A transversal model for learning and teaching writing skills in ICT engineering degrees

This research is motivated by problems in the learning process, namely students have difficulty in expressing their ideas into writing or essays. The formation of words or sentences used by students is inaccurate or inappropriate, as well as the use of punctuation and spelling. In learning activities writing the teacher is more likely to apply teaching writing by prioritizing the results of the process. This study aims to improve narrative writing skills using the scientific method of class VI SDN 07 VII Koto Talago, Guguak District, Lima Puluh Kota Regency. The method used in this study is qualitative and quantitative methods. Qualitative research is research that intends to understand phenomena, about what is experienced by research subjects such as behavior, perceptions, motivations, actions and others. The results of the study describe learning using the Scientific method can improve student learning outcomes which initially in pre-cycle only reached 64 who are in sufficient qualifications. In the first cycle increased to 74 who were in qualifications more than enough, after the second cycle, the students' scores increased again being an average of 90 who are in excellent qualification. The increase includes three indicators, namely (1) narrative characteristics, (2) use of punctuation, (3) capital letters. Third, improving narrative writing skills using the Scientific method of class VI SDN 07 VII Koto Talago District of Guguak, Lima Puluh Kot Regency can be achieved due to several factors including teachers and students. Based on the results above it can be concluded that the narrative text writing skills using the scientific method increased, from sufficient qualifications to more qualifications until they were in excellent qualifications. Thus it can be concluded that, through the cooperative method the type of make a match improvement in students' essay writing skills increased significantly from stage to stage.Key Words: escritura de narrativas, métodos científicos

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Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

Journal of NELTA ◽

10.3126/nelta.v17i1-2.8094 ◽

2013 ◽

Vol 17 (1-2) ◽

pp. 70-82 ◽

Cited By ~ 1

Author(s):

Ashok Sapkota

Keyword(s):

Action Research ◽

Language Learning ◽

Writing Skills ◽

Teaching Writing ◽

Progress Test ◽

Test Items ◽

Correction Technique ◽

Grammatical Errors ◽

Writing Skill ◽

Post Test

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

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Introductory Chapter. Learning and Teaching Writing Online

Learning and Teaching Writing Online ◽

10.1163/9789004290846_002 ◽

2015 ◽

pp. 1-9

Keyword(s):

Teaching Writing ◽

Learning And Teaching

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Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

English Language Teaching ◽

10.5539/elt.v10n9p208 ◽

2017 ◽

Vol 10 (9) ◽

pp. 208

Author(s):

Tunku Mohani Tunku Mohtar ◽

Charanjit Kaur Swaran Singh ◽

Napisah Kepol ◽

Ahmad Zainuri Loap Ahmad ◽

Sasigaran Moneyam

Keyword(s):

Teacher Beliefs ◽

Language Learning ◽

Instructional Strategies ◽

English Language ◽

Teaching Practice ◽

Writing Skills ◽

Teaching Writing ◽

Language Needs ◽

Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

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THE USE OF FLASHCARDS FOR TEACHING WRITING TO ENGLISH YOUNG LEARNERS (EYL)

Scope Journal of English Language Teaching ◽

10.30998/scope.v4i01.4519 ◽

2020 ◽

Vol 4 (1) ◽

pp. 35

Author(s):

Paramita Kusumawardhani

Keyword(s):

Action Research ◽

Writing Skills ◽

Teaching Writing ◽

Reading And Writing ◽

Young Learners ◽

Writing Skill ◽

Good Writing ◽

Classroom Action Research

<p>The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.</p>

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32. Teaching Writing Skills That Enhance Student Success in Future Employment

Collected Essays on Learning and Teaching ◽

10.22329/celt.v3i0.3262 ◽

2011 ◽

Vol 3 ◽

pp. 195 ◽

Cited By ~ 2

Author(s):

James P. Coyle

Keyword(s):

Work Performance ◽

Writing Skills ◽

Teaching Writing ◽

Workplace Writing ◽

Effective Work ◽

Writing Courses ◽

Learning Modules ◽

College And University ◽

University Courses ◽

Workplace Needs

The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future employment. This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors.

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E-portfolios and e-dialogue journals: Exploring their use in teaching writing skills

LingTera ◽

10.21831/lt.v6i1.10300 ◽

2019 ◽

Vol 6 (1) ◽

pp. 51-61

Author(s):

Titis Dewi Cakrawati ◽

Pangesti Wiedarti

Keyword(s):

Writing Skills ◽

Simple Random Sampling ◽

Teaching Writing ◽

Control Group ◽

Dialogue Journals ◽

Control Group Design ◽

Post Test ◽

Quasi Experimental ◽

Level Of Significance ◽

Effective Assessment

This research was aimed to find out (1) whether the use of e-portfolios is more effective than the use of e-dialogue journals, (2) whether the use of e-portfolios is more effective than the use of conventional assessments, (3) whether the use of e-dialogue journals is more effective than the use of conventional assessments, and (4) the most effective assessment of all in the teaching of writing skills. This study was a quasi-experimental research using Pretest-Post-test Control Group Design. The data were collected in January-February 2016 in SMK Penerbangan Adisucipto Ardhya Garini. The sample of the research was the students of class X3, X4, and X8 which were determined by using cluster simple random sampling. There were four hypotheses of this study and the research findings revealed that the hypotheses were accepted. It was indicated by all of the Sig values which were lower than the level of significance (0.05).

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Genre-based Approach to Writing in EFL Contexts

World Journal of English Language ◽

10.5430/wjel.v11n2p95 ◽

2021 ◽

Vol 11 (2) ◽

pp. 95

Author(s):

Vu Phi Ho Pham ◽

Thi Kim Loan Bui

Keyword(s):

Systemic Functional Linguistics ◽

Writing Skills ◽

Teaching Writing ◽

Microsoft Excel ◽

Efl Writing ◽

Efl Learners ◽

Step Structure ◽

Writing Course ◽

Efl Teachers ◽

Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

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