EFL Graduate Students’ IELTS Writing Problems and Students’ and Teachers’ Beliefs and Suggestions Regarding Writing Skill Improvement

2015 ◽  
Vol 7 (1) ◽  
pp. 198
Author(s):  
Mohammad Sadegh Bagheri ◽  
Mohammad Javad Riasati
Keyword(s):  
Graduate Students ◽  
Writing Problems ◽  
Teachers Beliefs ◽  
Writing Skill ◽  
Skill Improvement

Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications

2002 ◽  
Vol 17 (2) ◽  
pp. 123-148 ◽  
Author(s):  
Hollis Ashbaugh ◽  
Karla M. Johnstone ◽  
Terry D. Warfield
Keyword(s):  
Experimental Design ◽  
Outcome Assessment ◽  
Business Students ◽  
Writing Skills ◽  
Accounting Students ◽  
Writing Skill ◽  
Within Subjects ◽  
Skill Improvement ◽  
Insight Into ◽  
Over Time

This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.

scholarly journals Variations in Composing Behaviours of Academic ESL Writers in Test and Non-test Situations

1991 ◽  
Vol 8 (2) ◽  
pp. 09 ◽  
Author(s):  
Ernest Hall
Keyword(s):  
Instructional Practices ◽  
Process Research ◽  
Assessment Practices ◽  
Single Text ◽  
Writing Problems ◽  
Composing Process ◽  
Language Problems ◽  
Writing Skill ◽  
Allocation Of Time ◽  
Essay Test

While composing process research has revealed great variation among writers and among types of writers, research has largely ignored fluctuation in writing behaviours of a single writer. This study contrasted both texts and behaviours of six ESL writers as they wrote a practice essay test with their texts and behaviours in an actual English composition proficiency examination. Fluctuations were observed in the complexity of the texts generated, in the allocation of time to various activities, in the writers' pausing behaviours, and in the type of alterations they made while inscribing. In addition, the six writers displayed six unique profiles. The findings suggest that assessment practices need to distinguish writing problems from language problems and that instructional practices need to attend to composing behaviours, accommodating students who are apprehensive about writing or anxious about tests. The findings reiterate the long-standing suspicion about the validity of assessing writing skill through a single text.

TEACHING HORTATORY EXPOSITION TEXT THROUGH CLUSTERING TECHNIQUE

2018 ◽  
Vol 2 (2) ◽  
pp. 163-175
Author(s):  
Samsul Amri
Keyword(s):  
Creative Thinking ◽  
Teaching Writing ◽  
Writing Improvement ◽  
Clustering Technique ◽  
Writing Practices ◽  
Score Improvement ◽  
Writing Problems ◽  
Writing Skill ◽  
Post Test ◽  
Writing Tests

Having writing problems was faced by students. This research purposed to describe the teaching process how Clustering Technique improves the students' writing skill of hortatory exposition text, and what influenced factors of their writing improvement. This is a Classroom Action Research. The participants of the research were the students of grade XI AB-3 of MA Darul Hikmah Pekanbaru. The data were collected in each cycle from observation checklists, field notes, interviews, and writing tests. Then the researcher found that Clustering Technique enables to improve better the students' writing skill of hortatory exposition text through the process of socializing, reviewing, controlling, monitoring, assisting, motivating, and practicing. Consequently, the students could improve their writing skill which involved the mean score improvement of writing indicators; grammar, vocabulary, mechanics, fluency, and organization. It could be seen from the improvement of the base score mean score (56.32), post-test I (64.23), and post-test II (73.85). Furthermore, the factors that influenced the improvement of their writing skill involved creative thinking, students' motivation, amount of writing practices, students' prior knowledge, and the teacher's role. To sum up, the implementation of Clustering Technique in teaching writing of hortatory exposition text could provide positive results on their writing skill.  

scholarly journals Students’ preferences and teachers’ beliefs towards written corrective feedback

2020 ◽  
Vol 9 (1) ◽  
pp. 85-95
Author(s):  
Alviana Tri Adhi Kencana
Keyword(s):  
High School ◽  
Corrective Feedback ◽  
Vocational High School ◽  
Written Corrective Feedback ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Writing Skill ◽  
Efl Students

Writing skill has been considered as a crucial skill that EFL students need to master. One of the techniques usually employed by teachers to help students improve their writing is via Written Corrective Feedback (WCF). Although many studies have been conducted to test its effectiveness, fewer studies have examined students’ and teachers’ preferences and beliefs towards the usefulness of WCF. Therefore, the present study analyzed students’ preferences and teachers’ beliefs regarding WCF. The participants consisted of 35 EFL students and 5 EFL teachers enrolled in SMK Negeri 1 Bawang Banjarnegara, a vocational high school in Banjarnegara, Indonesia. The data were both obtained through written questionnaires for the students and interview questions for the teachers. The collected data were analyzed based on WCF types classified by Ellis (2008), specifically for certain types like direct, indirect, and metalinguistic corrective feedback. The result of the present study demonstrated that both students and teachers mostly agreed that students should receive WCF in large amounts. Both of them also agreed that teachers should provide comprehensive feedback which consists of correction and explanations. Finally, both of them also had similar opinions that form-focused errors should be prioritized for correction than content-focused errors.

scholarly journals TEACHING HORTATORY EXPOSITION TEXT THROUGH CLUSTERING TECHNIQUE

2019 ◽  
Vol 2 (2) ◽  
pp. 163-175
Author(s):  
Samsul Amri
Keyword(s):  
Creative Thinking ◽  
Teaching Writing ◽  
Writing Improvement ◽  
Clustering Technique ◽  
Writing Practices ◽  
Score Improvement ◽  
Writing Problems ◽  
Writing Skill ◽  
Post Test ◽  
Writing Tests

Having writing problems was faced by students. This research purposed to describe the teaching process how Clustering Technique improves the students' writing skill of hortatory exposition text, and what influenced factors of their writing improvement. This is a Classroom Action Research. The participants of the research were the students of grade XI AB-3 of MA Darul Hikmah Pekanbaru. The data were collected in each cycle from observation checklists, field notes, interviews, and writing tests. Then the researcher found that Clustering Technique enables to improve better the students' writing skill of hortatory exposition text through the process of socializing, reviewing, controlling, monitoring, assisting, motivating, and practicing. Consequently, the students could improve their writing skill which involved the mean score improvement of writing indicators; grammar, vocabulary, mechanics, fluency, and organization. It could be seen from the improvement of the base score mean score (56.32), post-test I (64.23), and posttest II (73.85). Furthermore, the factors that influenced the improvement of their writing skill involved creative thinking, students' motivation, amount of writing practices, students' prior knowledge, and the teacher's role. To sum up, the implementation of Clustering Technique in teaching writing of hortatory exposition text could provide positive results on their writing skill.

scholarly journals Difficulties of Learning EFL in KSA: Writing Skills in Context

2016 ◽  
Vol 6 (3) ◽  
pp. 105 ◽  
Author(s):  
Taj Mohammad ◽  
Zoheb Hazarika
Keyword(s):  
Data Analysis ◽  
Language Use ◽  
Writing Skills ◽  
Writing Strategies ◽  
Remedial Measures ◽  
Contrastive Analysis ◽  
Efl Learners ◽  
Writing Problems ◽  
Writing Skill ◽  
Preparatory Year

<p>This study is an in-depth effort to investigate issues usually faced by EFL learners in writing skills. Fifty students of Preparatory Year Program (from different sections) Najran University were randomly selected to illicit their opinion on writing skill using Likert’s 5 scale (always, usually, sometimes, rarely never) questionnaire. In addition, fifty writing samples from first and second midterms of PYP were also selected. The study analyses the writing samples mainly focusing on with special reference to capitalization, punctuation, language use (grammar) and spelling and their impact on other items of language like articles, preposition, coherence, cohesion etc. Contrastive analysis of students’ writing samples and questionnaire prove that students commit mistakes, though unconsciously, in writing. While conducting data analysis using students’ writing samples, it was observed that students used ways to pass an exam i.e. memorize the writing answer(s)/paragraph(s) rather than the proper approaches to developing/learning most common writing strategies when writing an answer. In the end, this study offers some remedial measures for writing problems of Arab EFL learners.</p>

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