Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs

2019 ◽  
Vol 32 (5-6) ◽  
pp. 527-555 ◽  
Author(s):  
Saman Ebadi ◽  
Masoud Rahimi
Keyword(s):  
Academic Writing ◽  
Dynamic Assessment ◽  
Writing Skills ◽  
Google Docs ◽  
Efl Learners

scholarly journals Reading - Based Writing Model: A blended learning alternative

2021 ◽  
Vol 6 (2) ◽  
pp. 164-180
Author(s):  
Yenni Rozimela
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Relevant Literature ◽  
Writing Skills ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Validation Process ◽  
Efl Learners

ABSTRACT Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to assist learners is having them explore information to write through reading topic and genre- related sources extensively. This article seeks to explain the result of a study employing R&D method to develop a Reading-Based Model to teach academic writing. It will report the results of the needs analysis briefly and then explain the model itself. The data about the students' needs of writing according to the students and the writing lecturers were collected through questionnaire and interview. The results of needs analysis and relevant literature confirmed that reading prior and during writing is elemental. The syntax of the model was developed on the basis of literature dealing with the principles of reading-writing relations and the Genre-based Approach. It consists of 4 main stages. Some activities within each stage can be carried out online. The model has gone through a validation process by two experts (two experienced lecturers teaching writing skills). The model was considered valid by the experts; a few recommendations were concerned with additional activities.

Teaching Critical Thinking and Academic Writing Skills to Japanese University EFL Learners

2015 ◽  
pp. 131-147
Author(s):  
Neil Heffernan
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Writing Skills ◽  
Satisfaction Survey ◽  
Self Assessment ◽  
Data Set ◽  
Efl Learners ◽  
Japanese University ◽  
Japanese Learners Of English ◽  
Japanese Learners

This chapter looks at a critical thinking and academic writing skills course designed for Japanese learners of English. The study presents two sets of data from the 87 participants who have taken part in the course since its inception in 2008. The first data set is concerned with actual writing samples from multiple drafts of a medium-sized research project carried out by the student participants. The second data set results from a self-assessment survey given to the learners both at the beginning and end of the 15-week course described in this chapter. Further, results from a satisfaction survey given to learners at the end of the course are presented. The chapter concludes with some pedagogical implications for both Japanese and other Asian EFL learners and how the methods used in the course described within can be replicated elsewhere.

Nominalization Versus Clause Usage in CALL Technology-Mediated Acquisition of EFL Learners' Writing Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 72-86
Author(s):  
Duc Huu Pham
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Future Research ◽  
Control Group ◽  
Efl Learners ◽  
English Writing ◽  
Level Information ◽  
Writing Tests ◽  
Computerized Writing

To help EFL learners realize the use of nominals and clauses in practicing productive skills of academic writing in English writing tests, experiments have been exploited using the tasks similar to those of internet-based test of English as a foreign language to determine the nominal and clause level information during sentence and paragraph processing. Subjects were placed in two groups (the treatment group and the control group) and comprised English intermediate level students at a university in Vietnam performing compositions that were of lexical and clausal congruence but the congruence with discourse context was manipulated. The results indicated that lexical and clausal processing and discourse congruence have an effect on each other and influence writing skills. The study was undertaken as a basis for improving the technology-linguistics combined intake of learners' knowledge in order to accelerate the acquisition of foreign languages and will benefit future research related to computerized writing and assessment of writing.

scholarly journals A Narrative Inquiry of English Graduate Students’ Experiences in Writing for Publication

2021 ◽  
Vol 13 (3) ◽  
pp. 2281-2292
Author(s):  
Pradhita Ramadhani ◽  
Endang Fauziati ◽  
Suparno Suparno
Keyword(s):  
Graduate Students ◽  
Narrative Inquiry ◽  
Academic Writing ◽  
English Education ◽  
Writing Skills ◽  
Future Research ◽  
Structured Interviews ◽  
Writing For Publication ◽  
Efl Learners ◽  
Education Major

Academic writing in higher education mainly focuses on writing for publication. The success of writing for publication depends on the learners’ ability to access, understand the relevant references, evaluate, and synthesise the ideas, opinions, and sentences to make their academic pattern. Viewed from prior studies, it seems that many EFL learners have faced various problems in writing their academic papers, specifically writing for publication. To respond to this issue, this narrative inquiry aims to investigate (1) how learners acquire their knowledge in writing for publication, (2) the difficulties they face in writing for publication, and (3) how they face those difficulties. This present study intended to dig up the experiences of two graduate students of English Education major in writing for publication. Semi-structured interviews were used to collect the data. Then, the data were analyzed using thematic analysis. This study shows that the participants acquired knowledge and experiences from various sources that were useful for writing their academic papers. Surprisingly, the various difficulties they faced motivated them to learn more and improve their writing skills for publication. Pedagogical and future research implications are further discussed.

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