scholarly journals Motivational Regulation for Learning English Writing Through Zoom in an English-Medium Instruction Context

2021 ◽  
Vol 76 (특별호) ◽  
pp. 37-57
Author(s):  
Jeongyeon Kim ◽  
Victoria Kim
Keyword(s):  
English Writing ◽  
Motivational Regulation ◽  
English Medium Instruction ◽  
Zoom In ◽  
Learning English

scholarly journals USING BLOGS IN TEACHING TERTIARY ESL WRITING

2018 ◽  
Vol 6 (2) ◽  
pp. 1 ◽  
Author(s):  
Romualdo A. Mabuan
Keyword(s):  
Group Discussion ◽  
Writing Skills ◽  
Thinking Skills ◽  
The Philippines ◽  
Teaching Writing ◽  
Esl Writing ◽  
First Semester ◽  
English Writing ◽  
Accessibility Issues ◽  
Learning English

Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler & Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014), this study investigated a corpus of 58 blog posts written by ESL learners through weblogs. It aimed to determine the views of students on the use of blogs in learning English writing skills and to explore students� feedback on the advantages of blogging as a virtual writing platform. Research participants were 58 freshman university tourism students enrolled at a Study and Thinking Skills class in a private university in Manila, the Philippines during the first semester of the academic year 2017-2018. Research data drawn from students� blogs, survey questionnaires and focus group discussion revealed that despite accessibility issues due to technological resources, the learners viewed blogging as a viable platform in learning English writing skills because it affords them freedom to express their thoughts, it develops or improves their writing skills, and it allows them to connect and engage with their peers online, inter alia. Pedagogical implications for ESL writing teachers and researchers are offered based on these results.Keywords: Teaching writing, ESL writing, weblogs, blogging, TPACK, SAMR

scholarly journals The Impacts of Collaborative Writing on EFL Students’ Paragraph Writing Performance

2021 ◽  
pp. 177-190
Author(s):  
Thao Thu Thi Nguyen ◽  
Hoang Yen Phuong
Keyword(s):  
High School ◽  
Collaborative Writing ◽  
School Context ◽  
Mekong Delta ◽  
Structured Interviews ◽  
Writing Performance ◽  
English Writing ◽  
Efl Students ◽  
Writing Tests ◽  
Learning English

In Vietnam, writing is considered the most challenging skill by English as a Foreign Language (EFL)students. These students encounter various kinds of problems in their writing process, from generating ideas to revising their tasks. Previous studies reveal that collaborative writing could bringstudents numerous benefits regarding their writing performance. The present study was conducted to examinethe impacts of collaborative writing on EFL students’ paragraph writing performance and investigate their attitudes toward using collaborative writing in learning English writing. This research followed a mixed-method design, which lasted 15 weeks and was conducted with the participants of 80 EFL tenth-grade students in a high school context. Three research instruments namely the writing tests (pre-and post-test), questionnaires, and semi-structured interviews were employed in this study. The findings showedan improvement in EFL students’ paragraph writing performance after they had experienced collaborative writing. Moreover, the majority of EFL students also showed their highly positive attitudes towards using collaborative writing in learning English writing. Finally, the suggested pedagogical implications of using collaborative writing in learning English writing are hoped to contribute to the innovation of teaching writing in the context of high school in the Mekong Delta of Vietnam.

scholarly journals The Effectiveness of Webtoon to Develop Students’ Writing Skill in Narrative Text Of Tenth Grader In SMK PGRI 13 Surabaya

2018 ◽  
Vol 6 (2) ◽  
pp. 88
Author(s):  
Nova Ratnasari ◽  
Linda Mayasari ◽  
Sulton Dedi Wijaya
Keyword(s):  
Quantitative Method ◽  
Narrative Text ◽  
Average Score ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
And Control ◽  
Learning English

There are four main skills in learning English, writing, listening, reading, and speaking. In this research, the researcher focused on writing narrative text for tenth grader students of SMK PGRI 13 Surabaya. The medium that is used in this research is webtoon. It is kind of comic series which has picture and narration so it can be make the students learn how to write narrative text easier. The purpose of this research is to find out the effectiveness of webtoon in developing students’ writing skill in narrative text. The researcher used quantitative method and the data were collected through pre-test, post-test, and questionnaire. The researcher used two classes, experimental class and control class to do this research. After the data were collected and calculated, the result showed that the average of score got an increasing. Before getting treatment, the average score of experimental class was 55 and after getting treatment, the average score was becoming 69. Furthermore, based on the students’ response, it showed that mostly the students agreed that webtoon is useful to use in learning English, especially writing skill so webtoon can be effective to develop students’ writing skill in narrative text.

scholarly journals “Improvisation is not allowed in a second language”: A survey of Italian lecturers’ concerns about teaching their subjects through English

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Francesca Helm ◽  
Marta Guarda
Keyword(s):  
Second Language ◽  
Public University ◽  
English For Academic Purposes ◽  
Northern Italy ◽  
Northern Europe ◽  
English Medium Instruction ◽  
European University ◽  
Shed Light ◽  
Language Issues ◽  
Learning English

AbstractEnglish-medium instruction (EMI) is increasingly being introduced not only in universities in northern Europe but also in central and southern countries, such as Italy. However, the competences and concerns of the lecturers involved are not always considered when such developments are introduced, and support or training may not be offered. This paper reports on a survey on EMI to which 115 lecturers in a public university in northern Italy responded. The survey was carried out by the university’s Language Centre as part of the LEAP (Learning English for Academic Purposes) Project, which was developed to support lecturers in EMI. The survey sought to identify what the lecturers perceived as their strengths and weakness in English, their concerns, and also their evaluations of the experience of teaching through English if they had any. The findings discussed in this paper shed light on the needs of lecturers who are involved in EMI, which relate to methodology as well as language issues. The implications of this for European university language centres intending to support EMI at their universities are discussed in the conclusion.

scholarly journals Students’ writing skill through Telecollaboration: in the context of WhatsApp and Facebook

2020 ◽  
Vol 13 (1) ◽  
pp. 31
Author(s):  
Safiatur Rokhmah
Keyword(s):  
Digital Media ◽  
Teaching Practices ◽  
Writing Skills ◽  
Teaching Writing ◽  
English Writing ◽  
Potential Problems ◽  
Writing Skill ◽  
Learning English

This study focused on observing, identifying potential problems, modifying teaching practices, evaluating the results, reflecting and analyzing the teaching writing skills through telecollaboration. The participants of the research were the students of MA Al Jauharotun Naqiyyah Cibeber grade XII with the total number of 15 students. The students were selected based on the pre-observation writing result which was conducted at the beginning of new term. The selected participants were being taught writing through telecollaboration then observed their progress in learning English writing. The results of the study found that the use of ICT and digital media such as Facebook and WhatsApp application help students in making learning outside school hours. It also motivated students to use English.

scholarly journals Students’ Needs to Develop English Writing Materials

2017 ◽  
Vol 11 (2) ◽  
pp. 67 ◽  
Author(s):  
Dedi Sumarsono ◽  
Abdul Kadir Bagis ◽  
Moh. Arsyad Arrafii
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Academic Writing ◽  
Questionnaire Survey ◽  
Classroom Observation ◽  
Elementary Level ◽  
English Writing ◽  
Proficiency Level ◽  
Faculty Of Education ◽  
Learning English

This research explored sophomore students’ needs in learning English writing at the Faculty of Education for Language and Arts, IKIP Mataram. To achieve this purpose, classroom observation, questionnaire, and documentation were conducted to collect data. Data were then analyzed descriptively, and triangulation of data analysis was also carried out. Based on the result of the questionnaire survey, the findings show that the students’ proficiency level is at the elementary level. Moreover, the students’ needs in learning writing include picture-enriched materials, academic writing, tourism-related topics, cooperative learning in use, and theories-driven writing materials. The findings are used as foundation knowledge to develop writing materials for students.

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