language accuracy of the writing resulting from the integrated task. It also explores the possible relationships among language, content alignment and language accuracy and the relationship between language alignment and content alignment. To this end, a quasi-e

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Alrajhi, Assim S. "Investigating L2 Grammatical Accuracy in Digital Multimodal Writing." International Journal of Computer-Assisted Language Learning and Teaching 14, no. 1 (2024): 1–16. http://dx.doi.org/10.4018/ijcallt.338399.

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This study examines and compares L2 grammatical accuracy in digital multimodal writing (DMW) and monomodal text-based writing (TBW). Utilizing a mixed-methods design, the research incorporates a dataset comprising 180 written texts, a questionnaire, and text-based interviews. Sixty EFL learners were assigned to two groups (TBW and DMW) and completed three writing tasks on identical topics. The findings reveal that there are no significant differences in grammatical accuracy between TBW and DMW. Moreover, learners' perceptions indicate that the integration of multi-semiotic recourses has no det

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Abd Rahim, Sabariah, and Paramaswari Jaganathan. "Languaging, Corrective Feedback, and Writing Accuracy among Low Proficiency L2 Learners." REiLA : Journal of Research and Innovation in Language 4, no. 1 (2022): 1–14. http://dx.doi.org/10.31849/reila.v4i1.7420.

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Low proficiency L2 learners make frequent grammatical errors and apply inappropriate English language use and writing conventions despite learning the language for years. To reduce the grammatical and non-grammatical errors in the low proficiency L2 learners’ writing, teachers provide Written Corrective Feedback (WCF). However, a strong claim on WCF's adverse effects on L2 learners’ language development has prompted mixed responses on the WCF’s effectiveness. Numerous studies on WCF's effectiveness were conducted, and the findings showed inconclusive results. The present study aims to examine

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Hadiat, Aprilia Wismatul Fauziah. "THE USE OF GRAMMARLY TO ENHANCE STUDENTS' ACCURACY IN WRITING DESCRIPTIVE TEXT." Journal of English Education Program (JEEP) 9, no. 2 (2022): 133. http://dx.doi.org/10.25157/(jeep).v9i2.8552.

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The purpose of the study is to find out the use of Grammarly to enhance students’ skill in writing descriptive text and to figure out the students’ perceptions on the implementation of Grammarly to enhance the accuracy of writing descriptive text. This case study involves 30 students at class VIII as research participants. The data of this study are gathered from the questionnaire, the interview, and the online classroom observation. The data analysis uses four techniques including the frequency table, content analysis, coding, and triangulation analysis. The findings reveals that the use of G

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Wolsey, Thomas DeVere. "Accuracy in Digital Writing Environments: Read Up, Ask Around, Double-Check." Voices from the Middle 21, no. 3 (2014): 49–53. http://dx.doi.org/10.58680/vm201424621.

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Increasingly, students are held accountable for the accuracy of what they write—by their teachers, by state and national standards, and on assessments of their learning. This article outlines three approaches to accuracy in writing that go beyond spelling and punctuation. New expectations include the use of sources to inform writing in many discourse modes. Digital environments have the potential to improve the accuracy of student writing. This article proposes that students learn to read digital and traditional materials in order to inform their written work, use digital tools to interact wit

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Sun, Yanshu, and Tong Wang. "The effects of planning and task on Chinese high school students’ English language performance." Journal of Language Teaching 3, no. 8 (2023): 1–8. http://dx.doi.org/10.54475/jlt.2023.019.

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Planning is the core of writing process and the key to successful English writing. This study examines the effects of planning type on language complexity, accuracy and fluency in two different English writing tasks (practical writing and integral writing) of Chinese high school students. The results show that online planning promotes students’ language complexity and accuracy, while pre-task planning improves fluency. Planning and task types have an interactive effect in writing accuracy. This study promotes an understanding of planning mechanisms in high school students’ English writing and

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Wigglesworth, Gillian, and Neomy Storch. "Pair versus individual writing: Effects on fluency, complexity and accuracy." Language Testing 26, no. 3 (2009): 445–66. http://dx.doi.org/10.1177/0265532209104670.

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The assessment of oral language is now quite commonly done in pairs or groups, and there is a growing body of research which investigates the related issues (e.g. May, 2007). Writing generally tends to be thought of as an individual activity, although a small number of studies have documented the advantages of collaboration in writing in the second language classroom (e.g. DiCamilla & Anton, 1997; Storch, 2005; Swain & Lapkin, 1998). Particularly in university contexts, group or pair assignments are widely used in many disciplines. In addition, collaborative writing could be used in se

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Puengpipattrakul, Walaipun. "The Use of Journals to Develop Grammatical Accuracy in Writing." MANUSYA 12, no. 2 (2009): 90–108. http://dx.doi.org/10.1163/26659077-01202006.

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The researcher proposes, in this paper, her action research with a quasi quantitative and qualitative design, to provide some important insights into the use of journal writing as a means to improve grammatical accuracy of first-year university Thai undergraduates with no prior exposure to journal writing in English. The data on the undergraduates’ grammatical accuracy were analyzed through their journal entries covering both dialogue-journaling and process-writing entries, while their opinions of journal entries and grammatical accuracy were obtained through their dialogue journaling entries

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Amara, Dr Talal. "The Effect of Focused Corrective Feedback on ESL Learners’ Writing Accuracy." مجلة جامعة صبراتة العلمية 1, no. 1 (2017): 19–4. http://dx.doi.org/10.47891/sabujhs.v1i1.27.

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The current study set out to examine the effectiveness of focused written corrective feedback (WCF) on ESL learners’ writing accuracy; in particular, the grammatical accuracy. It targeted only one linguistic feature (i.e. English articles) using a pre- and post-tests. It compared the effects of focused feedback on writing accuracy with 30 ESL learners at a language program at Washington State University. One sample dependent t-test was used to compare the means of the pre- and post-tests using SPSS. As on group, all participants have had an intervention in which they were exposed to different

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Lopez, Gerald G., Steven A. Wood, Meredith G. Metzler, Stefan J. H. Stammberger, and Roger S. McCay. "Shape positional accuracy optimization via writing order correction." Journal of Vacuum Science & Technology B, Nanotechnology and Microelectronics: Materials, Processing, Measurement, and Phenomena 34, no. 6 (2016): 06K601. http://dx.doi.org/10.1116/1.4963149.

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Abe, Takayuki, Yoshiaki Hattori, Tomohiro Iijima, et al. "High-Accuracy Proximity Effect Correction for Mask Writing." Japanese Journal of Applied Physics 46, no. 2 (2007): 826–33. http://dx.doi.org/10.1143/jjap.46.826.

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Vickers, C. H. "Grammatical accuracy and learner autonomy in advanced writing." ELT Journal 60, no. 2 (2006): 109–16. http://dx.doi.org/10.1093/elt/cci097.

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Bigdeli, Rouholah Askari, and Ali Rahimi. "Impact of scaffolding on complexity and accuracy of Iranian EFL learners' narrative writing." Global Journal of Foreign Language Teaching 5, no. 2 (2015): 143. http://dx.doi.org/10.18844/gjflt.v5i2.188.

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From the perspective of sociocultural theory (SCT), knowledge of an L2 is constructed and internalized through interaction. This is at odds with the "computational model" of learning that focuses on psycholinguistic processes isolated from social context. The present study was an attempt to investigate whether scaffolding, one of the key constructs of SCT, had any significant effect on complexity and accuracy of Iranian EFL leaners' narrative writing. Thirty eight (n=38) Iranian EFL learners learning English at a language institute within two intact groups (Experimental group=18, control group

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Kurniyanto, Firdaus Putra, and Agus Hartoyo. "Explainable AI: Identification of Writing from Famous Figures in Indonesia Using BERT and Naive Bayes Methods." JURNAL MEDIA INFORMATIKA BUDIDARMA 7, no. 1 (2023): 160. http://dx.doi.org/10.30865/mib.v7i1.5392.

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Identifying the writings of well-known figures in Indonesia is a form of appreciation for the writing itself. By knowing the language style used by every famous figure in Indonesia, we can know the uniqueness of each writer, and it can help us understand the thoughts, ideas, and ideas they convey. This research has yet to be done, so it is still interesting to do further research. In this study, only a few writers were used, so it is still impossible to know the overall language style used by every famous figure in Indonesia. In this study, a system was built to determine the language style us

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Keller-Margulis, Milena A., Sarah Ochs, Erin K. Reid, Erin L. Faith, and G. Thomas Schanding. "Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten." Journal of Psychoeducational Assessment 37, no. 5 (2018): 539–52. http://dx.doi.org/10.1177/0734282918769978.

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Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the validity and diagnostic accuracy of early writing screeners. Two early writing screening measures, Picture Word and Word Dictation, were administered to a diverse sample of 95 kindergarten students, almost half of whom were classified as English language le

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Muhammad, Ismail Wahyuda. "The Accuracy of ProWritingAid Application as the Automated Writing Evaluation Tools." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 04 (2025): 1493–500. https://doi.org/10.5281/zenodo.15130182.

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The implementation of AI-based applications in education is increasingly prevalent. The use of technology in learning has proven effective in improving student learning outcomes, as well as making the learning process more engaging and interesting. One of the AI-based applications used in learning activities is the Automated Writing Evaluation tool, among which the ProWritingAid application is included. Thus, this study aims to investigate the accuracy of the ProWritingAid application as an Automated Writing Evaluation Tool. The research employs a qualitative approach, using descriptive qualit

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Zhao, Ziming, Vahid Nimehchisalem, and Mei Yuit Chan. "The Effects of Task Types and Working Memory Capacity on the Writing Production of Chinese EFL Learners." Journal of Language Teaching and Research 16, no. 2 (2025): 515–25. https://doi.org/10.17507/jltr.1602.17.

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The current study aimed to examine the effects of two types of writing tasks—an independent writing task and an integrated writing task—on 144 Chinese EFL learners’ writing production in terms of fluency, accuracy, lexical complexity, and syntactic complexity. Additionally, it investigated whether the learners’ working memory capacity has a mediating effect on their writing when responding to the two different types of writing tasks. The participants took an Ospan test to measure working memory capacity. They were then randomly assigned to either the independent writing task group or the integ

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Mustadi, Ali, and Miftakhul Amalia. "Spelling writing error analysis in nonfiction essay of elementary students." Jurnal Prima Edukasia 8, no. 2 (2020): 177–87. http://dx.doi.org/10.21831/jpe.v8i2.33436.

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Spelling writing error often occurs in an essay. The spelling error is found in nonfiction essays of the V grade students. This research purpose is to describe the error in spelling writing in nonfiction essays of V grade students in SD Negeri 1 Kadipiro, Kasihan Bantul. The research is a content analysis research using a qualitative approach. The data source of this research is Indonesian nonfiction essays. Data collecting technique used was reading and by note-taking. The instrument of the research is the mechanical analysis sheet. Validity used in this research is semantic validity. Reliabi

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Nordin, Norizham, and Halijah Ibrahim. "Performance of Fine Motor Accuracy Skills and Preschool Children's Jawi Writing Skills." Jurnal Sains Sukan & Pendidikan Jasmani, no. 11 (October 13, 2022): 36–45. https://doi.org/10.37134/jsspj.vol11.sp.5.2022.

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Preschool children in Malaysia have access to an early childhood education curriculum that includes components of fine motor proficiency through the acquisition of writing skills for a variety of characters. The purpose of this study is to determine the importance of fine motor accuracy abilities and Jawi character writing skills in preschool children, as well as to suggest the key components of Jawi writing skills test instruments. This study enlisted the participation of 22 youngsters (11 boys and 11 girls) aged 5 to 6 years old from a selected kindergarten. The Jawi Writing Skills Test and

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Yang, Rizhao, and Chunlai Tian. "A Study on the Relationship Between Stroke Order Accuracy and Character Form Accuracy in Chinese Character Writing by Thai Learners." Higher Education and Practice 1, no. 8 (2024): 105–13. https://doi.org/10.62381/h241815.

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In this study, written tests are conducted to investigate the dynamic process of Chinese character writing among 76 Thai learners of different proficiency levels. It focuses on examining the relationship between stroke order accuracy and character form accuracy. The findings indicate a significant positive correlation between stroke order accuracy and character form accuracy among Thai learners. That is to say, the higher the stroke order accuracy, the higher the character form accuracy. It should be noted that the relationship between stroke order accuracy and character form accuracy changes

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