scholarly journals Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091455
Author(s):  
Thinh Ngoc Pham ◽  
Mei Lin ◽  
Vu Quang Trinh ◽  
Lien Thi Phuong Bui
Keyword(s):  
Academic Writing ◽  
Reflective Thinking ◽  
Peer Feedback ◽  
Cultural Barriers ◽  
Heritage Culture ◽  
Efl Students ◽  
Quantitative Results ◽  
Global And Local ◽  
Writing Competence

Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

scholarly journals RHETORICAL PATTERN IN ARGUMENTATIVE ESSAY WRITING BY EFL STUDENTS OF IAIN SURAKARTA

2016 ◽  
Vol 13 (2) ◽  
pp. 157
Author(s):  
Sujito Sujito ◽  
Wildan Mahir Muttaqien
Keyword(s):  
Academic Writing ◽  
Background Information ◽  
Slow Learner ◽  
Research Subjects ◽  
Fast Learner ◽  
Strong Connectivity ◽  
Essay Writing ◽  
Efl Students ◽  
Thesis Statement

  This study reports pattern of rhetoric in argumentative essay of academic writing accros three achievement categories: fast learner, medium learner, and slow learner.  Descriptive correlation between the  pattern of the rhetoric and overall quality of academic writing was also identified. This research was descriptive study using content analysis approach. The research subjects were 3 classes of semester VII EFL student out of 9 classes selected  in purposive sampling. Pattern of rhetoric in students work was analyzed in seven categories: thesis statement, reservation, background information, rational appeal, affective appeal, conclusion, and hesitation. ESL composition profile by Jacobs was employed  to measure students’ academic argumentative essay. The finding showed that rhetoric pattern categories in three different writing achievers was failed to use. However, strong connectivity between pattern of the seven rhetoric categories and overall quality of academic writing across level of achievement was significantly linked.  

Writing a Feedback

2021 ◽  
Vol 15 (12) ◽  
pp. 3545-3546
Author(s):  
Farrukh Sarfraz ◽  
Nadeem Razaq ◽  
Fahad Sarfraz ◽  
Sadia Ikram ◽  
Saima Rubab Khan ◽  
...  
Keyword(s):  
Academic Writing ◽  
Positive Attitude ◽  
Peer Feedback ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Medical College ◽  
Validated Questionnaire ◽  
State Of Mind ◽  
Strongly Agree

Introduction: Writing or composing has been seen an issue to several of undergraduates students, composing has been the most difficult micro skill of all times. Feedback plays an essential part in composing process. Considering the issues in composing classes, the point of this study was to see at a planning procedure through which language learners can make self-confidence, be impelled, advance the quality of publication, secure communications through composing and taking after feedbacks. Objective: To investigate the purpose of students’ attitude towards peer-feedback and facilitator feedback. Materials and Methods: Study design: Quantitative cross sectional Settings: Azra Naheed Medical College Duration: Six months i.e. 1st January 2021 to 30th June 2021 Methodology: This is quantitative cross sectional study conducted in the medical undergraduate’s students at Azra Naheed medical college Lahore. Total participants were 200 selected after taking the informed consent. Students have an idea of giving and receiving feedback. A validated questionnaire was circulated to elicit students thought about the effectiveness regarding feedback in academics. The data was entered an analyzed using SPSS version 23. Results: Results revealed maximum students showed positive attitude. As collectively 3% students are strongly disagree, 14% are disagree, 17.5% are neutral, 38% are agree and 17.5% are strongly agree. Conclusion: The main issue in this study was to explore participants state of mind towards peer and teacher-feedback. This study showed that medical students showed positive attitude towards giving and receiving peer feedback. Most of the participants may consider that facilitators composed observations have fruitful technique to move forward the quality of their writing. Likely since they acknowledged that facilitators had more data. Consequently, this study help the participants to think fundamentally rather than living in anxiety and it has been only due to the facilitator’s feedback. Keywords: feedback, writing, peer feedback, academic writing

Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Lu Zhang ◽  
Lawrence Jun Zhang
Keyword(s):  
Factor Analysis ◽  
Academic Writing ◽  
Student Writers ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Efl Students ◽  
English Academic Writing ◽  
Development And Validation ◽  
Writing Scores

Abstract Studies on academic writing of EFL students have found that they have been less successful in presenting an effective stance. It has been assumed that how they perceive authorial stance may influence their stance deployment. Yet few studies have been conducted to assess student writers’ perceptions of stance. To fill the gap, this research intends to develop and validate an instrument, the Perceptions of Authorial Stance Questionnaire (PASQ), for assessing EFL students’ perceptions of authorial stance and further exploring their relationships with stance deployment and the overall quality of English academic writing. Taking a dialogic perspective, we designed the research with two studies in it. In Study 1, exploratory factor analysis with 197 respondents and subsequent confirmatory factor analysis with another sample of 191 respondents produced results of a 17 item scale with two-factors: dialogic contraction and dialogic expansion. In Study 2, scores for the two subscales of the PASQ were examined in relation to the frequencies of various stance types and writing scores. Results show that scores for the two subscales of perceptions were positively correlated with the frequencies of different stance types. However, no significant relationship was detected between students’ perceptions and their writing scores. Possible reasons of the findings and their pedagogical implications are discussed.

scholarly journals TEACHING ACADEMIC WRITING IN ENGLISH TO STUDENTS OF ECONOMICS THROUGH CONCEPTUAL METAPHORS

2022 ◽  
pp. 587
Author(s):  
Tatiana Utkina
Keyword(s):  
Academic Writing ◽  
Conceptual Metaphor ◽  
Economic Knowledge ◽  
Conceptual Metaphors ◽  
Knowledge Domains ◽  
Writing Practices ◽  
Metaphor Theory ◽  
Efl Students ◽  
The University ◽  
Writing Competence

The article addresses EFL students’ academic writing competence by fostering and evaluating their writing practices through conceptual metaphors. The research dataset comprised 102 Russian students majoring in economics. The students received the instruction based on the framework of the Conceptual Metaphor Theory during their EAP, ESP and EMI courses in economics. Metaphor Identification Procedure VU University Amsterdam (MIPVU) and the method of metaphoric modeling were used to assess EFL writing competence in economic knowledge domains – knowledge of terms and specific concepts, represented as conceptual metaphors. The statistical analysis did not show significant changes in the writing competence level of students when their EAP and ESP writing was compared. However, statistical differences were revealed in the use of metaphors when the students progressed from their EAP to EMI course and from their ESP to EMI course. The qualitative analysis demonstrated main differences within the conceptual metaphor domains in ESP and EMI writing. On the whole, the results reported here suggest the dynamics of FL writing competence of the Russian students specializing in economics when attending an EAP course, an ESP course and an EMI course in economics at the university.

scholarly journals Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

2021 ◽  
Vol 12 ◽  
Author(s):  
Ying Cui ◽  
Christian D. Schunn ◽  
Xiaosong Gai ◽  
Ying Jiang ◽  
Zhe Wang
Keyword(s):  
Self Efficacy ◽  
Peer Feedback ◽  
Autonomous Motivation ◽  
Teacher Feedback ◽  
First Semester ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Writing Class ◽  
Efl Students ◽  
Writing Competence

This study investigated the longer-term impacts (i.e., into the next semester) of trained peer feedback in comparison with teacher feedback on students’ writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer feedback conditions across two semesters. In the first semester, during their writing class, students either received training in how to implement peer feedback or simply studied models of writing (that were also used in the training work). In the second semester, students either received teacher or peer feedback across multiple assignments. Writing competence, writing self-efficacy, and writing self-regulated learning were assessed at the beginning and end of the second semester. Trained peer feedback and teacher feedback had similar positive effects on the improvement of writing competence and writing self-efficacy. However, trained peer feedback led to a significant enhancement of students’ autonomous motivation relative to no such growth from teacher feedback.

scholarly journals Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications

2020 ◽  
Vol 7 (2) ◽  
pp. 472-485
Author(s):  
Suhartawan Budianto ◽  
Teguh Sulistyo ◽  
Oktavia Widiastuti ◽  
Dwi Fita Heriyawati ◽  
Saiful Marhaban
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Writing Process ◽  
Corrective Feedback ◽  
Writing Proficiency ◽  
Efl Writing ◽  
Proficiency Level ◽  
Efl Students ◽  
Global And Local ◽  
The Impact

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.

scholarly journals STRATEGIES IN DEVELOPING ENGLISH AND INDONESIAN ACADEMIC WRITING BY EFL STUDENTS

2016 ◽  
Vol 11 (1) ◽  
pp. 59
Author(s):  
Teguh Budiharso
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Study Data ◽  
Writing Strategies ◽  
Writing Practices ◽  
Efl Students ◽  
The Subject ◽  
Bahasa Indonesia

This study was aimed at seeing the writing strategies used by EFL Undergraduate students at Muhammadiyah University of Malang. This study used content analysis as the design, focusing on the quality of rhetoric and strategies in developing English academic essays written in Bahasa Indonesia and in English Language.  The study assigned 10 students as the subject of the study. Data of this study included English and Indonesian essays, answers of  questionnaires and responses of interview given to the 10 students.  The study revealed that good writers wrote linear essays in Bahasa Indonesia and in English language.  In writing practices and strategies, poor writers did not write draft of the essays, did not revise, and did not edit the essays, either. Good writers, on the contrary did make drafting, revising, and editing before final copy of an essay was achieved. In addition, reading references were also influential for the good writers to improve writing style and quality of the content of the essays, but not for the poor ones.

scholarly journals The Meeting Centre Support Programme: International Evaluation of a Dyadic Intervention in Dementia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 758-758
Author(s):  
Dorota Szcześniak ◽  
Katarzyna Lion ◽  
Franka Meiland ◽  
Dawn Brooker ◽  
Elisabetta Farina ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Social Support ◽  
Psychosocial Intervention ◽  
Cultural Barriers ◽  
User Evaluation ◽  
Great Satisfaction ◽  
Everyday Activities ◽  
Support Programme ◽  
People With Dementia

Abstract In Europe, 10 million people are living with dementia. Most of them reside in their own home, cared for by their loved ones. As a consequence, there is a great need to provide both, people with dementia and their carers, tailored support. The Dutch Meeting Centres Support Programme (MCSP), adaptively implemented in three European countries within the JPND-MEETINGDEM project, is an excellent example of an effective dyadic psychosocial intervention, which seems to have no cultural barriers. The mixed-methods analysis showed that participant-dyads reported great satisfaction with MCSP. People with dementia experienced improvement of their quality of life, motivation and ability to participate in everyday activities, as well as improvement in their relationship with family members. Carers felt less burdened and highly appreciated the emotional and social support they received. Repeated user evaluation shows that this dyadic support effectively helps people with dementia and their families better deal with dementia.

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

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