scholarly journals Developing Academic Writing Skills in EFL University Students Through Haiku Composition

2022 ◽  
Vol 26 (1) ◽  
pp. 1-17
Author(s):  
Juan José Santillán-Iñiguez ◽  
Fabián Darío Rodas-Pacheco
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Mixed Method ◽  
Writing Skills ◽  
Positive Influence ◽  
Student Centered ◽  
Before And After ◽  
Analysis Of Results ◽  
Audience Awareness ◽  
Method Approach

Background. Although there is empirical evidence to support the inclusion of poetry in the EFL classroom, the medium is rarely encountered in language learning environments. Aims. This study aimed to determine the influence of haiku composition tasks on developing academic writing skills of a group of TEFL majors at an Ecuadorian university. Method. The study was part of a larger research project (originally presented as a Master’s degree dissertation), developed under a mixed-method approach. This article reports the quantitative findings of the statistical analysis of results of two essay-based tests, administered before and after a six-week treatment that promoted haiku composition practices. Results. The findings determine a positive influence of haiku composition on the development of the academic writing skills of the participants in the study. Discussion. The main benefits of haiku composition in terms of academic writing skill development relate to the vocabulary enrichment and enhancement of linguistic competence, audience awareness, and writing process consciousness. These benefits are linked to the formal meter and reader-centeredness nature of haiku. The results encourage the inclusion of poetry-based creative writing tasks in EFL contexts; the evidence suggests that these activities are feasible and beneficial for motivated learners, particularly when framed within a student-centered process. 

scholarly journals A Promoting EFL Learners’ Linguistic Competence via Videogame Play-Trace Effects: An Empirical Study

2019 ◽  
Vol 6 (1) ◽  
pp. 56-72
Author(s):  
Rozhgar Jalal Khidhir ◽  
Hussein Ali Wali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Linguistic Competence ◽  
Independent Learning ◽  
Efl Learners ◽  
Frequent Use ◽  
The University ◽  
Method Approach

The current study is an experimental digital game-based (DGBL) endeavor which tackles potential educational issues beyond the frequent use of games, language learning potentials in particular. It has used a mixed method approach, i.e., quantitative and qualitative. The study aims at exploring the practical effects of videogame play, Trace Effect, on improving the players’ linguistic competence. It is hypothesized that (playing videogame cannot create any difference of performance between groups of subject matters for improving English language learning. The study has concluded the followings; overall inferential statistics confirmed that playing videogame can effectively get into the improvement process of teaching English as a foreign language to the university students. On the other hand, playing the videogame, Trace Effects, has formed the solely major cause of improvement and learning in the following domains, creating friendly fascinating atmosphere, upgrading technological skills, increasing motivation towards learning, making use of homework as a form of external extensive activity, forming semi-independent learning, and practicing and virtual reality of the second/foreign language’s culture.

scholarly journals MODEL PELAKSANAAN METODE MANHAJI DALAM PROGRAM TAFHĪMUL QUR’AN JUZ 1 (SATU)

2019 ◽  
Vol 19 (2) ◽  
pp. 136-143
Author(s):  
Sudarno Shobron ◽  
Syahrul Ramadhon
Keyword(s):  
High School ◽  
Mixed Method ◽  
Field Research ◽  
Boarding School ◽  
The Elderly ◽  
Holy Quran ◽  
Before And After ◽  
The Holy Quran ◽  
Method Approach

A lot of Muslims are increasingly distant from the Holy Quran with various reasons such as busy, can not read even not understand the content of the verse that was read. Muhammadiyah as an Islamic da'wah organization that hathe motto ar ruju 'ilal Quran wa Sunnah (back to the Holy Quran and Sunnah) always try to re-grow the love and pride of Muslims to the Quran, one of the efforts is shown by choosing a method that feels easy for all students from the elderly to the elderly to understand the content of the Holy Qur'an, and the method which chosen by Majlis Tabligh Muhammadiyah was the method of manhaji. The purpose of this research is to know the level of difference understanding of students between before and after following program tafhīm with manhaji method. Beside that, this research also aim to measure effectiveness of manhaji method as a method to understand the meanings contained in the Holy Quran. This research is field research that using mixed method approach. This research took a case study at Muhammadiyah Boarding School (MBS) Muhammadiyah High School (SMA) Muhammadiyah Bantul (MUHIBA) and Muhammadiyah Branch Chief (PCM) Kretek. Data collection techniques in this research consisted of observation, interviews, questionnaire and documentation. The result of this research shows that the implementation of program of tafhīm al Quran with method of manhaji both of MBS MUHIBA and citizen of Muhammadiyah Kretek are done well, there is improvement of ability to understand Holy Quran at student of MBS MUHIBA and citizen of Muhammadiyah Kretek after following program of tafhīm al Quran with method of manhaji. It so happens, the result of effectiveness level of manhaji method in program of tafhīm al Quran at MBS MUHIBA is Very Effective, and at PCM Kretek is Effective.Banyak umat Islam semakin jauh dari al Quran dengan berbagai macam alasan seperti sibuk, tidak bisa membaca bahkan tidak faham dengan kandungan ayat yang dibaca. Muhammadiyah sebagai organisasi dakwah Islam yang memiliki semboyan ar ruju’ ilal Quran wa Sunnah (kembali kepada al Quran dan Sunnah) senantiasa berusaha untuk menumbuhkan kembali kecintaan dan kebanggaan umat Islam kepada al Quran. Salah satu usaha tersebut ialah dengan memilih metode yang dirasa tepat untuk memahami al Quran baik bagi para pelajar hingga orang yang berusia lanjut. Metode yang dipilih oleh Muhammadiyah melalui Majlis Tabligh adalah metode manhaji. Tujuan dari penelitian ini adalah untuk mengetahui tingkat perbedaan pemahaman santri antara sebelum dan sesudah mengikuti program tafhīm dengan metode manhaji. Selain itu, penelitian ini juga bertujuan untuk mengukur tingkat efektivitas metode manhaji sebagai metode untuk memahami makna-makna yang terkandung dalam al Quran. Penelitian ini adalah penelitian lapangan (field research) dengan pendekatan mixed method atau metode campuran antara penelitian kualitatif dengan penelitian kuantitatif. Penelitian ini mengambil studi kasus di Muhammadiyah Boarding School (MBS) Sekolah Menengah Atas (SMA) Muhammadiyah Bantul (MUHIBA) dan Pimpinan Cabang Muhammadiyah (PCM) Kretek. Teknik pengumpulan data dalam penelitian ini terdiri dari observasi, wawancara, kuesioner dan dokumentasi. Hasil penelitian ini menunjukkan bahwa pelaksanaan metode manhaji dalam program tafhīm al Quran baik di MBS MUHIBA maupun PCM Kretek telah dilaksanakan dengan baik, terjadi peningkatan kemampuan dalam memahami al Quran pada santri MBS MUHIBA dan warga Muhammadiyah Kretek setelah mengikuti program tafhīm al Quran dengan metode manhaji. Adapun tingkat efektivitas metode manhaji dalam program tafhīm al Quran di MBS MUHIBA adalah Sangat Efektif, sedangkan tingkat efektivitas di PCM Kretek adalah Efektif.

scholarly journals Developing Collaborative Academic Writing Skills in English in Call Classroom

2020 ◽  
Vol 9 (8) ◽  
pp. 13
Author(s):  
Leysan Shayakhmetova ◽  
Liliya Mukharlyamova ◽  
Roza Zhussupova ◽  
Zhanargul Beisembayeva
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Academic Writing ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Qualitative Change ◽  
Educational Process ◽  
Computer Assisted ◽  
Language Resources ◽  
Experimental Teaching

The modern system of foreign language teaching impacts a qualitative change in the new methodological approaches with using innovative technologies in the educational process. Spencer Kagan created Cooperative learning structures that make collaborative learning easy to use. It provides students with valuable and ample opportunities to combine language resources and collaboratively build knowledge and writing through interaction. Cooperative learning methods do not require a detailed study of plans, educational materials, and special training. Hence the article depicts University students' implementation of collaborative academic writing skills in a Computer-assisted Language Learning environment. Collaborative writing is interpreted as an action in which students communicate, consult, and make collective decisions during the writing process through computer and create a unique text with shared accountability and co-ownership. In this paper, the crucial types of academic writings are highlighted, and experimental teaching results have proved Kagan's collaborative model as a useful technique for improving students' academic writing skills.

scholarly journals Storytelling strategy to improve coherence in writing skills development

2019 ◽  
Vol 3 (3.1) ◽  
pp. 123-142
Author(s):  
Noemi Mercedes Remache Carrillo ◽  
Viviana Vanessa Yánez Valle ◽  
Mariela Germania Pilco Labre
Keyword(s):  
Language Learning ◽  
English Language ◽  
Writing Skills ◽  
Problem Solution ◽  
Classroom Intervention ◽  
Educational Work ◽  
Written Texts ◽  
The Social ◽  
Before And After ◽  
Post Test

This research had as its main purpose to determine how the Storytelling strategy improves coherence in writing skills. To appraise the efficacy of this strategy, a writing pre-test and a post-test were applied to the sixth level students of the Cambridge Language Center extension of the Escuela Superior Politécnica de Chimborazo during the September 2018 - February 2019 academic period. Those exams focused on the writing part from Cambridge PET (Preliminary English Test). A guide for the teacher was designed which was used during the classroom intervention. That guide was mainly based on the three stages of the writing process: prewriting, writing itself, and review through the use of use the following techniques:  narrative, visual history, problem / solution, dialogue; and, hero and enemy. The analysis and interpretation of the obtained data which came from the pre and the post-tests before and after the intervention was performed. Once the application of the proposal was accomplished, the data obtained from the pre-test and the post-test was processed by using the T-student mathematical test with the statistical software SPSS (Statistical Package for the Social Sciences). The results demonstrated that the application of the Storytelling strategy generated high interest and improvement in the students’ production of written texts. Therefore, the Storytelling strategy contributes with the enhancement of students' written production. Finally, it was concluded that students improved coherence in their written texts through the Storytelling strategy. Consequently, it is recommended that English teachers apply this proposal with the Storytelling strategy in their educational work to improve the development of students in their English language learning process.

scholarly journals An Error Analysis of Research Project Abstracts Written by Thai Undergraduate Students

2020 ◽  
Vol 11 (4) ◽  
pp. 13
Author(s):  
Wirada Amnuai
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Writing Skills ◽  
Word Choice ◽  
Writing Ability ◽  
Writing Courses ◽  
Sentence Level

Errors in writing are unavoidable while students are trying to develop their writing skills. There have been several studies on identifying writing problems or errors in students’ writing. It is believed that identifying students’ written tasks is an effective tool to explore the difficulties involved in learning language. This helps teachers’ awareness of the serious problems which occur in students’ writing and allows them to pay closer attention to their errors. The aim of the present research study is to pinpoint writing errors in English abstracts written by Thai undergraduate students. Forty abstracts of research projects were collected and analysed. The error analysis was conducted at the sentence level, word level, and mechanics aspect. The five most frequent error types ranking from the most frequent to least frequent were word choice, preposition, sentence construction, singular or plural forms and quotation marks. The findings of the present study have shed light on the students’ writing ability and give an insight into what the problems students face when writing their abstracts. Also, the errors found in the abstracts in the present study have pedagogical implications concerning English language learning, particularly with writing courses. The findings will be helpful for teachers to develop teaching materials to assist their students from committing errors when writing English abstracts and to improve academic writing skills.

scholarly journals Improving Postgraduates’ Academic Writing Skills with Summarizing Strategy

2019 ◽  
Author(s):  
Edhah Numan Khazaal
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Writing Skills ◽  
Test Model ◽  
Summary Writing ◽  
Political Sciences ◽  
New Strategy ◽  
Post Test ◽  
Written Test ◽  
The University

Writing is one of the essential poles of language learning, and should be one of the senior interest, and concern to teachers, students, and researchers. The purpose of this study is to identify the effect of using the summarizing strategy on postgraduates 'learners. To develop the summary writing skills, two months implementation is applied to twenty Iraqi postgraduates 'learners, who are studying English as a foreign language (EFL) .The participants were from two departments in the college of political sciences at A-Nahrain University, Iraq, during the academic year 2018-2019. It was carried out in a single-group pre-post-test model only. A pre-test on summary writing conducted to participants a week before the summarizing strategy applied. The experimental process of the study lasted eight weeks, where the participants received 16 treatment sessions. Five different passages choose from their textbook (Headway for Academic Skills Level3), which was recommended by the university. The selected written passage for post-test was "globalization." The participants asked to summarize the passage within 45 minutes according to the new strategy. Data of the summary written test collected, and scored according to the five criteria such as; (grammar, vocabulary, organizing, content, and coherence). The findings of the study indicated that the summarizing strategy has a significant effect on postgraduates' learners in academic writing skills, so it is recommended that this strategy be applied in the curriculum of our schools and universities.

scholarly journals Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study

2020 ◽  
Vol 2 (4) ◽  
pp. 266-279
Author(s):  
Mohammed Alwaleedi
Keyword(s):  
Mixed Method ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Mixed Method Study ◽  
Interaction Patterns ◽  
Significant Difference ◽  
Writing Class ◽  
Before And After ◽  
Post Test

This study investigated how ASL learners interact during the OCW tasks, how ASL learners perceive the implementation of OCW, and whether or not there is a difference in students’ ASL writing performance before and after the implementation of OCW. This study employed a mixed-method study, a qualitative case study and a one-group experimental with pre-and-posttest design, involving 16 students who participated in the ASL writing class. The collected data included observations, document analysis, in-depth interviews, questionnaires, and tests. Pre- and post-test results were compared to analyze whether or not there is a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW. The findings showed variations in interaction patterns during online collaborative writing activities. The students also had a positive perception of the implementation of OCW. The results also indicated a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW.

scholarly journals “I pictured my little sister when writing” – Teacher and Student Experiences with Training Audience Awareness in a Television Studies Seminar

2020 ◽  
Vol 10 (1) ◽  
pp. 171-179
Author(s):  
Regina Leonie Schmidt
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Teaching Writing ◽  
Student Experiences ◽  
Television Studies ◽  
English Department ◽  
Writing Assignment ◽  
Evaluation Of Training ◽  
Audience Awareness ◽  
Students Success

Training audience awareness is a significant but challenging task for teaching academic writing. To integrate the teaching of television studies with writing skills, I designed a BA seminar when working as a lecturer in the English department of a German university in 2015. I present my experience with and my students’ evaluation of training audience awareness as part of this seminar. The evaluations confirmed students’ increased awareness of the importance of incorporating audience-directed elements in writing, but indicated that the task had created obstacles, for example, regarding students’ reading comprehension. I retrospectively analyze my teaching approach and discuss possible reasons for my students’ success and difficulties with the writing assignment, and make suggestions for changes that may have better supported their learning process. I, therewith, aim to foster the integration of teaching writing within, across, and beyond disciplinary audiences in discipline-specific courses.

Preventing Academic Misconduct

2019 ◽  
pp. 98-115 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Higher Education ◽  
Mixed Method ◽  
Academic Integrity ◽  
Higher Education Institutions ◽  
Academic Misconduct ◽  
Ethical Concern ◽  
Student Centered ◽  
Mixed Method Approach ◽  
The Core ◽  
Method Approach

Cheating in academics has been on the increase and it reflects a lack of integrity on the part of students. If no efforts are made to prevent academic misconduct/dishonesty, it will contribute to the image and standing of higher education institutions (HEIs). Cheating is not only an ethical concern, but it also leads to lesser knowledge and competencies acquisition. Equally, when students cheat the faculty feel cheated and efforts wasted. The resultant may be low morale of educators which is dangerous. Hence, HEIs are making efforts to reduce cheating and strengthen academic integrity (AI) through polices, rules, and procedures. Nevertheless, the focus seems to be more on bolting the stable after the horse has left or is largely administrative in nature. Therefore, adopting a mixed method approach the core of this chapter is to focus on preventing cheating through academic approach. The objective is to discuss how student-centered teaching strategies can prevent academic misconduct with focus on management disciple.

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