scholarly journals Researching Innovations in English Language Writing Instruction: A State-of-the-art Review

2018 ◽  
Vol 9 (1) ◽  
pp. 80 ◽  
Author(s):  
Weiyu Zhang ◽  
Yin Ling Cheung
Keyword(s):  
Writing Instruction ◽  
Empirical Evidence ◽  
Academic Writing ◽  
English Language ◽  
Empirical Studies ◽  
Language Instruction ◽  
Teacher Feedback ◽  
Authentic Writing ◽  
Language Writing ◽  
Published Research

With academic writing viewed as an important aspect of language instruction, there is an increasing interest on how writing education could be improved to better accommodate the needs of multilingual learners. To evaluate the empirical evidence from published research studies, we conducted a systematic synthesis of the published research that has examined innovations in English-as-a-foreign language writing instruction in China, in contexts including tertiary, secondary, and elementary schools. General claims emerged across our analyses of 56 empirical studies published in the SSCI journals in English from 2005-2015. Each claim is supported by empirical evidence: (1) corpus-based approaches are useful in analyzing students’ writing; (2) students’ affective and cognitive factors may influence the outcome of writing instruction; (3) training may help teachers improve confidence in teaching writing; (4) differences may appear between assessment-oriented teacher feedback and non-assessment-oriented teacher feedback; (5) assessment for learning influences student learning of writing; (6) instruction may help writers acquire skills and knowledge of writing for publication; (7) technology-enabled instruction can help students in their writing process; and (8) novel and authentic writing tasks can promote students’ critical thinking ability.

scholarly journals WRITTEN CORRECTIVE FEEDBACK IN WRITING INSTRUCTION: A QUALITATIVE SYNTHESIS OF RECENT RESEARCH

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Pei Fen Dawn SIA ◽  
Yin Ling CHEUNG
Keyword(s):  
Writing Instruction ◽  
Empirical Evidence ◽  
English Language ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Written Feedback ◽  
Qualitative Synthesis ◽  
Teachers Perceptions ◽  
Written Corrective Feedback

Giving written feedback to students is an important part of writing instruction. However, few studies have been conducted to investigate current trends of written corrective feedback in the secondary and university contexts. To identify and evaluate the current state of empirical evidence, we conducted a qualitative synthesis of published research that examined written corrective feedback in both English-as-the-first-language and English-as-the second/foreign-language settings. Four claims emerged in our analyses of 68 empirical studies published in journals from 2006-2016. Each claim is supported by empirical evidence. The claims are: (1) Individual differences play a part in the effectiveness of written corrective feedback; (2) Students’ and teachers’ perceptions affect the effectiveness of written corrective feedback; (3) Giving corrective feedback through technology is beneficial to students; and (4) Written corrective feedback is more effective when it is used concurrently with collaborative tasks. This meta-synthesis study sheds light on the written corrective practice of English Language teachers across different pedagogical settings and the factors that may affect student engagement in teacher written feedback. Keywords: written corrective feedback, secondary school, university

scholarly journals A report on challenges faced by students and research scholars academic writing skill in English language

2021 ◽  
pp. 44-65
Author(s):  
DINESH K
Keyword(s):  
Data Collection ◽  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Document Analysis ◽  
Research Paper ◽  
Common Language ◽  
Writing Research ◽  
Writing Skill ◽  
Language Writing

Singh, A. K. G., et.al. (2020) in this world every country has its own language but in the reviewer has some common language that is second language or foreign language such as English language. Writing research paper is more difficult task with use of the English language because everyone well talented in our own natural language or mother tongue. Writing a research paper main aim to identify the L2 (English Language) syntax transferred from L1 (Mother Language). The method was chosen data collection instruments were document analysis and interview.

scholarly journals ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES

2020 ◽  
pp. 40-57
Author(s):  
Olga Ilchenko ◽  
Natalia Kramar
Keyword(s):  
Writing Instruction ◽  
Academic Writing ◽  
English Language ◽  
Language Education ◽  
Thinking Skills ◽  
English For Academic Purposes ◽  
Theory And Practice ◽  
Academic Publishing ◽  
Lingua Franca ◽  
Methodological Principles

English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes that academic English is undergoing today due to the overwhelming influence of L2 speakers’ varieties (termed “similects” by Anna Mauranen), we elucidate how English as a Lingua Franca movement can benefit and enrich EAP pedagogic practice. We also discuss how EAP fits within the latest CEFR guidelines, paying close attention to mediating skills, critical thinking and integrative thinking skills, which, as we argue, need to be more extensively incorporated into academic writing instruction. We discuss the rationale and the methodological principles of English for Research Publication Purposes as a new offshoot of EAP, which combines genre-based instruction with the exploration of multiple non-linguistic issues, involved in academic publishing, such as interaction with editors and gatekeepers, choosing a suitable journal, navigating the review process. We hope to demonstrate that EAP teaching, and especially academic writing instruction, is in need of major revision to overcome the yawning gap that currently exists between theory and practice.

scholarly journals Voices from EFL Thai learners towards English writing

2020 ◽  
Vol 15 (6) ◽  
pp. 1495-1507
Author(s):  
Chutamas Sundrarajun
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Structured Interview ◽  
Educational Organizations ◽  
Business English ◽  
English Writing ◽  
Writing Course ◽  
Language Writing ◽  
Written Assignments

English language writing is seen as one of the most difficult skills for undergraduate students. When composing a piece of writing, students usually face various problems ranging from grammatical aspects to expressing ideas and opinions. To answer the research questions, this study employed a mixed method of both qualitative and quantitative approaches to identify the students’ perceptions towards Business Article Writing Course, as well as to pinpoint their challenges when working on the written assignments. The intensive data were collected from 20 fourth year students majoring in Business English via the use of questionnaire and a semi-structured interview. The findings give teachers, course designers, and educational organizations an insight into students’ problems in learning English language writing. It also highlights the need to integrate different genres of writing to enhance students’ writing skills so that they can use such techniques to overcome any struggles when composing a piece of writing.   Keywords:  Academic Writing, EFL, Writing Strategies, Peer Feedback

scholarly journals Portuguese Higher Education Graduates’ Views on Academic Writing

2020 ◽  
Vol 12 (1) ◽  
pp. 75
Author(s):  
Maria L. Cabral
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Graduate Students ◽  
Academic Writing ◽  
English Language ◽  
First Language ◽  
Language Choices ◽  
Language Writing ◽  
Humanities And Social Sciences ◽  
Portuguese Higher Education

This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.

scholarly journals The Influence of Classroom Environments on English Language Writing Instruction and Learning

2019 ◽  
Vol 10 (1) ◽  
pp. 68
Author(s):  
Nancy R. Nabiryo ◽  
Samuel Sekiziyivu
Keyword(s):  
Writing Instruction ◽  
Teaching And Learning ◽  
English Language ◽  
After School ◽  
Classroom Environments ◽  
Academic World ◽  
Language Writing ◽  
Multiple Case ◽  
Instruction And Learning

Writing is one of the four language skills. Writing plays a big role in helping individuals clarify their thoughts, to the nation for storing information and in the academic world for taking notes and expressing logical arguments. Unfortunately, society still complains that school leavers do not know how to write indicating that either they were not taught writing or that the classroom environments where they were taught were not adequate enough to prepare them for the kind of writing they would need after school. This paper explores the influence of classroom environments on the teaching and learning of writing in secondary schools. Using a qualitative multiple case study design, we collected data from three schools through lesson observation and interviewing teachers and learners. Data were analyzed according to the emerging themes which were; classroom displays, lighting, and air. Findings portrayed that there were different teaching and learning environments but the success of writing instruction depended on how teachers modified the classroom environments to suit the different topics they were teaching. Therefore, there is a need to maximize the classroom environments to enhance writing instruction and learning.

scholarly journals English-language Writing Instruction in Iran

2014 ◽  
Vol 98 ◽  
pp. 1555-1562
Author(s):  
Yahya Rezaye Moazen ◽  
Mohamad Reza Raeisi
Keyword(s):  
Writing Instruction ◽  
English Language ◽  
Language Writing

scholarly journals Coherence in Thai Students’ Essays: An Analysis using Centering Theory

MANUSYA ◽  
2018 ◽  
Vol 21 (2) ◽  
pp. 112-130
Author(s):  
Saranya Pathanasin
Keyword(s):  
English Language ◽  
First Language ◽  
Noun Phrases ◽  
Discourse Coherence ◽  
Word Repetition ◽  
Thai Students ◽  
Language Writing ◽  
English Speaking ◽  
Centering Theory ◽  
Published Research

The contributions of centering theory (CT) have been widely accepted in linguistics, but there has not yet been much published research applying the theory to first language (L1) interference. This study applies CT to investigate L1 interference in discourse coherence in essays written in English by Thai university students. A corpus compiled from 50 essays is analyzed quantitatively and qualitatively. Statistical results suggest that CT is more reliable than human raters in measuring coherence, since the data shows no influence of subjective measurement. Further analysis by CT shows that word repetition is the most common form of Cb (focus of attention) in the continuation states (56.6%), and pronouns are the second most frequent form (39.6%). These findings conflict with the predictions of CT, which assert that pronouns are usually preferred over noun phrases. Results of qualitative analysis pointed out that this discrepancy is caused by L1 interference in writing, since word repetition is commonly used in Thai discourse. The Thai students’ English-language writing abilities were at pre-intermediate levels of competence. However, this aspect is not considered negative L1 interference since the use of repetition in the students’ compositions helped the raters follow the ideas in the writing. The results also show that the students were not aware of issues of cohesion and were not confident in using pronouns. The L1 interference in discourse coherence, specifically word repetition, was recognized by Thai raters but not by native English-speaking (NES) raters.

Explicit Instruction in Western Cultures in the English-Language Writing Classrooms of the Arab Gulf

2015 ◽  
pp. 1-13
Author(s):  
C.J. Denman
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Deductive Reasoning ◽  
Explicit Instruction ◽  
Rhetorical Patterns ◽  
Arabic Speakers ◽  
Language Writing ◽  
Arab Gulf ◽  
Inner Circle ◽  
Explicit Discourse

Writing is one of the most complex skills ESL/EFL learners are asked to master. Academic writing in English is often characterised by deductive reasoning, the linear development of ideas, the use of explicit discourse markers, and avoidance of repetition. However, for many Arabic speakers the presentation of an argument often involves paraphrasing, double arguments, and proverbs. When these are employed in written English texts, they may appear as errors or threats to coherence that result from the writer's limited awareness of Inner Circle socio-cultural conventions. Explicit instruction in Inner Circle cultures and rhetorical patterns has been posited as one way to address this issue. This chapter explores arguments for and against such instruction in the English-language writing classrooms of the Arab Gulf. It then offers some of the theories underlying culturally relevant literacy practices before exploring the feasibility of applying such approaches in the Arab Gulf.

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