Introducing in-service English language teachers to data-driven learning for academic writing

This study examines prospective English language teachers’ grammatical awareness development, and its impact on the production of academic written texts in an English teaching undergraduate program at a private university in Colombia. Data were collected through semi-structured individual and focus group interviews, as well as participants’ academic written production. Results reveal the internal and external factors which affect pre-service teachers’ grammatical awareness development in this context, in addition to the frequent grammatical errors found in their work. This research highlights the importance of establishing useful strategies to help future English language teachers develop grammatical awareness to succeed in academic writing.

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Corpus-based Data-driven Learning to Develop Senior Students’ Research Writing Skills: Practical Insights

Bulletin of Science and Practice ◽

10.33619/2414-2948/74/34 ◽

2022 ◽

Vol 8 (1) ◽

pp. 236-246

Author(s):

G. Nurmatova

Keyword(s):

English Language ◽

Writing Skills ◽

Learning Technologies ◽

Language Teachers ◽

Data Driven ◽

Future Research ◽

Research Writing ◽

Career Growth ◽

English Language Teachers ◽

Senior Students

The article introduces corpus-based DDL (Data-driven Learning) technologies in teaching ESP (English for Specific Purposes). The aim of the author is twofold: to offer English language teachers to design grammatical and lexical activities to develop senior students’ research writing skill and to assist senior students to construct scholarly field-related sentences. For the purpose of the study, the author used a mini manually compiled corpus of robotics, one of the branches of mechanical engineering and demonstrated practical instructions of corpus-based grammatical and lexical insights with DDL technologies. In spite of some limitations and future research, the findings of the study can contribute language teachers to develop senior students’ productive (writing) skills via designing corpus-based data driven materials as well as improve students to construct grammatically and lexically correct sentences for succeeding in their further research and career growth.

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Metadiscourse in Academic Writing of Pre-University Arab Students at the International Islamic University Malaysia (IIUM)

MATEC Web of Conferences ◽

10.1051/matecconf/201815005086 ◽

2018 ◽

Vol 150 ◽

pp. 05086

Author(s):

Muhamad Khairul Zakaria ◽

Faridah Abdul Malik

Keyword(s):

International Students ◽

Middle East ◽

Academic Writing ◽

English Language ◽

Language Teachers ◽

Linguistic Features ◽

Cultural Considerations ◽

Academic Texts ◽

Arab Students ◽

English Language Teachers

There is lack of studies on the use of metadiscourse markers; especially amongst international students studying in Malaysia and Malaysia are receiving scores of international students particularly from the Middle East annually. This study involves a textual analysis of students’ academic writing where the metadiscourse markers in 50 Arab IIUM students’ academic texts were identified and analyzed. The findings of this study indicated that Arab writers had a greater inclination for the deployment of the interactive markers (Total counts = 919) than interactional ones (Total counts = 592) as there was a higher percentage of interactive metadiscourse (60.8%) usage than the interactional ones (39.2%). It might be useful for English language teachers to integrate cultural considerations within their syllabus with regard to metadiscourse markers in order to prepare relevant materials based on their students’ needs as well as to develop the students’ awareness of the importance of these linguistic features.

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The Influence of SMS Language on Academic Writing: A Study at University Level in South Punjab, Pakistan

Global Regional Review ◽

10.31703/grr.2019(iv-iv).20 ◽

2019 ◽

Vol IV (IV) ◽

pp. 178-186

Author(s):

Akbar Ali ◽

Abdul Khaliq ◽

Fazal Hanan

Keyword(s):

Academic Writing ◽

Text Messaging ◽

English Language ◽

Negative Influence ◽

Study Data ◽

Language Teachers ◽

Sentence Structure ◽

Teachers And Students ◽

English Language Teachers ◽

University Level

Text messaging language is taking the place of Standard English language which is applied as a source of communication via cell phone. It is emerging in the form of a new language. It is influencing the formal writing of the learners. Keeping in view the above-mentioned purpose, the current study was planned to find out the influence of it on academic writing.27 University English language teachers and 160 students were the Participants of the study. Data were collected through two questionnaires. Collected data was analyzed through the Statistical Package for Social Sciences (SPSS). The results revealed that students are inclined to the use of SMS language as it is easy to use. It is an easy, convenient and speedy way of communication. The findings also showed that teachers and students are fully aware of the negative influence of text messaging on their academic writing. It is spoiling the punctuation, spelling and sentence structure of the English language.

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Native-speakerism and ‘hidden curricula’ in ELT training

Journal of Language and Discrimination ◽

10.1558/jld.36409 ◽

2018 ◽

Vol 2 (2) ◽

pp. 162-187 ◽

Cited By ~ 4

Author(s):

Robert J. Lowe ◽

Luke Lawrence

Keyword(s):

English Language ◽

Hidden Curriculum ◽

Native Speaker ◽

Language Teachers ◽

Diverse Range ◽

Beliefs And Practices ◽

Research Perspectives ◽

Norms And Values ◽

English Language Teachers ◽

Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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