scholarly journals Paying attention to identity in advanced EAP writing class

2004 ◽  
Vol 4 (1) ◽  
pp. 315-328
Author(s):  
David Camps
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Mexico City ◽  
Academic Writing ◽  
Private University ◽  
Social Identities ◽  
Foreign Language Writing ◽  
Writing Class ◽  
Writing Course ◽  
Language Writing

The present article discusses how students in the advanced EAP (English as a foreign language) writing course at a private university in Mexico City become aware of choosing different identities in a written assignment, and how this decision can help them deal with the course requirements. After addressing the issue of identity in class and carrying out activities to develop social identities, and collecting samples of their writing, the students were questioned about their decision of projecting their identities in their papers in order to find out whether the understanding of the importance of identity in academic writing and its projection in their written essays would facilitate its writing. In addition, it was deemed interesting to learn about whether they found it easier to meet the demands and conventions of that particular essay by being aware of the possibilities of constructing their identities.

scholarly journals COHESION IN FOREIGN LANGUAGE WRITING

2018 ◽  
Vol 4 (2) ◽  
pp. 147
Author(s):  
Nyak Mutia Ismail ◽  
Lisma Linda
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Private University ◽  
Foreign Language Writing ◽  
Cohesive Devices ◽  
Language Writing ◽  
Shed Light

It is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating. 

scholarly journals In-Class versus Out-of-Class Flipped Classroom Models in English as a Foreign Language Writing

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Fatma SENGUL ◽  
Hanife BENSEN BOSTANCI
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Class Versus ◽  
Foreign Language Writing ◽  
Writing Course ◽  
Language Writing ◽  
Writing Models ◽  
Efl Students ◽  
Students Attitudes

As a consequence of these, EFL educators should use an out-of-class flipped classroom model for writing, if they give priority to their EFL students’ attitudes towards the writing models on account of having an effective writing course.

scholarly journals The effect of editing techniques on machine translation-informed academic foreing language writing

2021 ◽  
Vol 29 (2) ◽  
pp. 33-43
Author(s):  
Vahid Reza Mirzaeian
Keyword(s):  
Foreign Language ◽  
Machine Translation ◽  
Academic Writing ◽  
Mother Tongue ◽  
Target Language ◽  
Grammatical Knowledge ◽  
Language Analysis ◽  
Writing Course ◽  
Language Writing ◽  
Post Test

Although the field of machine translation has witnessed huge improvements in recent years, its potentials have not been fully exploited in other interdisciplinary areas such as foreign language teaching. The aim of this paper, therefore, is to report an experiment in which this technology was employed to teach a foreign language to a group of students. This mixed-method study explores the effect of teaching editing techniques in machine translation to a group of Persian EFL university students in an academic writing course. Twenty students took part in a 4-day workshop in which one session was devoted to teaching editing techniques and three remaining sessions to the use of editing techniques, namely, correcting mistakes, removing ambiguities, simplifying structures and combining structures. Each session consisted of a pre-test, a training and a post-test. In addition, in each session, one key writing point, namely, determiners, paraphrasing and collocations were discussed. A questionnaire for candidates’ demographic information and another for learning experiences were administered. The results indicated a statistically significant improvement in the overall gain score. Further analysis showed a significant improvement in the use of determiners in contrast to paraphrasing and collocations. Lack of improvement in data driven learning in paraphrasing and collocation seemed to stem from weakness in vocabulary and grammatical knowledge in both the mother tongue and the target language. Analysis of questionnaire data revealed that the instruction proved to be beneficial since it could be easily implemented in correction and confirmation.  On the whole, it can be concluded that providing the correct type of guidance and feedback on how to use machine translation will indeed have a profound effect on foreign language writing skill.

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