scholarly journals Investigating EFL Learners’ Engagement in Writing Research Papers

2021 ◽  
Vol 11 (11) ◽  
pp. 1396-1404
Author(s):  
Rungkarn Pratumtong ◽  
Paweena Channuan ◽  
Wannaprapha Suksawas
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Appraisal Theory ◽  
Research Report ◽  
Research Papers ◽  
Efl Learners ◽  
Report Writing ◽  
Writing Class ◽  
Writing Research ◽  
Literature Reviews

This study explores voices from an Appraisal Theory perspective (Martin & White, 2005). It aims to investigate how novice English as a Foreign Language (EFL) research writers deploy Engagement resources to review existing literature in the field. The study is based on a corpus of literature reviews from 25 research articles written by Thai undergraduate students enrolled in a research report writing class. Findings show that the writers demonstrated a strong preference to engage readers in the writers’ justification of knowledge. The results revealed that Entertain, Acknowledge, and Counter resources were most often used in the articles. By contrast, novice research writers, to some extent, convince readers of their perspectives by using bare assertions without reference to other voices. It may be assumed that second language (L2) novice research writers are aware of the need to engage with readers and to strategically construe dialogic divergences in their written works.

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals Information Literacy and Retention: A Case Study of the Value of the Library

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
Amy Jo Catalano ◽  
Sharon Rose Phillips
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Career ◽  
Outcome Data ◽  
Research Papers ◽  
Writing Research ◽  
Library Resources ◽  
The Impact

Objective - The authors investigated the impact of library instruction on information literacy (IL) skills as part of ACRL’s AiA initiative. Additionally, the researchers sought to determine whether there was a relationship between IL tests scores and research experiences with student success outcomes such as retention. Methods - The researchers administered a standardized IL test to 455 graduate and undergraduate students in multiple disciplines. They then collected outcome data on GPA, retention, and graduation three years later. Results - While there were no significant differences between those students who had instruction and those who did not on the IL test, a regression analysis revealed that experience writing research papers that required library resources and an individual’s use of library books throughout their academic career demonstrated significant, positive relationships with whether a student passed the information literacy test. Additionally, using the longitudinal data on GPA, retention, graduation, and employment, the researchers found that students’ IL scores were significantly correlated with their GPAs, and that students who passed the IL test were more likely to be retained or graduate within six years. Conclusion - The ability to demonstrate IL skills appears to contribute to retention and graduation and, therefore, may be an integral part of one’s academic success. Further, experience writing research papers and other meaningful assignments contributes to student success.

scholarly journals The construction of authorial voice in writing research articles: A corpus-based study from an APPRAISAL theory perspective

2018 ◽  
Vol 18 (2) ◽  
pp. 53-75
Author(s):  
Weiyu Zhang ◽  
Yin Ling Cheung
Keyword(s):  
Second Language Writing ◽  
Research Articles ◽  
Appraisal Theory ◽  
Writing Research ◽  
Literature Reviews ◽  
Language Writing ◽  
Post Hoc ◽  
Published Research ◽  
Authorial Voice ◽  
One Way Anova

This study explores voice from an APPRAISAL theory perspective. It aims to investigate how published research writers deploy ATTITUDE and GRADUATION resources to review existing literature in the field. The study is based on a corpus of literature reviews (LRs) from 204 research articles (RAs) in computer networks and communications (CNC) and second language writing (SLW). Findings show that 1) writers demonstrate a strong preference to express their attitude through APPRECIATION rather than AFFECT and JUDGEMENT resources; 2) more FORCE than FOCUS resources are used to upgrade attitudinal meanings realized through ATTITUDE resources or to evoke APPRECIATION; and 3) one-way ANOVA and post hoc tests have detected significant differences in the use of AFFECT and JUDGEMENT resources and in two sub-categories of FORCE and FOCUS resources. The study contributes to new knowledge by relating ATTITUDE and GRADUATION resources to the construction of voice in the disciplines of CNC and SLW.

scholarly journals An Analysis of Lexical Cohesion on the Students’ Writing

2021 ◽  
Vol 2 (2) ◽  
pp. 62-67
Author(s):  
Usman Sidabutar
Keyword(s):  
Writing Quality ◽  
Research Papers ◽  
Advanced Level ◽  
Writing Ability ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
English Writing ◽  
Writing Problems ◽  
Writing Research

This research aims at finding lexical cohesion in high and low-graded lexical cohesion types on the students' narrative writing. The researcher wants to reveal the reasons why the writing problems exist in lexical cohesion and also to find out what way that the students will use to solve the lexical types in writing narrative text. The present research uses the types of lexical cohesion as proposed by Halliday and Matthiensen (2014). The lexical cohesion items consist of repetition, synonymy, antonymy, hyponymy, and meronymy. The data of this research are derived from students' writing through writing research papers. This research was conducted in qualitative.  The results show that repetition becomes the highest occurrence in the students' writing as there are 240 occurrences (64%) in total types of lexical. Nevertheless, the least kind of lexical cohesion is hyponymy. There are only 20 occurrences (6, 6%). It can be seen that the meaning relation in the text occurs among the six types of lexical cohesion to make cohesive text. Besides that, the context of the text itself also refers to coherent text. It means that the text should consist of interrelated sentences to achieve good unity. Both are related to each other in creating well-structured text.  The students were sometimes difficult to connect one word with other words. There might be a reluctance of translating the classification of the real words of EFL. Pedagogically, the students need to get studying vocabularies professionally to upgrade the stage of English into an advanced level especially in teaching English writing ability. It was recommended to teachers or lecturers to take an in-depth look at the EFL learners' problems in writing English more than and the English lecturers practice the prompt way to master vocabulary as the core of enhancing the writing quality

scholarly journals ASSESSMENT RUBRIC FOR RESEARCH REPORT WRITING: A TOOL FOR SUPERVISION

2021 ◽  
Vol 18 (No.2) ◽  
pp. 1-43
Author(s):  
Nurliyana Bukhari ◽  
Jamilah Jamal ◽  
Adibah Ismail ◽  
Jauriyah Shamsuddin
Keyword(s):  
Undergraduate Students ◽  
Structured Interview ◽  
Research Report ◽  
Research Writing ◽  
Constructive Learning ◽  
Report Writing ◽  
Literature Searches ◽  
Thesis Writing ◽  
Input Sharing ◽  
Assessment Rubric

Purpose – Assessment rubric often lacks rigor and is underutilized. This article reports the effectiveness of the use of several assessment rubrics for a research writing course. Specifically, we examined students’ perceived changes and observed changes in their Chapter 1 thesis writing as assessed by supervisors using an existing departmental rubric and a new task-specific rubric. Methodology – Using action research methodology, two of the authors played active roles as the course supervisors, i.e., the practitioners. Two final year undergraduate students from a communication department (one from each supervisor) participated by writing three drafts of the first chapter of their research: (1) without a rubric, (2) with an existing departmental rubric, and (3) with a revised rubric. We collected artefacts of students’ writing drafts; students’ interviews; and supervisors’ reflections over the course of four months. We employed content analysis to evaluate students’ writing, while thematic analysis to analyze the students’ semi-structured interview and supervisors’ reflections. Findings – The findings suggest substantial improvements between the three drafts of students’ writing. Each student-supervisor pair acknowledged the improvements in the student’s writing after the introduction of the departmental rubric. With the newly revised rubric, they noted additional and more specific improvements especially in the scope of literature searches, problem statements, formulation of research questions, and operational definitions of variables; more generally, they also indicated improvements in the clarity of writing by using examples and providing relevant explanations tailored to the research topics. Significance – With effective scaffolding in supervision, students will regulate their learning and assess the quality of their own research report writing. We demonstrated the importance and benefits of a properly designed and validated rubric tailored to the program and course objectives to help students improve their writing drafts. Collective collaboration and input-sharing from faculty and instructors in developing and improving a rubric specific to the course and program objectives will produce quality assignments, provide constructive learning experiences for students, and achieve better grading for the program and department.

scholarly journals METADISCOURSE MARKERS WRITTEN IN INTRODUCTION SECTION OF FINAL PROJECT OF UNIMUS EFL LEARNERS

2019 ◽  
Vol 7 (2) ◽  
pp. 109
Author(s):  
Siti Aimah ◽  
Dodi Mulyadi ◽  
Muhimatul Ifadah
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Research Method ◽  
Quantitative Research ◽  
Efl Learners ◽  
Qualitative And Quantitative ◽  
Final Project ◽  
Interactive Resources

Metadiscourse marker is one of determining indicators of the quality of the writers� writing. Metadiscourse markers enable the writers to interact with the readers effectively. What commonly happens to many undergraduate students studying English as a foreign language is that they are not able to develop an engagement between themselves, their texts, and their readers. Thus, this study investigates the types of metadiscourse markers used by Unimus EFL learners in final project introduction sections, and markers that are frequently used by them in their writing. By using qualitative and quantitative research method, seven introduction sections of final project of Unimus EFL learners focusing on qualitative and qualitative research methods were chosen purposively. As result, the study revealed that in writing introduction sections, the students used various metadiscourse markers, including interactive resources (transitions, frame markers, endophoric markers, evidentials, and code glosses) and interactional resources (hedges, boosters, attitude markers, engagement markers, and self-mensions). Among those categories, interactive resources were found to be frequently used by the learners rather than interactional resources. It means that the writers tended to give attention to and guided the readers through the text by establishing their interpretations explicitly rather than involving the readers in the argument through the use of markers in interactional dimension.

scholarly journals The Anti-language in the English as a Foreign Language Curriculum

2020 ◽  
pp. 47-61
Author(s):  
Silvana Neshkovska
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Word Formation ◽  
Formation Processes ◽  
Main Hypothesis ◽  
Language Curriculum ◽  
Efl Learners ◽  
University Studies ◽  
Salient Features ◽  
Made In

The aim of this paper is to raise awareness of the significance of slang in educating well-rounded EFL learners. The study, first, uncovers the most salient features of slang, distinguishing it from jargon, argot, cant, etc. It also discusses the reasons why slang springs to life; the users of slang and functions it performs, as well as the word-formation processes employed in its creation.The paper further investigates the familiarity of Macedonian undergraduate students of English with currently relevant English and American slang, the main hypothesis being that they lack knowledge of slang due to insufficient exposure and instruction. The instruments used are a questionnaire and a quiz comprising 60 slang terms, intended to inspect informants’ knowledge of slang.The results obtained from this research confirm that slang is disregarded in EFL acquisition, and that no steady progress is made in the students’ knowledge of slang in the course of their university studies.

scholarly journals Examining Levels and Factors of Speaking Anxiety among EFL Libyan English Undergraduate Students

2018 ◽  
Vol 7 (5) ◽  
pp. 47
Author(s):  
Abdalaziz M. Toubot ◽  
Goh Hock Seng ◽  
Azizah Binti Atan Abdullah
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Self Confidence ◽  
Confidence Factor ◽  
High Level

This study aims at investigating EFL the fourth-year students’ level of speaking anxiety. Also, the study investigates the main three factors (communication apprehension, fear of negative evaluation and low self-confidence) that contribute to increasing speaking anxiety among EFL learners. The Foreign Language Speaking Anxiety Scale (FLSAS) has been adapted to collect quantitative data and specifically measure speaking anxiety. The sample of this study was 300 fourth-year English department students at three universities in Libya. The findings of this study revealed that students experienced a moderate to high level of EFL speaking anxiety. Additionally, the findings of the study revealed that the low self-confidence factor received the highest average followed by fear of negative evaluation, and communication apprehension factors.

scholarly journals Learning styles and vocabulary learning by Iranian undergraduate EFL learners

2021 ◽  
Vol 11 (4) ◽  
pp. 176-185
Author(s):  
Ali Panah Dehghani
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Test ◽  
Validity And Reliability ◽  
Efl Learners ◽  
Auditory Learners ◽  
Kinaesthetic Learning

Each English as a foreign language (EFL) learner may have a particular learning style which may affect the mastering of new language skills and components, one of which is vocabulary. The current study aims to find out the preferred learning style(s) of Iranian undergraduate EFL learners and their achievement in the vocabulary test. Forty-four undergraduate students took part in the study. visual, auditory, reading/writing and kinaesthetic learning style questionnaires and the teacher developed test of vocabulary were used in this study. The validity and reliability of the learning style questionnaire and the teacher developed test of vocabulary were determined. The data were collected and analysed using appropriate statistical analyses including descriptive statistics and one way analysis of variance. The results indicated that the participants were mainly auditory learners. Moreover, it was found that visual and multimodal learners had the best performances on the vocabulary test.   Keywords: Learning style, vocabulary learning, undergraduate EFL learners.

scholarly journals Rhetorical Perspectives of Undergraduate Students’ Thesis Abstracts

2017 ◽  
Vol 10 (2) ◽  
pp. 157
Author(s):  
Siyaswati Siyaswati ◽  
Dyah Rochmawati
Keyword(s):  
Professional Development ◽  
Present Article ◽  
Undergraduate Students ◽  
Academic Research ◽  
Research Articles ◽  
Research Report ◽  
Frequency Of Occurrence ◽  
Purposive Sampling ◽  
Report Writing ◽  
The University

The present article aims at describing the students’ theses abstracts viewed from the rhetorical perspectives. It examines whether the abstracts provided in the university website include the essential rhetorical moves and whether the moves are presented in the sequence according to Hyland’s five-move classification (Introduction, Purpose, Method, Product, and Conclusion) of rhetorical moves. Eighty abstracts of the research articles written by the students were collected using purposive sampling. The frequency of occurrence of each move was statistically calculated and tallied. Two ESL (English as a second language) researchers validated the data classification. The findings revealed that 53.75% of the abstracts were found out to be written in accordance with the structure. Most abstracts give information on the purpose, methodology, and findings of the associated article. About half of the articles omit introduction of the topic and discussion of the findings. Moves “product” and “conclusion” were missing in a few abstracts. The students’ lengthy “introduction” move and over brief “product” move were found in most abstracts. Some rhetorical moves appeared to have higher incidence of occurrences than the others. The findings lend further insights into the needs of professional development among academics, particularly in academic research report writing.  Keywords: rhetorical moves, student’s article abstracts  INDONESIAN ABSTRACT Artikel ini bertujuan untuk mendeskripsikan abstrak skripsi mahasiswa dilihat dari sudut pandang retorik- meneliti apakah abstrak-abstrak tersebut memiliki ‘rhetorical moves’ yang esensial dan apakah ‘rhetorical moves’dipresentasikan dalam urutan sesuai dengan klasifikasi lima langkah Hyland (Pendahuluan, Tujuan, Metode, Produk, dan Kesimpulan) gerakan retoris. Delapan puluh abstrak artikel penelitian yang ditulis oleh siswa dikumpulkan dengan menggunakan purposive sampling. Frekuensi terjadinya setiap ‘move’ dihitung. Dua peneliti ESL (bahasa Inggris sebagai bahasa kedua) memvalidasi klasifikasi data. Temuan menunjukkan bahwa 53,75% abstrak ditemukan ditulis sesuai dengan strukturnya. Sebagian besar abstrak memberikan informasi tentang tujuan, metodologi, dan temuan dari artikel yang terkait. Sekitar setengah dari artikel menghilangkan pengenalan topik dan diskusi tentang temuan. Tidak terdapat Move "produk" dan "kesimpulan" dalam beberapa abstrak. Ditemukan pula move "pengantar" yang panjang dan "produk" yang singkat pada kebanyakan abstrak. Beberapa move tampaknya ditemukan lebih banyak daripada yang lain. Temuan ini memberikan wawasan lebih lanjut mengenai kebutuhan pengembangan profesional di kalangan akademisi, terutama dalam penulisan laporan penelitian akademis.Kata kunci: Rhetorical Moves, Abstrak  Skripsi  Mahasiswa 

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