scholarly journals The Efficacy of Basic Sentence Pattern Approach for EFL Learners in Writing

STEM Journal ◽  
2021 ◽  
Vol 22 (4) ◽  
pp. 1-13
Author(s):  
Sungran Koh
Keyword(s):  
Writing Skills ◽  
Basic Knowledge ◽  
Efl Learners ◽  
American Television ◽  
Pattern Approach ◽  
Language Writing ◽  
Modern Family ◽  
Post Test ◽  
Sentence Patterns ◽  
Basic Sentence

As a fundamental component of language, writing has been identified as the least proficient domain in acquiring a new language. Due to this universal idea, this research has been designed to find a more effective method to improve the writing skills of EFL learners and makes an attempt to investigate the effectiveness of a basic sentence pattern (BSP) drill through film corpus-based activities. To do this, as a pre-test, EFL learners were asked to make questionnaires with basic sentence patterns that translate Korean sentences into English to determine how much basic knowledge they had. For the questionnaires and the basic sentence pattern drill, the script of the American television series Modern Family (Lloyd & Levitan, 2014) was collected and categorized into five basic sentence patterns. Then, the learners were taught about the 5th basic sentence pattern, the most difficult pattern and were trained to practice this sentence pattern, repetitively, for a month. As a final step, they took a post-test after another month’s training. The results show the overall score was enhanced significantly from pre-test to post-test. This finding demonstrates that basic sentence patterns can enable EFL learners to develop their sentence accuracy in writing.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals The Role of Peer- and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills

2016 ◽  
Vol 8 (3) ◽  
pp. 85
Author(s):  
Manal Obaid Alshammari
Keyword(s):  
Treatment Group ◽  
Writing Skills ◽  
Control Group ◽  
Word Choice ◽  
Self Assessment ◽  
Efl Learners ◽  
English Writing ◽  
Post Test ◽  
Group A ◽  
Group B

<p>The current study focuses on the importance of integrating peer- and self-assessment in<br />teaching English as a second/foreign language in Saudi Arabia. It pays special attention to the<br />mechanisms by which Saudi EFL learners can improve their English writing skills if they<br />engage in peer- and self-assessment regularly. To this end, the researcher administered a<br />writing composition task to measure the participants’ ability to express themselves in good<br />English, focusing on the coherence, cohesion, word choice, spelling, punctuation, and layout<br />of their essays. The researcher utilised the experimental two-groups design of a pre-test and a<br />post-test, in order to evaluate the participants’ performance prior to the application of the<br />treatment (i.e. peer- and self-assessment) and after it. For the purpose of the study, the<br />participants were divided into two groups: students in group A (i.e. the treatment group)<br />engaged in peer- and self-assessment regularly throughout the term, whilst students in group<br />B (i.e. the control group) did not. The results of group A on the pre-test and post-test were<br />compared to those of group B to determine whether the treatment had any impact on their<br />performance. The results reveal that group A outperformed their group B counterparts on the<br />post-test. The statistical analysis demonstrates that the difference between the results of the<br />two groups was statistically significant, suggesting that the treatment contributed positively to<br />the performance of the treatment group. Finally, the study concludes with recommendations<br />for further research.</p>

scholarly journals The Analysis Of Creative Writing Teaching Through Story Book Reading For The First Grade Students Of Tunas Muda International School

2011 ◽  
Vol 5 (2) ◽  
pp. 98
Author(s):  
Jaclyn Ryani Agus ◽  
Menik Winiharti
Keyword(s):  
Creative Writing ◽  
Writing Skills ◽  
First Grade ◽  
International School ◽  
Basic Knowledge ◽  
Book Reading ◽  
Word Choice ◽  
Post Test ◽  
Teaching Of Writing ◽  
Test Result

One method to support the success of teaching of writing skills is using story books. It has many kinds of benefits that provides the students more creative and challenging texts that require personal exploration, easier understanding of information which are commonly hard to comprehend and remember, and easier illustration in making connection among various elements and concepts being taught. This research deals with teaching creative writing through story book reading, and it is aimed at finding whether this method is beneficial or not in increasing creativity in writing. The study is carried out using a pre-test and post-test design to 14 students from the first grade. Between the two tests, the students were provided with basic knowledge of creative writing. The data of the research were the scores of the pre-test and post-test compared and analyzed based on the rubric of ideas, organization, word choice, sentence fluency, and conventions. The pre-test result shows that 29% of the students achieve the standard of achievement. After the creative writing process, the post-test result indicates that 93% of the students achieve the standard of student achievement in creative writing.

Wiki effect on English as a foreign language writing achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 218-227
Author(s):  
Seyda Savran Celik ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Writing Achievement ◽  
Efl Writing ◽  
Efl Learners ◽  
Sample Group ◽  
Efl Context ◽  
Language Writing ◽  
Post Test ◽  
Efl Learning

The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners’ EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachersKeywords:English as a foreign language, wiki, writing, achievement

scholarly journals Meningkatkan Kemampuan Menulis Bahasa Jepang Melalui Media Padlet

KIRYOKU ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 99-105
Author(s):  
Rizki Maulina Handini
Keyword(s):  
Research Design ◽  
Writing Skills ◽  
West Java ◽  
Learner Motivation ◽  
Research Activities ◽  
Post Test ◽  
Sentence Patterns ◽  
Japanese Learners ◽  
And Control ◽  
Writing Activity

This research is based on efforts to improve writing skills in Japanese. Writing activities are an important aspect of learning a language. This study used samples from beginner-level Japanese learners, namely apprentices at LPK JLMC Lembang, West Java. The research design used in this study is true experimental, using the experimental class and the control class in research activities as a comparison of whether or not the effectiveness of the padlet media in learning to write Japanese. The writing activity referred to in this research is writing danraku (paragraphs) in the form of short essays using padlet as a media for doing exercises. The first step in this study was to carry out a pre-test on the control class and the experimental class. Furthermore, the treatment with padlet media was carried out five times in the experimental class. The final step is to provide post-test to the experimental class and control class, as well as to distribute a special questionnaire for the experimental class. The results showed that the use of padlet media was quite effective in learning to write Japanese. This is based on the N-Gain test which shows the figure of 58%. Furthermore, based on the results of the questionnaire, it was found that an attractive padlet display could increase learner motivation in writing activities. In addition, the use of letters, vocabulary and sentence patterns can be improved.

scholarly journals A concept of writing in English language - basic sentence patterns

2019 ◽  
Vol 2 (6) ◽  
pp. 55-57
Author(s):  
Sashka Jovanovska
Keyword(s):  
English Language ◽  
Language Writing ◽  
Sentence Patterns ◽  
Basic Sentence

Whereas reading serves as the basis for students understanding a new language, writing gives them the opportunity to explore the new language. Now that the students are able to comprehend the English language as they read it, it is time to put them in charge of using that language to convey their meaning. Learning to write in a new language can be very challenging because you need to have the same base of knowledge as you would for reading to comprehend the words, and you also have to be able to create those words to represent the thoughts and ideas.

scholarly journals Authentic Materials to Foster Writing Skills in College EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 112
Author(s):  
Mercedes Chamba ◽  
Martha Reinoso ◽  
Elena Rengifo
Keyword(s):  
Writing Skills ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Catholic University ◽  
Post Test ◽  
The Common ◽  
Experimental Group

Since it is a productive skill, writing is considered one of the most crucial abilities in communication; nonetheless, EFL learners have difficulty composing texts which are both communicatively and linguistically competent. This study intends to explore the benefits of using authentic materials in EFL learners, with an emphasis on writing skills. To pursue this objective, fifty-two participants were chosen randomly from a B1 level (following the Common European Framework of Reference for Languages). The participants were distributed into two groups: an experimental group and a control group. The students were majoring in various degrees at the Pontifical Catholic University of Ecuador (PUCE). In this case study, in which the application of authentic materials covered fifty percent of daily two-hour classes, data was collected through a structured pre-test, post-test, and an opinion survey. All data was analyzed using a rubric designed for this purpose. This research, which is based on the Communicative Language Teaching Approach, also deals with various concepts regarding authentic materials and researchers&rsquo; perceptions. The findings elicited positive results for students&rsquo; writing with the use of authentic materials skills and shed lights on participants&rsquo; opinions.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals A Study of Using E-Writing Instructional Design Program to Develop English Writing Ability of Thai EFL Learners

2021 ◽  
Vol 14 (6) ◽  
pp. 43
Author(s):  
Pongpatchara Kawinkoonlasate
Keyword(s):  
Instructional Design ◽  
Test Scores ◽  
Writing Skills ◽  
Future Research ◽  
Achievement Level ◽  
Average Deviation ◽  
Efl Learners ◽  
Design Program ◽  
Post Test ◽  
Future Outcomes

Learning with technology has become essential in today&rsquo;s education not only in Thailand but also all around the world. Technology has been an important tool for improving language learners&rsquo; reading writing, speaking, and listening for quite some time. Writing, however, has been one of the most supported skills thanks to technology. Learning how to write paragraphs or essays is an essential skill for learners. The purposes of this quasi-experimental study were:&nbsp; 1) to examine the effectiveness of the e-Writing instructional design program in developing the writing skills of EFL learners, 2) to explore learners&rsquo; satisfaction and motivation toward the e-Writing instructional design program, and 3) to study learners&rsquo; autonomy after completing the e-Writing instructional design program. This study employed the purposive sampling method to select 33 second-year learners. Lesson plans, e-writing programs, learner perception questionnaires, interviews, as well as a pre and post-test were the tools used to gather relevant data. A t-test with standard and average deviation was used to investigate the quantitative data. Interview data were analyzed using content analysis. The quantitative findings revealed that the writing achievement level of the learners before and after receiving the treatment was significantly different at 0.001. The learners&rsquo; post-test scores of 33 learners increased over the pre-test scores. From the questionnaire results, the satisfaction level of undergraduate learners toward the instruction of this course had average scores of 4.34 which was an excellent level.&nbsp; Furthermore, interviews revealed that learners are satisfied with the e-Writing instructional design program because this could improve learners&rsquo; writing skills and promote more learner autonomy. Recommendations are made and presented in terms of future practical application and future research needs to be done to analyze results and the effects of future outcomes.

scholarly journals A sentence-combining intervention for struggling writers: response to intervention

2021 ◽  
Author(s):  
Kirsty Walter ◽  
Julie Dockrell ◽  
Vince Connelly
Keyword(s):  
Oral Language ◽  
Reading Skills ◽  
Writing Skills ◽  
Waiting List ◽  
Struggling Writers ◽  
Writing Interventions ◽  
Sentence Combining ◽  
Spelling Intervention ◽  
Post Test ◽  
Business As Usual

AbstractChildren who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These difficulties are reflected in their writing and may influence their responsiveness to writing interventions. The effectiveness of a targeted sentence-combining intervention to improve the writing skills of 71 struggling writers, aged 7 to 10 years, was compared with a spelling intervention and a business as usual (waiting list) control condition. Some struggling writers also performed poorly on measures of reading and oral language. Children's performance on a range of writing measures were assessed at baseline (t1), immediate post-test (t2) and delayed post-test (t3). Children receiving the sentence-combining intervention showed significant improvements in the sentence combining measure at t2 and t3 compared to both the spelling intervention and waiting list controls. Exploratory regression analyses found that children in the sentence-combining intervention, with a low t1 sentence combining score, low reading skills or better t1 spelling skills, were more likely to show improvements at t2. Findings indicate that when devising interventions for struggling writers, specific profiles of skills should be considered. Specifically, sentence combining may be more appropriate for SWs whose primary area of difficulty is reading, rather than poor spelling or oral language.

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