scholarly journals The effect of using online language-support resources on L2 writing performance

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Dongkwang Shin ◽  
Suh Keong Kwon ◽  
Yongsang Lee
Keyword(s):  
Life Writing ◽  
Real Life ◽  
Writing Performance ◽  
Writing Ability ◽  
Language Support ◽  
Writing Test ◽  
Score Improvement ◽  
Online Resource ◽  
Writing Tests ◽  
Writing Resources

AbstractLanguage learners today have access to a much wider choice of resources and language-support tools that aid their writing processes. While research on the convenience and flexibility of the writing resources that learners use in real-life writing activities have argued for a re-conceptualization of writing ability, little is known about the effect of using them in a writing assessment setting. Accordingly, the present study aimed to examine whether L2 learners’ use of writing resources in a writing test might have an effect on their writing performance. Furthermore, we also investigated how the effects of the writing resources might vary by test takers’ writing proficiency and scoring domains. Results showed that the group who had access to writing resources outperformed the group who were not given the online resource, but both groups’ scores were within the same scoring descriptor. The significant score improvement was more evident in the low- and intermediate-level learners. In a questionnaire, test takers reported that they normally use the writing resources in real-life writing situations and also found the online resource features helpful in improving their writing performance and agreed upon introducing such features in future writing tests.

scholarly journals The Effect of Weblog on the Filipino Learners’ Writing Performance

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Rothelia Maria G. Ugsad
Keyword(s):  
College Students ◽  
Control Group ◽  
Control Group Design ◽  
Writing Performance ◽  
Writing Ability ◽  
Writing Test ◽  
Daunting Task ◽  
Bachelor Of Arts ◽  
Group A ◽  
Institute Of Technology

Writing is a daunting task for Filipino college students. However, in the midst of cyberspace and social networks, this study sought to determine the effect of the weblog as a motivational tool on the writing performance of Bachelor of Arts in Communication 1st year college students of Palompon Institute of Technology, Philippines. Using the pretest-posttest control group design, the students enrolled in Communication Skills II were randomly assigned to either the weblog group or the paper-and-pen group. A writing test was used both as a pretest and posttest, which was scored using Jacobs (1981) ESL Composition Profile. The data were treated using the mean and t-tests for both dependent and independent samples. Results revealed that the students’ initial writing performance was more or less on the same level while the post writing performance of the weblog group was better than the paper-and-pen group. Students in both groups benefited considerably from the use of their respective writing tools, but weblog is a more motivating tool than the paper and pen in the development of the students’ writing ability. Students then need a writing tool in whatever form to improve their writing ability, but they perform better if they use a weblog instead of paper and pen.

scholarly journals Enhancing Writing Ability and Self-regulation through Teacher-led Collaborative Modeling

2017 ◽  
Vol 6 (2) ◽  
pp. 239
Author(s):  
Reza Tahmasebi ◽  
Hossein Khodabakhshzadeh
Keyword(s):  
Self Regulation ◽  
Placement Test ◽  
Control Group ◽  
Writing Performance ◽  
Writing Ability ◽  
Modeling Instruction ◽  
Writing Test ◽  
Collaborative Modeling ◽  
Significant Difference ◽  
Experimental Group

Teacher-led collaborative modeling can provide a condition through which the teachers and learners cooperate, negotiate, discuss, and provide different degrees of support to compose and edit written texts. The presupposition in this study was that this type of modeling can improve the writing ability of the EFL learners as well as their self-regulation in writing. To test the main hypotheses of the study, eighty five female upper-intermediate EFL students studying English as a foreign language at the Ayandehsazan Language Institute (A.L.C) in Torbat-e- Heydarieh , Iran, ranging in age from 14 to 20 sat for the Quick Placement Test (QPT) and 50 students were selected based on their scores on the QPT test. They were divided into two groups. The learners in the experimental group received instruction according to the stages of instruction using collaborative modeling. The participants in the control group, on the other hand, didn’t receive any collaborative modeling instruction. The participants in both groups sat for the writing test as well as a self-regulation test for writing. The results revealed that the experimental group outperformed the control group concerning their writing performance. However, there was no significant difference between the self-regulation ability of the participants in these two groups. The findings of the study have implications for pedagogy as well as research.Keywords: Teacher-led collaborative modeling, self-regulation, writing performance

scholarly journals A CORRELATIONAL STUDY ON THE TRANSLATION ABILITY AND WRITING SKILL AT UNIVERSITAS RIAU

2021 ◽  
Vol 5 (1) ◽  
pp. 95
Author(s):  
Judika Pasaribu ◽  
Eliwarti Eliwarti ◽  
M.Syarfi M.Syarfi
Keyword(s):  
Correlation Coefficient ◽  
English Text ◽  
Correlational Study ◽  
Test Results ◽  
Study Program ◽  
Writing Ability ◽  
Positive Correlation ◽  
Writing Test ◽  
Writing Skill ◽  
Writing Tests

This research intends to find out whether or not there is a correlation between students’ translation and writing ability at the English Study Program of FKIP Universitas Riau. There were 40 students from 6A class chosen as samples. The instruments were translation and writing tests. The translation test aims to measure the ability of the students in translating an Indonesian-English text. The writing test aims to measure the students’ ability in writing a descriptive essay. The data were obtained by calculating the translation and writing test results. Based on the calculation, it was found that the students have good translation and writing ability. Besides, the value of the correlation coefficient obtained was 0.521 which means that there is a positive correlation between students’ translation and writing ability. The correlation is categorized as fair correlation since the value of the correlation coefficient obtained is 0.521 which is in the range of 0.400 - 0.599. Considering the fact that there is a correlation between students’ translation and writing ability, it issuggested that the students should also concern about and improve their translation ability because it will also improve their writing skill.

The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

2016 ◽  
Vol 7 (5) ◽  
pp. 923 ◽  
Author(s):  
Sima Farhadi ◽  
Nader Asadi Aidinloo ◽  
Zahra Talebi
Keyword(s):  
Language Learners ◽  
Control Group ◽  
Writing Performance ◽  
Intermediate Students ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Experimental Group

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction.  Eventually,  a post  test  designed to evaluate  their  writing  ability  with the focus of  metadiscourse markers  was  administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

scholarly journals TEACHING WRITING NARRATIVE TEXT BY USING COLLABORATIVE LEARNING

2020 ◽  
Vol 3 (3) ◽  
pp. 329
Author(s):  
Indra Rizki ◽  
Deyan Nouvaldi ◽  
Yanuarti Apsari
Keyword(s):  
Collaborative Learning ◽  
Round Table ◽  
Narrative Text ◽  
Teaching Writing ◽  
Writing Ability ◽  
Writing Test ◽  
Scientific Approach ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

Writing is an important skill that should  be mastered by English learner. This research deals with teaching writing narrative text by using Collaborative Learning Approach (round table technique) and Scientific Approach. The subjects of this research were X RPL 1 as experimental class and X RPL 3 as control class. Both classes consist of 33 students. The objectives of this research are to know wheter or not the difference between students’ writing ability who were taught by using Collaborative Learning. This research employs the quasi experimental design. The instrument of this ressearch are writing test (pre-test and post test), observation, and interview. The data were analyzed by using statistical product and service solution (SPSS) 25 which through the normality and mann whitney process. The findings showed that the calculation result of gain score showed that the significance value was lower than 0.05 (0.0049 < 0.05) which means there is a difference between students who were taught by Collaborative Learning and those who were taught by using Scientific Approach. Keywords:  Writing, Narrative, Collaborative Learning, Round Table Technique

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

scholarly journals THE EFFECT OF USING EDMODO APPLICATION ON THE STUDENTS’ WRITING SKILL OF ANALYTICAL EXPOSITION TEXT AT SMAN 4 PALANGKA RAYA

2021 ◽  
Vol 4 (2) ◽  
pp. 17
Author(s):  
Enggal Pinanggih ◽  
Ristati Ristati ◽  
Wahyuningsih Usadiati
Keyword(s):  
Null Hypothesis ◽  
Data Distribution ◽  
Critical Value ◽  
T Test ◽  
Teaching English ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Skill ◽  
Dependent Sample ◽  
T Distribution

This research was conducted to find out the effect using Edmodo application on the students’ writing skill of analytical exposition text at SMAN 4 Palangka Raya. Data of the students score of writing Analytical Exposition text was collected using writing test, and the hypothesis testing was examined based on t-test for normally because the data distribution was normal. A test in form of writing analytical exposition text was used the instrument to collect the data needed. Then, the data were analyzed by using parametric statistic dependent sample T – test because the data were normally distributed. The writer took conclusion based on statistical result. The result of this research shows that the critical value for students T distribution was 1.734 the critical value t0 was t05 {19} = 1.729. Because 1.734 is greater than 1.729, null hypothesis was rejected. Thus, it can be concluded that there was significant effect of using Edmodo Application in writing Analytical Exposition Text gained by eleventh grade of SMAN 4 Palangka Raya. Thus, Edmodo Application had been successful in improving students’ writing ability of Analytical Exposition text. The researcher suggest that the teacher should provide an appropriate media in teaching English, especially for Analytical Exposition Text and made Edmodo Application as reference to him/her to use it for making students’ attracted to the material.

scholarly journals Analyzing Descriptive Writing among Chinese Undergraduates According to Gender

2021 ◽  
Vol 4 (1) ◽  
pp. 17-26
Author(s):  
Qian CHEN ◽  
Subadrah Madhawa Nair
Keyword(s):  
Undergraduate Students ◽  
Reliability And Validity ◽  
Female Students ◽  
Hunan Province ◽  
Male Students ◽  
Writing Ability ◽  
Writing Test ◽  
Descriptive Research ◽  
Descriptive Writing ◽  
Chinese Undergraduates

The aim of the study is to assess the Chinese undergraduate students’ EFL descriptive writing ability according to gender and to explore four EFL lecturers’ views on how to help students enhance their EFL descriptive writing. This study employed descriptive research design using the QUAN-qual model. A descriptive writing test was used as an instrument and the essays of the students were marked by a lecturer. Purposive sampling was used to select samples which consists of 400 Chinese undergraduate students (200 males and 200 females) from Hunan City University in Hunan Province, China. Before the actual study, the researcher carried out a pilot test to investigate the reliability and validity of the instrument (descriptive writing test). The results obtained from the quantitative data showed that female students outperformed male students in their overall writing as well as each component of the writing. In relation to students’ writing level, the lecturers emphasized that it is very crucial to utilize the Process Approach in class to enhance students’ vocabulary and grammar foundation. In addition, students are required to practice writing more frequently which can arouse their enthusiasm in learning English.

scholarly journals Improving students anecdot writing ability through genius learning strategies and discussion methods

2021 ◽  
Vol 6 (3) ◽  
pp. 641
Author(s):  
Vivi Maria ◽  
Missriani Missriani ◽  
Yessi Fitriani
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Strategies ◽  
Research Data ◽  
Learning Activity ◽  
Writing Ability ◽  
Average Value ◽  
Writing Test ◽  
Analysis Technique ◽  
Descriptive Writing

The purpose of this study was to improve the ability of class X IPS 1 SMA Negeri 4 OKU through genius learning strategies and lecture methods. Research data collection techniques using observation, documentation and tests. The research data analysis technique used a descriptive writing test through direct learning and observation models to see student learning activity. Based on the results of the study, it can be concluded that there is an increase in the ability to write anecdotes through genius learning strategies and lecture methods in class X IPA 1 SMA Negeri 4 OKU. In cycle 1, an average value of 66.68 was obtained, students who achieved completeness were 22 students or the percentage of completeness was 61.11%. In cycle 2 the average value is 69.28%. Students who achieved completeness were 29 students or the average persetanse completeness was 80.56%. Furthermore, in cycle 3 the average value is 76.81. Students who achieved completeness were 34 students or the percentage of student completeness was 94.44%.

Sign in / Sign up

Export Citation Format

Share Document