scholarly journals The Collaborative Discussion Model: Developing Writing Skills through Prewriting Discussion

2021 ◽  
pp. 158-172
Author(s):  
Tatiana Pospelova
Keyword(s):  
Academic Writing ◽  
Quantitative Methods ◽  
Positive Impact ◽  
Explicit Instruction ◽  
Writing Skills ◽  
Practical Consideration ◽  
L2 Proficiency ◽  
Lexical Resource ◽  
Collaborative Discussion ◽  
Different Levels

This study aims to investigate the effect of peer-assisted prewriting discussion on second language (L2) academic writing and its benefits for students with different proficiency levels. While there is a significant body of research exploring the positive impact of collaboration on L2 writers' written performance and the ways it could be organised, there is little practical consideration on how to formulate explicit instruction. The rationale for this research lies in designing and arranging explicit instruction that could lead to L2 learners producing a higher quality writing output. Based on both qualitative and quantitative methods, and drawn on students’ written texts and data analysis, the current study was conducted to devise and test a proposed model, which the author will term the ‘collaborative discussion model’ (the CDM). The control and experimental groups of Russian EFL students (n = 48) were engaged in written assignments after naturally occurring discussions and then the latter group was involved in an instructor-led discussion. The practice writing tasks were rated with the analytic rubric used in IELTS, assessing task response, coherence and cohesion, lexical resource, and grammatical range. The findings suggest that collaborative prewriting tasks, accomplished in the experimental group of students with different levels of L2 proficiency, may encourage students to engage more in reflection about the content and language of the text. As the texts produced after introducing the CDM were scored higher, especially on the criteria of task response and lexical resource, it is suggested that scaffolding prewriting discussions can potentially augment the writing skills of learners and the CDM can be used as a complementary activity to address the challenges associated with academic writing. The results of the questionnaire can imply that there are benefits of explicit instruction for students with different levels of L2 proficiency, although in nuanced ways and different degrees.

scholarly journals Pengembangan kompetensi digital academics writing berbasis COST untuk remaja di Puri Cinere Hijau Depok

2020 ◽  
Vol 16 (2) ◽  
pp. 165-177
Author(s):  
Anita Diana ◽  
Reva Ragam Santika
Keyword(s):  
University Students ◽  
Community Service ◽  
Academic Writing ◽  
Positive Impact ◽  
Writing Skills ◽  
Writing Quality ◽  
School Students ◽  
Knowledge And Skills ◽  
Microsoft Word ◽  
Training Content

[Bahasa]: Tujuan Pengabdian Kepada Masyarakat (PKM) ini adalah untuk meningkatkan pengetahuan dan keterampilan kepada para remaja tentang membuat digital academics writing yang berbasis COST (comprehensive, objective, systematic, trusted) sehingga dapat Meningkatkan wawasan pengetahuan tentang menulis makalah atau karya tulis yang baik dan benar. Disamping itu juga meningkatkan hubungan dan kerjasama antara Universitas Budi Luhur dengan Warga Puri Cinere Hijau Depok sebagai mitra. Metode yang digunakan adalah survey, wawancara, penyampaian materi dan praktikum serta memberikan kuesioner sebagai feedback dari mitra dan evaluasi dari kegiatan PKM. Kesimpulan dari kegiatan ini menunjukkan bahwa pelatihan penggunaan aplikasi Microsoft Word dalam pembuatan digital academics writing yang berbasis COST berjalan dengan baik dan terbukti berdasarkan Analisis angket menunjukkan bahwa respon remaja terhadap Evaluasi pelatihan untuk meningkatkan keterampilan dalam Digital Academics Writing berbasis COST dengan rata-rata persentase sebesar 71%. Serta berdasarkan hasil evaluasi proses pelatihan menunjukkan 90% peserta setuju isi materi pelatihan jelas dan mudah dipahami, 80% Tutor memberi kesempatan untuk bertanya, 90% peserta sangat setuju bahwa tutor mampu menjawab pertanyaan peserta dengan jelas, 70% Peserta setuju bahwa tutor membantu dalam memahami materi yang disampaikan contoh latihan jelas dan mudah dipahami. Pelatihan ini meningkatkan kompetensi remaja  dalam bidang menulis makalah atau bentuk digital academic writing lainnya serta memiliki dampak sangat positif bagi remaja khususnya pelajar dan mahasiswa dalam menyelesaikan tugas harian sekolah atau kampus dan juga sebagai modal dalam penyusunan makalah dan skripsi nantinya. Kata Kunci: digital academics writing, COST [English]: This community service aims to increase teenagers’ knowledge and skills on how to make Digital Academics Writing based by COST (comprehensive, objective, systematic, trusted) to increase their writing quality. It also improves relations and cooperation between Budi Luhur University and the partner (Puri Cinere Hijau Depok residents). The methods used were surveys, interviews, expository, and practicum. Questionnaires were also given to the participants as an evaluation of the program. The training on using Microsoft Word application to create Digital academic Writing based on COST was running well. The questionnaire results showed that the program improved participants’ Digital Academics Writing skills based on COST with 71% average. The evaluation of the training reveals that 90% of the participants agreed that the training content is clear and understandable, 80% agreed that the tutor facilitated a discussion, 90% strongly agreed that the tutor could answer the participants’ questions clearly, and 70% agreed that tutor had helped the participants to understand the delivered lesson, and appropriately given the exercises. The program has improved the participants’ competence in writing papers or another digital academic writing form. Also, it gives a strong positive impact on school students and university students to complete their daily school or college tasks and as a preparation for writing the thesis. Keywords: digital academics writing, COST

scholarly journals Using inquiry-based writing instruction to develop students’ academic writing skills

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Bantalem Derseh Wale ◽  
Yenus Nurie Bogale
Keyword(s):  
Writing Instruction ◽  
Academic Writing ◽  
Group Discussion ◽  
Writing Skills ◽  
Control Group ◽  
First Year ◽  
Lexical Resource ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
Experimental Group

AbstractThe aim of this study was to investigate the effects of using inquiry-based writing instruction on students’ academic writing skills. A pretest-posttest two groups quasi-experimental design was employed. Data were obtained through test, focus group discussion, and reflective journal from 62 first-year pharmacy students who were selected using comprehensive sampling. While the experimental group received the inquiry-based writing instruction, the control group learned using the conventional learning method. The quantitative data were analyzed using independent samples T-test and descriptive statistics when the qualitative data were analyzed thematically. The findings revealed that there was a statistical difference between the control and experimental groups in their academic writing performance. Hence, students who participated in the inquiry-based writing instruction improved their academic writing skills. Mainly, students who learned through inquiry-based writing instruction were able to produce essays that addressed task achievement, coherence and cohesion, lexical resource, grammatical range and accuracy. Thus, this study recommends researchers, teachers, and students to pay due attention to inquiry-based writing instruction in their academic journey.

scholarly journals Formativ feedback styrker skriftlighed hos studerende fra It og Sundhed

2016 ◽  
Vol 11 (21) ◽  
pp. 147-157
Author(s):  
Katja Årosin Laursen ◽  
Lars Kayser ◽  
Mads Kamper-Jørgensen
Keyword(s):  
Learning Outcomes ◽  
Academic Writing ◽  
Language Use ◽  
Communicative Competence ◽  
Positive Impact ◽  
Writing Skills ◽  
Language Awareness ◽  
Disciplinary Writing ◽  
The University ◽  
Written Assignments

I denne artikel præsenterer vi erfaringerne fra et projekt, der har til formål at styrke de studerendes danske, akademiske skrivefærdigheder på uddannelsen It og Sundhed på Københavns Universitet. Projektet bygger på antagelserne, at faglighed og formidlingskompetencer er tæt forbundet, og at sproglig bevidsthed inden for fagets kontekst er et fælles ansvar mellem underviser og studerende. Projektet er knyttet til bachelorkurset i Epidemiologiske metoder, og det er udviklet i samarbejde mellem kursuslederen og en sprogkonsulent i løbet af forårssemestrene 2014 og 2015. Gennem skriftlige afleveringer og formativ feedback på disse har de studerende haft mulighed for at arbejde med deres skriftlige formidling som forberedelse til den skriftlige eksamen i kurset og som styrkelse af deres akademiske skrivefærdigheder generelt. I artiklen beskriver vi baggrunden for projektet og erfaringerne med at udvikle og gennemføre det. Derudover diskuterer vi projektets udbytte samt udfordringerne med at sætte eksplicit fokus på fagets sproglige aspekt. På baggrund af de studerendes eva-luering og eksamensresultater konkluderer vi, at projektet har medvirket til at styrke deres akademiske skriftlighed. In this article, we report on experiences gained from a project designed to improve the Danish academic writing skills of students enrolled on the programme It & Health at the University of Copenhagen. Based on the assumptions that university disciplines and communicative competence are inextricably linked and that language awareness is a joint responsibility between teacher and students, the project focused explicitly on language use on the BSc course Introduction to Epidemiology. Through receiving formative feedback on written assignments, the students got the chance to reflect and work on their writing. This process acted both as preparation for their written exam and a way to improve their academic writing skills in general. The course coordinator worked with a language consultant to develop and refine the project during the spring semesters of 2014 and 2015. In this article, we describe the background to the initiative as well as the experiences of those involved. The learning outcomes are discussed, along with the challenges involved in integrating an explicit focus on language and feedback into students’ disciplinary writing. From the students’ evaluations and their exam results, we conclude that the project had a positive impact on improving the students’ academic writing skills.

scholarly journals Practicing Dogme ELT to Enhance L2 Academic Essay Writing Skills

2019 ◽  
Vol 9 (5) ◽  
pp. 55
Author(s):  
Muhammad Amjad ◽  
Adnan Tahir ◽  
Ayyaz Qadeer
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Writing Skills ◽  
Teaching Approach ◽  
Final Test ◽  
Language Competence ◽  
Essay Writing ◽  
Qualitative And Quantitative Methods

English language has been a pressing need of people all over the world; so, the experts are making efforts for effective and successful teaching and learning of different language skills through innovations in teaching approaches and methods. As a new teaching approach, Dogme ELT was introduced in 2000, which claimed success and better outcomes in different language teaching areas. Focusing on the claim of this new teaching approach, this study was conducted to explore the effectiveness of Dogme ELT to enhance English language competence in academic writing skills. For this purpose, a Classroom Action Research (CAR) was conducted, and the data was collected through a diagnostic assessment test on the very first day and a final test after Dogme ELT treatment. The collected data was analyzed through qualitative and quantitative methods to record the results of the study. The research participants’ performance in the diagnostics test and in the final test after Dogme ELT treatment shows that this new teaching approach is very effective and successful to enhance English language competence in academic writing skills.

scholarly journals Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment

2021 ◽  
Vol 13 (8) ◽  
pp. 4270
Author(s):  
Lu Zhang ◽  
Lawrence Jun Zhang
Keyword(s):  
Treatment Group ◽  
Writing Instruction ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Comparison Group ◽  
Explicit Instruction ◽  
Empirical Studies ◽  
Writing Skills ◽  
Writing Quality ◽  
Quasi Experimental

Effective stance-taking is considered as a crucial skill for successful academic writing and sustainable development of writing scholarship. However, student writers often encounter difficulties in this aspect. Scholars have thus called for explicit instruction to develop students’ academic writing ability as a sustainable goal. Learning stance-taking is a particularly relevant area of intensive interest among writing scholars. Yet, few empirical studies have been conducted to examine its effectiveness on students’ academic writing quality and stance deployment. To fill this gap, a quasi-experimental research was conducted with 46 undergraduate students in a Chinese university, who were randomly assigned to two conditions: a treatment group and a comparison group. The treatment group received an eight-week explicit stance instruction, while the comparison group received curriculum-based writing instruction at the same time. Academic texts were collected both prior to and after the period of intervention. Results revealed that the treatment group outperformed the comparison group in the post-test in terms of academic writing quality and stance performance. Their writing also exhibited changes in the frequencies of an array of stance types deployed (e.g., proclaim: pronounce, proclaim: endorse, entertain, attribute), indicating their enhanced understanding of stance and improved competence of mitigation and integrating external voices for better academic writing. Implications for writing instruction are discussed.

THE INFLUENCE OF INQUIRY AND DISCOVERY LEARNING METHOD AND CREATIVITY LEVEL IN WRITING SKILLS DESCRIPTION IN NAUTIC TARUNA AND TECHNIQUE IN SURABAYA SHIPPING POLYTECHNIC

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ni Putu Dian Permata Prasetyaningrum
Keyword(s):  
Quantitative Methods ◽  
Writing Skills ◽  
Discovery Learning ◽  
Learning Method ◽  
Test Results ◽  
Learning Methods ◽  
Is Research ◽  
Investigation Methods ◽  
High Level ◽  
Discovery Method

Surabaya Shipping Polytechnic emphasizes on certain areas of expertise that Taruna must possess. This is the basis after graduating from shipping polytechnics, cadets must have expertise and skills. The purpose of this study was to study the effect of inquiry, discovery learning, and creativity levels on the ability to write descriptive essays on nautical and technical cadets at Surabaya Shipping Polytechnic. This type of research is research. This research uses quantitative methods using experiments. The location used in this research is Surabaya Shipping Polytechnic. The subjects in this study were the cadets of the Nautika A, Nautika B, Teknika A, and Teknika B. classes. Based on the results of the research and discussion, the following conclusions are obtained: There are those that can be solved looking for description essays in the cadets. learning discovery method. The test results show better investigation methods than the discovery of learning, There is a difference in the ability to write a description essay about cadets who have a high level of creativity with cadets who have a low level of creativity, the test results show better who have a high level of creativity, there are related with learning methods and descriptions of the ability to write essay descriptions, the test results show learning methods and creativity descriptions of the ability to write essay descriptions.

PENINGKATAN HASIL BELAJAR MENULIS KARANGAN NARASI DENGAN MENGGUNAKAN METODE SAINTIFIKSISWA KELAS VI SDN 07 TUJUAH KOTO TALAGOKECAMATAN GUGUAK KABUPATEN LIMA PULUH KOTA

2020 ◽  
Author(s):  
Sri Mures Walef
Keyword(s):  
Scientific Method ◽  
Quantitative Methods ◽  
Writing Skills ◽  
Teaching Writing ◽  
Narrative Writing ◽  
Research Subjects ◽  
Essay Writing ◽  
Qualitative And Quantitative Methods ◽  
Teachers And Students ◽  
Improve Student Learning

This research is motivated by problems in the learning process, namely students have difficulty in expressing their ideas into writing or essays. The formation of words or sentences used by students is inaccurate or inappropriate, as well as the use of punctuation and spelling. In learning activities writing the teacher is more likely to apply teaching writing by prioritizing the results of the process. This study aims to improve narrative writing skills using the scientific method of class VI SDN 07 VII Koto Talago, Guguak District, Lima Puluh Kota Regency. The method used in this study is qualitative and quantitative methods. Qualitative research is research that intends to understand phenomena, about what is experienced by research subjects such as behavior, perceptions, motivations, actions and others. The results of the study describe learning using the Scientific method can improve student learning outcomes which initially in pre-cycle only reached 64 who are in sufficient qualifications. In the first cycle increased to 74 who were in qualifications more than enough, after the second cycle, the students' scores increased again being an average of 90 who are in excellent qualification. The increase includes three indicators, namely (1) narrative characteristics, (2) use of punctuation, (3) capital letters. Third, improving narrative writing skills using the Scientific method of class VI SDN 07 VII Koto Talago District of Guguak, Lima Puluh Kot Regency can be achieved due to several factors including teachers and students. Based on the results above it can be concluded that the narrative text writing skills using the scientific method increased, from sufficient qualifications to more qualifications until they were in excellent qualifications. Thus it can be concluded that, through the cooperative method the type of make a match improvement in students' essay writing skills increased significantly from stage to stage.Key Words: escritura de narrativas, métodos científicos

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

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