Assessing English Composition Skills in Spanish-Speaking Populations

1985 ◽  
Vol 45 (2) ◽  
pp. 309-318 ◽  
Author(s):  
Hunter M. Breland ◽  
Richard P. Duran
Keyword(s):  
Puerto Rican ◽  
Mexican American ◽  
Writing Skills ◽  
Multiple Choice ◽  
English Composition ◽  
Indirect Measure ◽  
Essay Writing ◽  
Writing Ability ◽  
English Writing ◽  
Linguistic Basis

The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT were compared with each other and with performance on the same measures by December 1979 ECT test takers as a whole. The results of the various analyses indicated that the ECT essay writing ability of Hispanics tended to be overestimated by the indirect, multiple-choice ECT assessment of writing skills. However, evidence emerged that some Hispanics who score high on the ECT essay writing task and who judge that Spanish is their best language may have their ECT essay writing skills underestimated by the ECT indirect measure of writing skills. Further research is needed, clarifying the generality of these findings, their linguistic basis, and their implications for college placement.

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

scholarly journals NUNNIYA VAASIPPU ANUKUMURAIYAI PAYANPADUTTI KATTURAI EZUTHUM THIRANAI MEEMPADUTHUTHAL [IMPROVE ESSAY WRITING SKILLS BY USING CRITICAL READING APPROACH]

2021 ◽  
pp. 113-125
Author(s):  
M.MENU
Keyword(s):  
Secondary School ◽  
Writing Skills ◽  
Critical Reading ◽  
Multiple Forms ◽  
Writing Quality ◽  
Essay Writing ◽  
Writing Ability ◽  
Standard Curriculum ◽  
Bloom’S Taxonomy ◽  
Post Test

Based on the Secondary school Tamil language standard curriculum form 2 students must eventually become capable of creating multiple forms of writing. Thus, this study has been conducted to evaluate students' writing ability through the Bloom's Taxonomy 1956 theory using a critical reading approach. This study is based on three objectives that assessing students’ essay writing quality before critical reading, assessing students' writing quality after critical reading, and examining the perspective of critical reading approach. All data were collected and analysed from a test sheets, questionnaire and essay marking scheme. The students were evaluated by a post test to determine the effectiveness of the teaching of learning about critical reading applications in essay writing at the end of this study it was realized that critical reading approach can improve essay writing.

scholarly journals Korelasi antara Penguasaan Kosakata dengan Kemampuan Menulis Karangan Narasi pada Pelajaran Bahasa Indonesia Siswa Kelas XI SMA Negeri 4 Bengkulu

2019 ◽  
Vol 5 (2) ◽  
pp. 114-121
Author(s):  
Kusmaita Kusmaita
Keyword(s):  
High School Students ◽  
Writing Skills ◽  
Correlation Method ◽  
Validity And Reliability ◽  
School Students ◽  
Essay Writing ◽  
Writing Ability ◽  
A Value ◽  
Test Instrument ◽  
Bahasa Indonesia

Not all of the ability to write narrative essays from Bengkulu 4 High School students still obtained good criteria. This is thought to be caused by the low mastery of the vocabulary. For this reason, testing of the correlation between vocabulary mastery and narrative essay writing skills is needed. The purpose of this study is to: 1) describe the level of mastery of Indonesian vocabulary, 2) describe the level of narrative essay writing ability, and 3) determine whether there is a significant relationship between mastery of vocabulary mastery with narrative essay writing ability. The research method uses the correlation method. Data collection techniques using technical tests. The test instrument trial then the validity and reliability are calculated. Correlation analysis using the Product Moment formula. The results showed that there was a positive correlation between vocabulary mastery and narrative essay writing ability with a value of 0.724. This is also proved by mastering students 'vocabulary sufficiently and vice versa the results of students' narrative essay writing ability are also categorized sufficiently. This proves that the better the students' vocabulary mastery, the better the ability to write narrative essays.

scholarly journals The Development of Problem-Based Stad Model to Improve the Writing Ability of Students in University

2020 ◽  
Vol 5 (4) ◽  
pp. 42-46
Author(s):  
Wida Rianti ◽  
Mudjiran Mudjiran ◽  
Mukhaiyar Mukhaiyar
Keyword(s):  
Writing Skills ◽  
Learning Motivation ◽  
Sentence Structure ◽  
Development Research ◽  
Writing Ability ◽  
English Writing ◽  
Qualitative And Quantitative ◽  
Correct Spelling ◽  
Is Development ◽  
English Students

This study is aimed to improve students' English writing skills in college. Since students' mastery of English vocabulary is still low, they are confused about the use of grammar, sentence structure, punctuation, good and correct spelling in English writing, making them unable to write well words/sentences/texts in English. Students also still have difficulty in terms of orderly expression of ideas and supporting sentences in paragraphs, and they have not been trained to develop ideas in writing properly and correctly. The type of research is development research or Research and Development (R&D) with qualitative and quantitative approaches. The STADBM type learning model in this study has produced a valid, practical and effective model because it has an impact on improving students' writing skills and learning motivation.

scholarly journals CRITICAL READING AS AN APPROACH TO ENHANCE ESSAY WRITING IN TAMIL AMONG FORM 2 STUDENTS

2021 ◽  
pp. 119-126
Author(s):  
RATHNESWARY RAJENDRAN ◽  
MENU MOHAN ◽  
SUJETHA PONNAMPALAM
Keyword(s):  
Writing Skills ◽  
Critical Reading ◽  
Intermediate School ◽  
Writing Quality ◽  
Teaching Process ◽  
Test Sheet ◽  
Essay Writing ◽  
Writing Ability ◽  
Bloom’S Taxonomy ◽  
Post Test

This study was conducted to evaluate respondents' writing ability through the Bloom’s Taxonomy 1956 theory using a critical reading approach. This study was based on three objectives: assessing respondents’ essay writing quality before introducing critical reading, assessing respondents' writing quality after critical reading exposure, and examining the perspective of exposing the critical reading approach. There were 10 form 2 students from an intermediate school located in Negeri Sembilan who were enrolled in the study. All data was collected and analysed from a test sheet, questionnaire and essay marking scheme. There are four reading passages used from form one and two textbooks. The respondents were evaluated by a post test to determine the effectiveness of the teaching of learning about critical reading applications in essay writing. This teaching process has been conducted for four weeks and the respondents have improved their essay writing skills with a critical reading approach. At the end of this study it was realized that critical reading approach can improve essay writing.

scholarly journals Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110622
Author(s):  
Yvette Denise Murdoch ◽  
Hyejung Lim ◽  
Jiyoung Cho
Keyword(s):  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Writing Center ◽  
Writing Centers ◽  
Writing Skills ◽  
L2 Writing ◽  
Impact Factors ◽  
Main Concern ◽  
Writing Ability ◽  
English Writing

This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influenced self-perceived L2 writing ability for WL1, and holistic self-beliefs on English writing (HSE) and cognitive ability (negative) for WOL1. Acquired L1 writing skills did not tangibly influence L2 performance. No large impact factors were found for WL1, but HSE and attitudes & reaction (negative) impacted WOL1 performance. Implications such as performance may not be a main concern among exophonic writers, and the need for English writing centers in non-L1 (English) countries are discussed.

scholarly journals The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 57-73
Author(s):  
Rostanti Toba ◽  
Widya Noviana Noor ◽  
La Ode Sanu
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Writing Anxiety ◽  
Essay Writing ◽  
Writing Ability ◽  
Writing Improvement ◽  
Writing Test ◽  
Content Organization ◽  
Writing Problems ◽  
Efl Students

The aim of this study is to investigate issues of Indonesian EFL students’ writing skills, covering ability, problem and reason why they got problems in writing comparison and contrast essay. The convergent parallel of mixed methods was used to explore these issues by involving 52 EFL students of IAIN Samarinda who enrolled the academic essay writing course. The three research instruments; essay writing test, open-ended questionnaire and interview were used in the data collection. The findings of this study revealed that the Indonesian EFL students’ writing ability was good that categorized with the mean score 77.83. However, some of them encounter problems in writing aspects including content, organization, vocabulary, grammar, and mechanics. Their reasons in experiencing these problems are not only limited knowledge of writing aspects and comparison and contrast essay itself, but also they had own personal reasons; lack of writing practice, writing dislike, writing anxiety, negative writing perception, low writing motivation, insufficient time given in writing test, and also inadequate teaching writing process taught by their lecturers. Indeed, the teaching writing improvement that involved EFL students and lecturers should be well-integrated in order to alleviate the students’ essay writing problems related to their reasons and to improve their writing ability. Factors caused the writing difficulties will be discussed further and some suggestions will be given on this research.

scholarly journals Major Writing Challenges Experienced by EFL Learners in Soran University

2019 ◽  
Vol 5 (3) ◽  
pp. 120
Author(s):  
Paryshan H. Ahmed
Keyword(s):  
Word Order ◽  
Communicative Competence ◽  
First Language ◽  
Writing Skills ◽  
Essay Writing ◽  
Efl Learners ◽  
English Writing ◽  
The Common ◽  
Descriptive Survey ◽  
Essential Problem

The current research aims to investigate the challenges that EFL learners face in essay writing skills and the common errors they make in their English writing. One of the major aspects of language development and academic achievement among students at all levels of the education system is the capacity to achieve communicative competence in writing skills. Though, one of the essential problem learner faces at university is, learning to master essay writing skills. A descriptive survey research design was adopted in this study. The sample of the study are 32 randomly chosen third year students of English Department at the Soran University. To achieve the aims of the research, a mixed methodology was selected, through which data was collected through the students' questionnaire, and a collection analysis of thirty-two randomly chosen essays. A research results obtained from students' questionnaires indicated that major difficulties that student' encounter are in grammar, organizing ideas, punctuations, and vocabulary. The challenges that students face in writing essay include: incorrect use of grammar, first language interference, limited vocabulary, punctuation marks, and word order. Based on these results, it is important for teachers to take into account students' writing challenges, and the explanation of more writing sessions are among the pedagogical implications.

scholarly journals IMPROVING ENGLISH WRITING SKILL OF ELEMENTARY STUDENTS BY USING WHAT’S MISSING METHODS

2019 ◽  
Vol 1 (2) ◽  
pp. 22-27
Author(s):  
Dayu Retno ◽  
Ade Christianti ◽  
Ahmad Arif Fadillah
Keyword(s):  
Research Method ◽  
Writing Skills ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Essay Writing ◽  
English Writing ◽  
Group Design ◽  
Writing Skill ◽  
Quasi Experimental

This study aims to determine the effect of students' writing skills on English subjects using the 'What Missing' method. This study used a quasi-experimental research method with the research design of Nonequivalent Control Group Design. The population subjects in this study were 6 th grade students of Kampung Melayu 1 Elementary School 1 Tangerang Regency. Data collection techniques using question instruments test essay writing skills To test the pretest hypothesis in this study used the t test, from the results of the t test obtained obtained t count = -0.3 <t table = 2.00. Whereas for testing the posttest hypothesis from the results of the t test it is obtained thitung = 6.06> t table = 2.00, it can be concluded that there is a significant effect between the posttest value of the control class and the experimental class. This can be interpreted that the use of the What’s Missing method is very influential on students' English writing skills.

scholarly journals Study of Writing Problem in College General English Course—Reflection on the Reform of College English Course

2017 ◽  
Vol 8 (1) ◽  
pp. 176 ◽  
Author(s):  
Shujuan Wang ◽  
Yue Zhang
Keyword(s):  
Writing Skills ◽  
Department Of Education ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Self Evaluation ◽  
The Core ◽  
Core Content ◽  
English Major ◽  
Development Of Students

Since the end of 2014, many well-known universities in China have launched an another English course reform under the guidance of College English Teaching promulgated by the Department of Education. They reform general English course into Special English course in order to improve students’ English writing capacity. We can see that the improvement and development of students’ English writing skills and ability have become the core content in this English course reform. This study examines the problem of non-English major students’ English writing in General English course based on the systemic functional linguistics and gives some suggestions. A variety of factors that influence English writing are found, such as the attitude toward English writing, the learning approach and strategy, the number of vocabulary, the integrity of sentence, the coherence of discourse and the  transfer of native language. These factors interact to influence the development of students’ English writing ability. Some findings are different from the researches of predecessors. In addition, the survey about English writing sources and self-evaluation are helpful to analyze the problems. This study highlights the influence of discourse and suggests to pay more attention to cultivate students’ discourse awareness.

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