Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class

2020 ◽  
pp. 136216882095445
Author(s):  
Xiaoya Sun ◽  
Guangwei Hu
Keyword(s):  
Experimental Study ◽  
Academic Writing ◽  
Data Driven ◽  
Efl Writing ◽  
Indirect Approach ◽  
Learning Tasks ◽  
Writing Class ◽  
Chinese Learners ◽  
English Academic Writing ◽  
Treatment Design

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners’ mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing class. The study adopted a pretest/posttest/delayed posttest randomized two treatment design. The two experimental groups received, respectively, direct and indirect DDL instruction in the use of hedges in English academic writing. The direct approach involved students in conducting guided searches and analyses of target hedges in online corpora, whereas the indirect approach featured the use of corpus-informed, paper-and-pen learning tasks. Within- and between-group analyses of the participants’ performances on the three tests yielded evidence of both the strengths and limitations of the two approaches. A questionnaire survey revealed the participants’ favorable attitudes toward the incorporation of corpora in classroom teaching, as well as their perceptions of the affordances and constraints of DDL. The article concludes with a discussion of the present study’s limitations and recommendations for future DDL research in EFL classrooms.

scholarly journals Reformulation, text modeling, and the development of EFL academic writing

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Teguh Sulistyo ◽  
Dwi Fita Heriyawati
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Efl Writing ◽  
Academic Texts ◽  
Writing Class ◽  
Efl Students

<p>This paper mainly investigates the benefits of the implementation of Reformulation and Text Modelling in an EFL writing setting. Reformulation and Text Modeling (henceforth RTM) is intended to help EFL students understand better how to write academic texts to make their texts sound as nativelike as possible. Therefore, RTM was implemented in a writing class in which 35 students participated as the respondents of the study. They were treated with RTM and their essays were then analyzed to examine the effects of the implementation of RTM on their writing products. Besides, this study investigated further the students’ perception towards RTM in EFL writing settings. The findings of this study proved that RTM is beneficial to improve students’ writing performances and students have positive perceptions on RTM. The implications of the findings for language learning are also discussed.</p>

scholarly journals An Investigation into Learners’ Perception Towards Peer Assessment in Tertiary EFL Writing Class

2021 ◽  
Vol 4 (12) ◽  
pp. 09-14
Author(s):  
Nguyen Ngoc Huy
Keyword(s):  
Academic Writing ◽  
Mixed Method ◽  
Tertiary Education ◽  
Peer Assessment ◽  
Private University ◽  
Social Knowledge ◽  
Efl Writing ◽  
Qualitative And Quantitative ◽  
Large Size ◽  
Writing Class

The current paper attempts to investigate learners’ perspectives towards the strengths and weaknesses of peer assessment in academic writing in the context of tertiary education at a private university. The study was conducted on 55 third-year university students who had finished the academic writing module that applied peer assessment in writing. The research adopted the mixed method of qualitative and quantitative approaches via the questionnaire with both close and open-ended questions. The results of the study reveal that the use of peer assessment was feasible for large-size classes at university to provide learners with the opportunities to reflect and enhance their language scope and social knowledge to improve their writing performance. However, certain limitations were acknowledged, such as the lack of assessment competence among learners and the time constraint in the classroom, especially the hesitation to violate the positive face of their peers.

scholarly journals TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM

2021 ◽  
Vol 32 (2) ◽  
pp. 243
Author(s):  
Yustinus Calvin Gai Mali ◽  
Thomas Lee Salsbury
Keyword(s):  
Language Learning ◽  
English Language ◽  
Process Writing ◽  
Writing Classroom ◽  
Planning Stage ◽  
Efl Writing ◽  
Learning Tasks ◽  
Integration Of Technology ◽  
Writing Class ◽  
Technology Applications

The global, national, and local top-down technology-related policies and initiatives indicate the essential place of technology in education. However, little is known about classroom-based and self-reflective understandings of how the integration of technology can facilitate or distract students’ writing processes in the context of higher education in Indonesia, specifically from the eyes of English as a Foreign Language (EFL) writing lecturers in the country. In response, this qualitative study aims to delve closely into the lecturers’reflection of integrating technology to support their students in completing English language learning tasks in an EFL writing classroom. Data were gathered from three female writing lecturers. They completed four self-reflective checklists and were interviewed to clarify the checklists and their technological practices related to five stages of process writing, namely planning, drafting, editing, revising, and submitting. The analysis of the data indicated that the most successful experiences in using technology were in the planning stage. Meanwhile, technology applications in the drafting, editing, and revising phases were mainly used to submit work and provide feedback. Various technology applications used in the writing class, some issues in using the technology in the writing stages, and directions for further research are discussed.

scholarly journals STUDENTS PERCEPTIONS TOWARDS THE EFFECTIVE FEEDBACK PRACTICES IN THE LARGE EFL WRITING CLASS BASED ON STUDENTS ENGLISH PROFICIENCY LEVEL

2016 ◽  
Vol 6 (3) ◽  
pp. 1063-1069
Author(s):  
Rini Susanti
Keyword(s):  
Large Class ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Efl Writing ◽  
Effective Feedback ◽  
Proficiency Level ◽  
Writing Class ◽  
Oral Form ◽  
Written Form

Motivated by my own experience in teaching and learning academic writing in a large class of more than 50 students, I aim to find out the students perceptions towards the effective feedback practices in a large EFL writing class in Indonesia. There were 150 students participating by answering the the questionnaire. The data was analyzed based on English proficiency level (the students TOEFL scores). The findings showed that based on the students English proficiency level, they perceived feedback from their lecturers is effective when it is given in written form, while from their peers, it should be in oral form.

Sign in / Sign up

Export Citation Format

Share Document