Procedural Rhetoric: An Alternative to Traditional Academic Writing Programs

2016 ◽  
Vol 6 (12) ◽  
pp. 2309
Author(s):  
Mohammad Aghajanzadeh Kiasi ◽  
Seyedeh Lida Alavi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
Writing Programs ◽  
Procedural Rhetoric ◽  
Writing Courses ◽  
English Writing ◽  
Writing Course ◽  
Academic Assignments

A host of movements have been performed to broaden English language learners’ writing scholarship. A major rethink of L2 writing materials is what syllabus designers should pursue in some collegiate contexts; all the more so because writing is considered as a scholarly skill for English language learners to do academic assignments and manifest their academic attainments in different academic areas. Having this in mind, the present study explored the implications of new English writing course syllabuses designed based on procedural rhetoric, which made English majors significantly outperform conventional syllabuses users in terms of content, vocabulary, and language use. The achieved results ensured that university writing courses can bring about more accomplishments when a multi-faceted program aligned with contemporary concerns of academic writing is adopted.

scholarly journals Supporting English Language Learners’ Academic Writing Development Through a Systematized Assistance Model

Lenguaje ◽  
2019 ◽  
Vol 47 (2) ◽  
pp. 453-478
Author(s):  
Nora Lucía Marulanda Ángel ◽  
Juan Manuel Martínez García
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
Teacher Education Program ◽  
Writing Development ◽  
Metalinguistic Awareness ◽  
College Level ◽  
Common Error ◽  
Writing Course

Despite recent efforts to improve college-level students’ academic writing, the ways this skill develops continues to be vastly unexplored. Students do not meet the current literacy demands posed by higher education. These demands become more strenuous when students have to write in English, a language they do not master. The current study reports on the implementation of a systematized assistance model for writing in English as a Foreign Language in a Colombian public university’s bilingual teacher education program. Weekly tutoring sessions were provided to 16 students from an academic writing course in one semester. Common error patterns in their writing samples were identified and categorized with an analytical rubric and students’ reactions to the systematized assistance model were collected through a questionnaire. Results revealed that students benefited significantly from tutor support and professor’s feedback especially in terms of metalinguistic awareness, knowledge of the Process Approach to writing and accuracy in language convention use.

scholarly journals Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

2016 ◽  
Vol 9 (9) ◽  
pp. 52
Author(s):  
Chia-Pei Wu ◽  
Huey-Ju Lin
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Limited English Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Proficiency ◽  
Writing Anxiety ◽  
English Writing

<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.</p>

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

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 UNIVERSITY STUDENTS� NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA

2020 ◽  
Vol 8 (2) ◽  
pp. 31
Author(s):  
Ilham Ilham ◽  
Bachrudin Musthafa ◽  
Fazri Nur Yusuf
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Private University ◽  
English Language Teaching ◽  
Teaching Writing ◽  
English Department ◽  
Writing Courses ◽  
Writing Course ◽  
Grammar Knowledge

The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.

scholarly journals Process genre approach to L2 academic writing: An intervention study

XLinguae ◽  
2020 ◽  
pp. 30-51
Author(s):  
Svetlana Hanusova ◽  
Olga Dontcheva-Navratilova ◽  
Marie Lahodova Valisova ◽  
Marketa Matulova
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
English Language ◽  
Interdisciplinary Approach ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Writing Courses ◽  
Academic Texts ◽  
Writing Course

The paper presents the research study of academic writing of Czech university students in an English Language Teacher Education study program. The authors apply an interdisciplinary approach integrating the perspectives of linguistics and language pedagogy in the evaluation of the design of the Academic Writing course and its impact on the development of students’ academic writing skills. Adopting a process genre approach (Badger, White, 2000) to writing instruction as a key design principle, our study combines the genre analysis framework (Swales, 1990) and the intercultural rhetoric perspective (Connor, 2004) to design an innovated academic writing course for graduate students focusing on developing critical thinking skills and context-aware writing. The course, informed by an analysis of the academic writing needs of the students, aimed at familiarizing them with the rhetorical structure of academic texts with a focus on the genre of the Master’s thesis and at introducing them to the academic writing conventions in the area of soft sciences. Piloted in 2019, the course was implemented as a blended course, where the contact sessions were complemented by online support in VLE Moodle. Apart from analyses of written texts, classroom writing, and homework tasks, it also included discourse editing tasks and peerreviewing with peer-reviewer feedback and teacher feedback. We believe that our research findings will shed light on the potential of academic writing courses based on the process-genre approach to contribute to the enhancement of the quality of English academic texts by non-native academic writers, and specifically Czech graduate students.

scholarly journals EFFECT OF USING WEB-BLOG ON WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

2020 ◽  
Vol 8 (4) ◽  
pp. 336
Author(s):  
Taufik Arochman ◽  
Rolisda Yosintha
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
School Level ◽  
Control Group ◽  
Writing Ability ◽  
Central Java ◽  
Secondary School Level ◽  
Quasi Experimental

This study was aimed to find out the effectiveness of an intervention using a Web blog to enhance the academic writing of English Language Learners. It tries to reveal whether there is any effect in the writing ability of the students taught using Web blog (online) and that of those taught without using it (offline). This study was classified as quasi-experimental research. The sample of this research was 64 students of X Unggulan Classes (XU1 and XU2) at the secondary school level in central java. Class XU2 was chosen as the Experimental Group taught using Web blog media as the treatment employed, whereas Class XU1 as the Control Group, which was not given the treatment (employed other media). Between the beginning and the end of the study, they were given three months of treatment. The results showed that there was an important effect in the writing ability of the students taught using Web blog and that of those taught without using it. It can be seen in the result of the hypothesis testing that the t-observed (2.028) is higher than the t-table (1.671).

scholarly journals Metadiscourse Markers in Scientific Journal Articles

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Veronica Esti Nugrahani ◽  
Barli Bram
Keyword(s):  
Qualitative Research ◽  
English Language Learners ◽  
Discourse Analysis ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
Language Teaching ◽  
Scientific Journal ◽  
Special Edition ◽  
Journal Articles

This paper aimed to investigate the use of metadiscourse markers in scientific journal articles. Data of this qualitative research consisted of metadiscourse markers collected from eight journal articles of a special edition published by LLT Journal: A Journal on Language and Language Teaching.  The collected metadiscourse markers used in the journal articles were analyzed using discourse analysis based on ten metadiscourse marker categories. Results showed that the analysed journal articles contained 708 metadiscourse markers, with more interactive metadiscourse markers, reaching 529 occurrences, than interactional metadiscourse markers, occurring 179 times. Transitions, such as “but” and “thus”, with 249 occurrences, were the most frequently-used metadiscourse marker and boosters, such as “in fact” and “definitely”, with 24 occurrences, were the least productive marker.  Thus, readers can gain a better understanding of the use of metadiscourse markers when using English. It is expected that English language learners and instructors can benefit from the results of this study, particularly concerning the use of metadiscourse markers in academic writing. 

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