Chapter 2.02.05: Spanish Children’s Use of Writing Strategies When Composing Texts in English as a Foreign Language

2012 ◽  
pp. 191-193
Keyword(s):  
Foreign Language ◽  
Writing Strategies

scholarly journals EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

2012 ◽  
pp. 407-422 ◽  
Author(s):  
Mohammad Alnufaie ◽  
Michael Grenfell
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Writing Strategies ◽  
Writing Classes ◽  
Student Writers ◽  
Efl Students ◽  
Second Year ◽  
Process Oriented ◽  
Almost All

This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

scholarly journals From Word to Idea: Freewriting

2019 ◽  
Vol 25 (2) ◽  
pp. 293-299
Author(s):  
Lucia-Larissa Morar ◽  
Simona Boştină-Bratu ◽  
Alina Gabriela Negoescu
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Writing Strategies ◽  
Foreign Language Teachers ◽  
New Approach ◽  
Language Class ◽  
Grammatical Structures ◽  
Writing Activity

Abstract The aim of the article is to offer a variety of simple resources to foreign language teachers who consider their students’ creativity very important. The activities that we propose apply to all levels of the students and can be adapted to different grammatical structures and vocabulary according to the target students. We undertook research on freewriting in a foreign language class in sophomore cadet groups. At the center of this research, there are students’ products (free texts) and methods used in carrying out the writing activity (writing strategies and solutions for linguistic problems). Since writing has always been a difficult skill and an unpleasant task for most of the students, with this new approach they have found a way of enjoying their own pieces of writing.

scholarly journals Building Writing Skills in English in Fifth Graders: Analysis of Strategies Based on Literature and Creativity

2018 ◽  
Vol 11 (9) ◽  
pp. 102 ◽  
Author(s):  
Fernando Lopez Niño ◽  
Martha Elizabeth Varón Páez
Keyword(s):  
Foreign Language ◽  
Quantitative Methods ◽  
Fifth Graders ◽  
Writing Skills ◽  
Writing Strategies ◽  
Comic Strips ◽  
Writing Ability ◽  
Qualitative And Quantitative Methods ◽  
Final Interview ◽  
Field Notes

The present article is centered on the description and analysis of the process of action-research followed by a group of twenty eight fifth graders of primary level in a public school in Colombia who improved their writing ability in English as a Foreign Language through the application of several creativity writing strategies. Among those strategies we can count the use of acrostics, calligrams, comic strips and posters, connecting children with fiction and real information taken from subjects taught at school. This research was designed with the objective of developing writing skills in a creative way, based on qualitative and quantitative methods by using surveys, checklists, field notes and a final interview to collect data. Findings revealed that writing mistakes were diminished after each one of the sessions application. Additionally, children were motivated to write in English and to assume different positions about topics of their interest from the advantages provided from new knowledge acquired about diverse topics related to their lives.

scholarly journals Writing strategies by beginning authors of academic genre

2019 ◽  
Vol 9 (1) ◽  
pp. 20
Author(s):  
Abdul Syahid
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Process ◽  
Contextual Factors ◽  
Writing Strategies ◽  
Collective Case Study ◽  
English Departments ◽  
Academic Genre

<p>Aimed at identifying what writing strategies four beginning authors used and examining how these strategies facilitated their writings, a collective case study describing and comparing the beginning authors was carried out to provide insights into the issue. The authors were teachers of English in English departments at four Indonesian universities, and were selected on the basis of a recommendation by the editor of some books in which their written products were published. To gain a far better understanding of the cases, two data forms (questionnaires and interview notes) were collected. The data gathered were repeatedly examined in order to discover some reoccurring patterns. The inductive process delineated the strategies used by the participants when dealing with academic writing. The results show that, in order of priority, the writing strategies employed in their initial writing careers were social, affective, compensation, and cognitive ones. This study contributes to the knowledge of social or contextual factors in writing English academic papers by illustrating which strategies were used and how in order to cope with the writing process. It also suggests writing strategies be adopted by future authors and built in the classes of English as a foreign language. <strong></strong></p>

scholarly journals DEVELOPING WRITING STRATEGIES OF POOR LANGUAGE LEARNERS AT THE LEVEL OF JUNIOR-HIGH SCHOOL

Neofilolog ◽  
2018 ◽  
pp. 59-77
Author(s):  
Krystyna Droździał-Szelest ◽  
Mirosława Anna Domińska
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Foreign Language Learning ◽  
Writing Strategies ◽  
Strategic Training

Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts.   Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.

scholarly journals Research Paper Writing Strategies of Professional Japanese EFL Writers

1995 ◽  
Vol 13 (1) ◽  
pp. 17 ◽  
Author(s):  
Kazuko Matsumoto
Keyword(s):  
Foreign Language ◽  
Dynamic Process ◽  
Nonlinear Dynamic ◽  
Writing Process ◽  
Research Paper ◽  
L2 Writing ◽  
Writing Strategies ◽  
University Professors ◽  
Efl Writing ◽  
Japanese University

Four Japanese university professors were interviewed on their processes and strategies for writing a research paper in English as a Foreign language (EFL). The results show that these professional EFL writers use strategies similar to those used by skilled native English and proficient ESL writers as reported in previous studies, have an explicit view of writing as a nonlinear dynamic process and as a way of discovering meaning and ideas, supplement writing at the computer with writing with pen and paper, and basically do not rely on L1 Japanese in the EFL writing process. It was also found that their L2 research paper writing process is perceived as virtually equivalent to their L1 counterpart, which suggests that already existing L1 writing strategies transfer to L2 writing.

scholarly journals The Effect of the Process-Based Approach on the Writing Skills of Bilingual Elementary Students

2019 ◽  
Vol 12 (1) ◽  
pp. 72-98
Author(s):  
Luisa Fernanda Sánchez ◽  
Margarita Lopez-Pinzon
Keyword(s):  
Foreign Language ◽  
Private School ◽  
English Learners ◽  
Writing Skills ◽  
Third Grade ◽  
Writing Strategies ◽  
Self Assessment ◽  
Third Grade Students ◽  
Content Organization ◽  
The Impact

The objective of this action research study was to assess the impact of the Process-Based Approach (PBA) on the development of the writing skills of young students who are learning English as a Foreign Language. The participants included 12 third-grade students from a bilingual private school in Manizales, Caldas. Six workshops were implemented, guiding the students to write different texts in English by using the writing process stages and applying some writing strategies, such as planning, monitoring, and evaluating their own output. Instruments such as a teacher’s journal, a writing rubric, external observations, self-assessment protocols, and L2 writing pre- and post-tests were used to collect the data. The results suggest that the PBA was useful for enhancing the writing skills of young English learners. Additionally, the strategies applied during the process bettered third-grade students’ writing performance in aspects such as content, organization, conventions, vocabulary, and fluency. Finally, the data illustrated that the PBA and the writing strategies made students feel confident about writing, which, at the same time, contributed to the students’ self-efficacy in writing tasks.

scholarly journals Writing strategies while teaching a foreign language

enadakultura ◽  
2021 ◽  
Author(s):  
Manana Mikadze
Keyword(s):  
Original Writing ◽  
Foreign Language ◽  
Lexical Item ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Teaching Methodology ◽  
The Third ◽  
Grammar Rules ◽  
Micro Level ◽  
Written Questions

Modern teaching methodology believes that the purpose of teaching writing in a foreign language is to develop the skills needed for learners to be able to complete written texts at the level that he (the student) would perform in his native language.The paper discusses writing as a means, writing as a result, and as a combination of both forms.Writing as a means. Writing is the best way to master almost every aspect of a foreign language (English at this point). For example, the student writes a new lexical item, grammar rules, answers written questions in writing, conveys individual thoughts in the form os essays. Writing as a key part of learning English, which is equally necessary for both knowledge acwuisition and testing.Writing as a result. The goal of all activities in English is to teach writing. Working on students’ spercific written forms at the “micro” level results in the student composing words or sentences.Writing as a means and an outcome. The third type of activity combines purposeful and original writing with the practice of establishing some skills and conveying content.

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