scholarly journals Secondary School Students’ English Writing Aided by Spelling and Grammar Checkers

2009 ◽  
pp. 247-255
Author(s):  
Odette Radi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
English Writing

scholarly journals Upper secondary school students’ perceptions of and experiences with feedback in English writing instruction

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Drita Saliu-Abdulahi ◽  
Glenn Ole Hellekjær
Keyword(s):  
Secondary School ◽  
Formative Assessment ◽  
Writing Instruction ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
English Writing ◽  
Upper Secondary ◽  
English Writing Instruction

Abstract This paper presents a survey of student perceptions of feedback in English writing in a context where formative assessment is mandatory. The study comprises 329 first year upper secondary school students from seven schools in eastern Norway, and uses a survey to examine their perceptions of and experiences with feedback in EFL writing instruction. Overall, the findings reveal that students receive varied feedback, on language as well as global errors, but primarily to finished and graded texts. There is little use of feedback between drafts, or of oral conferencing and peer-feedback. While many students do not follow up feedback at all, those who do tend to focus on language error correction and less on global errors. However, student follow up in general, and of global errors in particular, increases markedly with unfinished and ungraded texts, possibly because of available time and teacher support during the revision process. This indicates that feedback utilization can be improved by setting aside classroom time to work with texts between drafts during which students can receive teacher support, and by making this an integrated part of English writing instruction. Key words: L 2 writing instruction, feedback/formative feedback, formative assessment, multiple-sourced feedback.   Elevers oppfatninger om og erfaringer med tilbakemeldinger de får i skriveundervisningen i engelskfaget i den vidergående skole Sammendrag Denne artikkelen presenterer en kvantitativ studie av tilbakemeldinger i engelsk skriveundervisning i en kontekst hvor formativ vurdering er læreplanfestet. Den undersøker hvordan 329 norske VG1-studenter fra syv videregående skoler i øst Norge opplever og følger opp tilbakemeldingene de får som del av engelskfagets skriveundervisning. Funnene viser at studentene får variert feedback, med god balanse mellom kommentarene på språkfeil som på mer generelle feil med teksten, men at tilbakemeldingene først og fremst gis til ferdige tekster med karakter. Det er lite bruk av feedback til uferdige, ikke karaktervurderte tekster, av muntlig veiledning og av feedback fra andre studenter. Mens mange studenter ikke følger opp feedback overhodet, øker oppfølgingen, av språkfeil og i enda større grad av såkalte «globale» feil, markant de relativt sjeldne gangene de får til å arbeide med uferdige, ikke karaktervurderte tekster. Dette tyder på at utnyttelsen av feedback kan bedres ved at elevene får arbeide med uferdige tekster og med lærerstøtte mens de reviderer, og dette gjøres til en integrert del av engelskundervisningen. Nøkkelord: L2 skriving, skriveundervisning tilbakemeldinger, formativ vurdering, vurdering for læring, ulike tilbakemeldingsmodaliteter

scholarly journals A Survey of English Writing Competencies of Secondary School Students

2019 ◽  
Vol 36 (2) ◽  
Author(s):  
Fazal Ur Rehman ◽  
Jamila Hashmi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Positive Impact ◽  
Writing Skills ◽  
Teaching Techniques ◽  
School Students ◽  
Daily Lives ◽  
English Writing ◽  
Good Writing ◽  
Hand Writing

Writing is the framework of communication. Good writing skills allow students to communicate their ideas clearly. Good writing skills in English play an important role in life of students. We are encountered writing every day in our daily lives. In our country, secondary school students lacking effective writing skills. The study aimed to assess the English writing competencies of secondary school students. It was descriptive study conducted in secondary schools of district Attock. Sample of the study consisted of 360 students (180 male and 180 female). Tool of study consisted of an achievement test for students consisting five areas of English writing competencies (vocabulary, sentence making, hand writing, comprehension, tenses) and a questionnaire for teachers. The data was analyzed using t-test for the purpose of measuring difference between the students’ performance. A test of correlation was used to find relationship between students’ competencies in sub skills of English writing competencies and their teachers’ usage of different strategies and techniques in class in teaching of these skills. The findings of the study showed that the use of multiple teaching techniques has a positive impact on development of English writing skills of students.

scholarly journals The Use of Plotagon to Enhance the English Writing Skill in Secondary School Students

2019 ◽  
Vol 21 (1) ◽  
pp. 139-153 ◽  
Author(s):  
Derly Yuleith Guzmán Gámez ◽  
Johana Andrea Moreno Cuellar
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Research Study ◽  
Language Skills ◽  
School Students ◽  
Pedagogical Tool ◽  
English Writing ◽  
Public Secondary School ◽  
Writing Skill ◽  
Digital Stories

This paper reports on an action research study aimed at implementing Plotagon to enhance English writing skill. The study involved 18 students from 10th grade of a public secondary school in Colombia. The findings showed that the use of Plotagon promoted students’ motivation to write through an interactive and attractive interphase to create digital stories. Consequently, students created their own digital story working in pairs and as a result increased their vocabulary, improved their English writing skill and other language skills. The data collection tools (surveys, tests, journals, observations, and dialogs as students’ production) showed that Plotagon is a pedagogical tool that promotes students’ English writing in a fun and meaningful way.

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