scholarly journals Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills

2016 ◽  
Vol 18 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Paula Andrea Caicedo Triviño
Keyword(s):  
Cooperative Learning ◽  
English Language ◽  
Social Performance ◽  
Writing Skills ◽  
Teaching Experience ◽  
English Writing ◽  
English Classes ◽  
Research And Innovation ◽  
Academic Level ◽  
Innovation Project

<span>Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students’ real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students’ texts construction in a cooperative environment.</span>

Improving English Writing Skills of Non-Native Undergraduate Learners with The Help Of Movies Supported By Online Technologies

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Aydin Aliyev
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Educational Technologies ◽  
Authentic Materials ◽  
Writing Classes ◽  
English Writing ◽  
Online Technologies ◽  
English Classes

The purpose of this study is to find out the effectiveness of integrating into teaching English writing movies whichare supported by online technologies. Using movies in English classes has become the interest of many teachersand educators, as films are believed to be very effective, appealing and motivating authentic materials. Filmicapproach somehow creates a natural English language teaching (ELT) environment in the classroom and makesthe instruction of English enjoyable, particularly in terms of learners. Mixing motion pictures and onlinetechnologies both of which have a very crucial role in students’ life, would be fun and innovative. This studyfocused on teaching writing through the use of films and contemporary educational technologies amongundergraduate learners. The action research was designed at Qafqaz University in Azerbaijan among 32intermediate level students in the School of Languages. The learners were divided into experiment and controlgroups which were almost at the same English proficiency levels. The research involved a questionnaireconsisting of 10 questions with participation of 32 learners. The study is expected to be helpful for Englishteachers in terms of employing movies and online technologies effectively in writing classes, not to mention it islikely be a helpful material for further researchers in this field.

scholarly journals An Empirical Study on the Application of Cooperative Learning to Comprehensive English Classes in a Chinese Independent College

2017 ◽  
Vol 10 (2) ◽  
pp. 94
Author(s):  
Ji Meng
Keyword(s):  
Cooperative Learning ◽  
Empirical Study ◽  
Test Results ◽  
Independent College ◽  
Language Competence ◽  
English Classes ◽  
Academic Level ◽  
Before And After ◽  
Posttest Questionnaire ◽  
Positive Impacts

This research investigated a comparison between the effect of cooperative learning and lecture teaching on Comprehensive English classes in a Chinese Independent College. An empirical study for two semesters was carried out in the forms of pretest, posttest, questionnaire and interviews. While control class was taught in the conventional way, experiment class was instructed based on cooperative base groups with positive interdependence structured on purpose. Compared with traditional instructions, cooperative learning as pedagogy can improve students’ performance on course exams, but not necessarily their language competence as shown in national English competency tests taken before and after the experiement. Test results also indicate students from experiment class who excelled in competency test outnumbered those from control class, revealing that cooperative learning has positive impacts especially on students at a relatively higher academic level. Questionaire results show that students are most inclined to agree they have more chances to practice the language in a cooperative environment.

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 Factors that Affect the implementation of Teaching Writing Skills: Focus on Second Cycle Primary Schools in North Shoa

2021 ◽  
Vol 2 (6) ◽  
pp. 22-30
Author(s):  
Seid Mohammed ◽  
Gessese Nigusse ◽  
Zenawi Nigussie ◽  
Belihu Zenebe
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Writing Performance ◽  
English Classes ◽  
English Language Teachers ◽  
Language Instructors ◽  
Instruction And Learning

The purpose of this study was to determine the variables affecting the implementation of writing skills instruction and learning in grades 7 and 8 in North Shoa Zone Second Cycle Primary schools. The study's primary purpose was to determine the difficulties encountered by English language instructors and students while teaching and learning to write in English classes. The research included the participation of 25 English language instructors and 1484 pupils from 14 Second Cycle Primary Schools. A questionnaire and an interview were used to obtain the required data. Questionnaires were completed by instructors and students, and English language teachers were interviewed. The questionnaire data was tallied and examined statistically in terms of frequency and percentage. Similarly, interview data were categorized and qualitatively characterized. The investigation revealed that the majority of instructors and students struggle with teaching and learning writing skills. Additionally, although both English instructors and students believe they are engaging in writing activities in the classroom, the students' writing performance is not as promising as shown by open-ended questions and comments from English language teachers interviewed. Several key suggestions are made in light of the results of this research in order to mitigate the issues that impede the efficient implementation of writing instruction and learning in second cycle primary schools. The primary recommendation is to offer enough training for English language instructors on how to teach writing skills, which will then be conveyed to students in order for them to enhance their writing performance.

scholarly journals LEVEL OF TEACHERS’ CONCERNS IN THE IMPLEMENTATION OF CEFR (THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES)

2019 ◽  
pp. 39-50
Author(s):  
Siaw Ling Kee ◽  
Zanaton Hj Iksan
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
English Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Stages Of Concern Questionnaire ◽  
Academic Level ◽  
Significant Difference ◽  
The Common ◽  
Teachers Attitudes

The Common European of Framework Reference (CEFR) is a standardized measurement recognized by western countries to evaluate English proficiency. Unsatisfactory English level among student should be elevated. Hence, CEFR is being implemented simultaneously throughout Malaysia since 2017 for Year one and Year two students. Each English teacher must be prepared to accept any change in order to manage the changes efficiently and effectively as they are the "implementing group" to commence the change. This study was conducted to examine the level of English language teachers' attitudes towards the implementation of CEFR in Bangsar Pudu, Federal Territory of Kuala Lumpur by using survey research. This study adopted the Concern Based Adoptance Model (CBAM) as a theoretical framework. The data were collected from 205 English teachers from 101 schools using questionnaires on Stages of Concern Questionnaire (SoCQ) based on the CBAM model. Through ANOVA One-way analysis, there was a significant difference between teacher concerns in the teaching experience more than 30 years in CEFR compared to other teachers. However, there is no significant difference in the academic level of English teachers. The findings of this study are believed to help the Ministry of Education to identify and improve the implementation of CEFR curriculum.

scholarly journals Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

2020 ◽  
Vol 10 (11) ◽  
pp. 805-812
Author(s):  
Mohamed A. Elkot ◽  
◽  
Rabea Ali
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Handheld Devices ◽  
Control Group ◽  
English Writing ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigated the impact of developing learning app via handheld devices based on some self-regulated learning strategies for improving English writing skills and motivation among intensive English language preparatory program students. The sample was chosen from English language preparation program students at college of sciences and Arts. The random sample consisted of (n=40) students. Those students were divided into two similar groups, Experimental and Control groups. To collect the data of the study, the Authors used a pre-posttest, interviews with the students and a motivation scale. T-test was used to compare between the two groups at the pre and post-test. The results revealed an observed improvement in writing skills, motivation, and attitudes for the benefit of experimental group. Moreover, the findings revealed that there were statistical differences between pre and post-test for the experimental group. No differences were found, according to the control group.

scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

scholarly journals The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model

2021 ◽  
Vol 4 (1) ◽  
pp. 403-411
Author(s):  
Tungga Pramudya Utama ◽  
Sumardi Sumardi ◽  
Slamet Supriyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Writing Skills ◽  
Learning Model ◽  
Teaching English ◽  
School Students ◽  
English Writing

The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.

scholarly journals A Survey on importance of English skills for Academics and future growth of scholars

2021 ◽  
pp. 1-18
Author(s):  
Adla Padma
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Writing ◽  
Initial Stage ◽  
The World ◽  
Teachers And Students ◽  
Global World ◽  
Future Growth

Nishanthi, R. (2018) In this paper, what is the importance of English language for researchers, Teachers and students to improve their communication around the world. Initial stage faced lot of struggles to learn English, but practicing more get the fluency and increase opportunities in global world. It can be useful for different purposes like education, Transportation, Travel, Business, Entertainment and many more. English is a international tongue, because of that everyone should practice and learn the Language by that we can grow up our personal and professional life's[1].Li, F., Ren, J., & Zhao, H. (2016) Author conducted a survey on English writing skills and related problems to analyze the difficulties of students in writing skills.

scholarly journals The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

2019 ◽  
Vol 5 (3) ◽  
pp. 83-101 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Vida Shatalebi ◽  
Mehdi Nasri
Keyword(s):  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
English Language ◽  
Control Group ◽  
Control Group Design ◽  
English Classes ◽  
Before And After ◽  
Iranian Students ◽  
The Impact ◽  
Speaking Skills

This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

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