scholarly journals Development and application of learning modules for elementary English writing class through text-chat in internet messenger

STEM Journal ◽  
2011 ◽  
Vol 12 (2) ◽  
pp. 195-217
Author(s):  
Lee, Dong Han ◽  
김혜정
Keyword(s):  
Learning Modules ◽  
English Writing ◽  
Text Chat ◽  
Writing Class ◽  
Elementary English

Focus on Students: A Blended Business English Writing Class in Sabah

2013 ◽  
Vol 65 (2) ◽  
Author(s):  
Deborah Leduning ◽  
Lee Kean Wah
Keyword(s):  
Business English ◽  
English Writing ◽  
Writing Class

Dynamic Features of Students’ Scaffolding Interaction in English Writing Class

2020 ◽  
Vol 10 (6) ◽  
pp. 647
Author(s):  
Yanxiu Dong ◽  
Suli Liu
Keyword(s):  
Foreign Language ◽  
Dynamic System ◽  
Initial Conditions ◽  
Group Discussion ◽  
Dynamic Features ◽  
English Writing ◽  
Dynamic System Theory ◽  
Writing Class ◽  
English Major ◽  
New Perspective

Peer scaffolding as an important index of active student-student interaction has already aroused researchers’ interests. In addition, the application of Dynamic System Theory in language study provided researchers with a new perspective. The author conducted an eight-week research in a foreign language university in China. 56 non-English major sophomores from two classes participated in this study. The results indicated that students’ interaction in small group discussion was a dynamic system and it had all the dynamic system features such as unpredictable, sensitive to initial conditions, open, complexity, etc. With the results of this investigation, the current study concludes with some suggestions for future group discussion design.

scholarly journals TEACHING STRATEGIES IN WRITING CLASS

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Juwita Crestiani M
Keyword(s):  
Active Learning ◽  
Teaching Strategies ◽  
School Teacher ◽  
Teaching Writing ◽  
Primary School Teacher ◽  
English Writing ◽  
The Third ◽  
Writing Class ◽  
The Media ◽  
Primary School Teacher Education

This research deals with the teaching strategies used by the lecturers in writing class at Palopo Cokroaminoto University. The population of this research was lecturers of primary school teacher education of Palopo Cokroaminoto University. The total numbers of the population are 20 lecturers. The researcher used purposive sampling and chose one lecturer in the third semester as the sample because the lecturer taught writing subject and often use various strategies in teaching writing. The instruments in this research were observation checklist, recording and interview. The researcher used observation checklist and recording in the class when the lecturers taught writing. The researcher found the lecturer used two strategies in teaching English writing namely lecturing strategies and active learning. Active learning such us, the lecturer uses media in explaining material, giving question to the students to encourage their motivation, create an enjoyable atmosphere to make students more creative in producing writing, analyzing and doing assessment about students’ work, giving motivation to the students for making a report such as composition. Lecturing strategies such us, preparing the media, explaining the material, help and encourage the students to attention and listen accurately, the teacher can use her/his experience in teaching or explaining material especially in giving an example, make a conclusion of the materials.

scholarly journals Introducing theme-based listening materials into English writing: Focusing on learner affectivity

2021 ◽  
Vol 9 (11) ◽  
pp. 69-80
Author(s):  
Koji Uenishi
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Input Output ◽  
Global Society ◽  
English Writing ◽  
Writing Class

Recently, in the global society the focus in foreign language education has tended to be on productive skills from elementary school through university. It is natural that when we try to communicate with other people in English, in addition to receptive skills (input), productive skills (output) are also important to convey our feelings and thoughts to others. In order to make ourselves understood through language, the language–related input is vital; then we need to acquire sufficient productive skills through it. That is to say, without input, output cannot be possible. This research attempts to enhance the quality and quantity of input by using listening materials in a writing class as one of the useful activities for input. This leads to writing activities being carried out as output. In this case, the class contents which will be useful for the learners in their future careers are adopted. From this perspective, the relevance between listening and writing activities is explored.

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