scholarly journals INVESTIGATING STUDENTS’ WRITING QUALITY WITH DIFFERENT PROFICIENCY LEVELS IN INTERACTION-BASED PAIR WORKS

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Erlik Widiyani Styati ◽  
Rojab Siti Rodliyah
Keyword(s):  
Language Learning ◽  
Private University ◽  
English Department ◽  
Writing Quality ◽  
Writing Classes ◽  
Essay Writing ◽  
Significant Difference ◽  
Working Together ◽  
Research Questions ◽  
Pair Work

Pair work, an activity involving learners working together in pairs, has been widely used in language learning, especially in writing classes. Many studies have reported the effectiveness of this technique in improving students’ writing. However, there is scarce research on how the factors like students’ proficiency and the level of interaction may affect the effectiveness of pair work. This study, therefore, aims at investigating whether or not there is a significant difference in students’ writing (1) between the high proficient students working in the dominant-dominant pairs (H-DDP) and those working in the dominant-passive pairs (H-DPP), and (2) between the low proficient students working in the dominant-dominant pairs (L-DDP) and those working in the dominant-passive pairs (L-DPP). The experimental research design was taken on. There were forty-eight students involved in this study. The students were the English Department of private University in Madiun, East Java, Indonesia. Independent t-test by using SPSS 18.0 version was chosen to answer the research questions. The results show that the high proficient students working in the dominant-dominant pairs (H-DDP) perform better writing on argumentative essay than the high proficient students in the dominant-passive pairs (H-DPP). The students can manage their writing on argumentative essay effectively. The students give feedback to help each other by giving assistance in argumentative essay writing. Then, there is no significant difference of the low proficient students working in the dominant-dominant pairs (L-DDP) and those working in the dominant-passive pairs (L-DPP). Moreover, high proficiency influences the students working in pair work to write argumentative essay. This implies that teachers should consider students’ proficiency and level of social interaction before assigning students into pairs in writing classes.

scholarly journals Language Learning Strategies and Students’ Performance in ESL Classrooms

2018 ◽  
Vol III (I) ◽  
pp. 17-38
Author(s):  
Arshad Ali Khan ◽  
Sayyed Rashid Ali Shah ◽  
Hussain Ahmad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Private University ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Significant Difference ◽  
And Performance

This study investigates the relation of language learning strategies, memory, cognitive, compensation, metacognitive, social and affective strategy with the language performance of undergraduate students in ESL classroom. Data from the sample of 97 male and 63 female learners in a private university was collected through Strategy Inventory for Language Learning (SILL) by Oxford (1990), which is based on 50 items on the pattern of five-point Likert scale. Students’ GPA scores were collected for the relevant course in order to examine language performance. For descriptive and inferential statistics, the data have been analyzed through SPSS 15.0. The results showed a significant difference between used language strategy and performance. The cognitive and memory strategies were more significant while social and affective strategies were least significant. The study also revealed that female students used strategies more than male students, however gender did not play any significant role in language performance.

scholarly journals Promoting Thai EFL Learners’ Ability to Self-correct Errors in Written English Sentences through Games

2020 ◽  
Vol 13 (6) ◽  
pp. 118
Author(s):  
Kanyakorn Sermsook ◽  
Jiraporn Liamnimitr ◽  
Vikrom Chantarangkul
Keyword(s):  
Language Learning ◽  
Learning Outcome ◽  
T Test ◽  
Average Score ◽  
Writing Classes ◽  
Efl Learners ◽  
English Writing ◽  
Paired Samples ◽  
Significant Difference ◽  
Language Classes

Games have been widely accepted as an effective tool for language learning. They help learners achieve better learning outcome and create a learning atmosphere which contribute to learners’ learning. The present study, hence, employed games to help EFL learners write better in English. In the present study, games were used to encourage Thai EFL learners to self-correct errors found in their English sentences. After five weeks of learning with games, the learners’ ability to self-correct errors was observed. Their posttest average score (x =18.65, S.D.=6.05) was higher than the pretest one (x =13.58, S.D.=6.45). The results from the paired samples t-test indicated a statistically significant difference at the 0.01 level which meant that games helped promote this group of learners to self-correct errors in written English sentences. Furthermore, the learners reported that they enjoyed English writing classes with games because they motivated them to learn English in a relaxing class. The learners’ good interaction and collaboration were also observed during the games. The findings from this study imply that games should be incorporated in language classes for learners’ positive learning outcome.

scholarly journals The Impact of Lexical Chunks Instruction in Developing Iraqi Students’ Writing Fluency

2019 ◽  
Vol 10 (5) ◽  
pp. 70
Author(s):  
Husam Mohammed Kareem Al-Khazaali
Keyword(s):  
Language Learning ◽  
Language Processing ◽  
Control Group ◽  
Writing Fluency ◽  
Essay Writing ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The aim of the present study is to examine experimentally the influence of using lexical chunks on the achievement of second-year-university students of English in the writing fluency. Lexical chunks, as the composites of form, meaning and function, stored and retrieved as a whole in brain, can release the language processing burden and improve the fluency and idiomaticity of language output. To accomplish this aim, the current study attempts to provide a reply for the following question: does drawing students’ attention to the lexical chunks frequently used in different positions help in better success in EFL descriptive essay writing lessons as contrasting to the presently applied method of teaching? Also two null hypotheses are planned. The first states that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the writing performance pretest. While the second one is that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the descriptive essay writing achievement posttest. The two groups pre-test post-test experimental design was adopted. After four weeks of instruction, the findings show that there is a significant difference between the experimental group and the control group in the post-test on the side of the experimental group. Accordingly, the main findings authenticated the first hypothesis of the study, but cancelled the second one. The control group gets the mean score 71.89 while the experimental group gets 76.53. This certainly implies that the use of lexical chunks as a language learning strategy gets better in students’ performance in writing fluency.

scholarly journals A Study on Mobile Language Learning Strategy of Non-English Majors in a Chinese Private University

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Yongjin Zhu ◽  
Han Cheng ◽  
Kaxi Hu
Keyword(s):  
Language Learning ◽  
Quantitative Study ◽  
Learning Strategy ◽  
Private University ◽  
Female Students ◽  
Moderate Level ◽  
Male And Female ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
English Major

This quantitative study investigated the mobile language learning strategy of non-English major students among a Chinese private university. A total 107 students were selected and the results showed that the students had a moderate level of mobile language learning strategy and in each sub-strategy. No significant difference was found in the uses of language strategy between the male and female students.

scholarly journals Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

RELC Journal ◽  
2020 ◽  
Vol 51 (1) ◽  
pp. 86-100
Author(s):  
YouJin Kim ◽  
Diane Belcher
Keyword(s):  
Language Learning ◽  
Social Practice ◽  
Meaning Making ◽  
Teaching Writing ◽  
Small Scale ◽  
Learning Context ◽  
Essay Writing ◽  
Multimodal Composing ◽  
Significant Difference ◽  
Effective Role

Over the past decade, digital multimodal composing (DMMC) in the language learning context has received growing attention. DMMC entails teaching writing as the social practice of meaning making using various semiotic tools (Siegal, 2012). Despite its potential benefits as a way to teach a meaning-making process in the current digitalized era, much concern regarding a lack of language focus has been expressed. The current small-scale exploratory study compared Korean EFL learners’ writing for DMMC and traditional essay writing in terms of syntactic complexity and accuracy as well as the learners’ perceptions of the two composing tasks. Using a within group comparisons design, 18 university students in Korea completed both DMMC and traditional writing on the same topic of their choice as a part of their required writing class. The findings revealed that traditional writing elicited syntactically more complex writing than DMMC using two measures (i.e. the number of words per T-unit, the number of clauses per T-unit). However, there was no significant difference in the accurate clause rate between the two conditions. Students had generally positive perceptions of DMMC, particularly regarding its effective role in meaning making. However, mixed perceptions were found in terms of helpfulness in improving writing skills. Pedagogical implications for English for academic purposes (EAP) contexts are discussed.

Comparing student-selected and teacher-assigned pairs on collaborative writing

2016 ◽  
Vol 21 (4) ◽  
pp. 496-516 ◽  
Author(s):  
Seyedeh Hamideh Mozaffari
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
High Performance ◽  
Collaborative Writing ◽  
Dyadic Interaction ◽  
Pair Group ◽  
Task Behavior ◽  
Significant Difference ◽  
Pair Work ◽  
Patterns Of Interaction

Despite the preponderance of theoretical and empirical evidence that suggests the use of pair/group work to promote second language learning, it is still unclear who can best form high performance groups. Should students be allowed to choose their working partners, or should teachers themselves assign students to pairs? This study set out to compare the nature of student-selected and teacher-assigned pairs while they were engaged in collaborative writing. All learner talk was audio recorded, transcribed and analysed for the quantity, type and resolution of language related episodes (LREs) as well as the patterns of dyadic interaction. Furthermore, the study examined the texts produced using both quantitative and qualitative measures. Our findings suggest that the teacher-assigned pairs generated significantly more LREs than the student-selected pairs, while there was no significant difference in the patterns of interaction between the two pairing methods. Meanwhile, the qualitative analysis of learner talk revealed a considerable amount of off-task behavior among the members of student-selected pairs. Moreover, as far as the outcome of pair work (collaborative writing) was concerned, the teacher-assigned pairs noticeably outperformed the student-selected pairs on measures of fluency and accuracy. Also, they produced significantly better texts in terms of organization, grammar and vocabulary.

scholarly journals Cohabitation Among University Students in Oyo State, South West Nigeria; Causes and Consequences: Implications for Counselling

2020 ◽  
Vol 9 (2) ◽  
pp. 140
Author(s):  
Anna Onoyase
Keyword(s):  
University Students ◽  
Unwanted Pregnancy ◽  
Private University ◽  
Test Method ◽  
Federal State ◽  
Financial Difficulties ◽  
South West ◽  
Significant Difference ◽  
Research Questions ◽  
Research Assistants

The investigator embarked on the research to find out the causes and consequences of cohabitation among university students in Oyo State, South-West Nigeria. In order to carry out the investigation, the researcher formulated two research questions and one hypothesis to guide the investigation. The researcher constructed an instrument known as “Cohabitation Among University Students, Causes and Consequences Questionnaire” (CAUSCCQ) to collect information from the respondents. The investigator carried out a reliability test of the instrument using the test re-test method. A reliability coefficient of 0.85 was obtained showing that the instrument was reliable to carry out the research. The items of the instrument had face and content validity as well as language appropriateness. The researcher used 3 research assistants to administer 271 copies of the instrument on the respondents. The research assistants retrieved 245 copies of the questionnaire. The researcher scored, collated and made use of the mean and standard deviation to answer the two research questions while one-way Analysis Of Variance ANOVA was used to test the hypothesis. The investigation revealed in Table 1 that some students cohabit because of high on-campus accommodation fee, with mean score of 2.79, some others cohabit due to financial difficulties in order to save on rent, food and other expenses and also as a result of their freedom from parental control and supervision. The research found out in Table 2 that one of the consequences of cohabitation is unwanted pregnancy with mean score of 3.52. The investigation also revealed in Table 2 that unwanted pregnancy may result into abortion with mean score of 3.49. Finally, the research found out that there is no significant difference among Federal, State and Private university student cohabiters in their assessment of the consequences of cohabitation. It is therefore recommended that Federal, State and Private owners of universities should put up adequate number of halls of residence for students.

scholarly journals Discourse Markers in Tertiary Level Students’ Essay Writing: Ability and Problems

2021 ◽  
Vol 5 (1) ◽  
pp. 01
Author(s):  
Winny Agustia Riznanda
Keyword(s):  
Language Learning ◽  
English Education ◽  
Discourse Markers ◽  
Tertiary Level ◽  
Writing Quality ◽  
Essay Writing ◽  
Writing Ability ◽  
Efl Students ◽  
Complicated Part ◽  
Academic Year

Writing is a fundamental, yet complicated part of language learning. In writing, Discourse Markers is an indispensable component of writing quality. The aim of the present study was to find out how Discourse Markers (DM) were applied to build coherence in EFL students’ essay writing and the problems encountered. Descriptive design was applied; analyzed 52 target DM and how they were used in 30 academic essay writing. The participants of the study were 30 students majoring in English Education of UIN Raden Fatah Palembang academic year 2019/2020. The results revealed that the participants employ 32 DM in 221 occurrences, in which 102 occurrences were inappropriately used. The problematic matters cover non-equivalent exchange (52 occurrences), and overuse (48 occurrences). Despite their awareness of the importance of DM to assure the coherence of their essays, they need to develop their ability to use DM correctly and efficiently to make their writing connected more logically. Keywords: discourse markers, coherence, essays.

Digital Photographs As Authentic Materials In Teaching Writing

2017 ◽  
Vol 1 (3) ◽  
pp. 70
Author(s):  
Erlik Widiyani Styati
Keyword(s):  
Teaching Writing ◽  
Control Group ◽  
English Department ◽  
Writing Quality ◽  
Authentic Materials ◽  
Digital Photograph ◽  
Digital Photographs ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

<p>Digital photograph is one of the authentic materials which can be used in the classroom. It is the genuine material designed to help the students in writing process. It is not in the form of printed photograph but in the electronic form. In this study, digital photographs were used to help the students in writing paragraph. It aimed at investigating the use of digital photographs in paragraph writing on the students’ writing quality. The research was conducted by using quasi-experimental design. The students were given the treatment by using digital photographs and the other group was not given the treatment by using digital photographs. The subjects of the research were the second semester students of the English Department, IKIP PGRI Madiun. The students in the experimental group were assigned to write a paragraph by using digital photographs, while those in the control group were assigned to write a paragraph without digital photograph. The data were analyzed by utilizing t-test. The result of the study showed that there was a significant difference between the students who wrote paragraph supplied with the digital photographs and those who wrote paragraph without using digital photographs. It could be shown that digital photographs had a significant effect on writing quality.</p><p> </p><strong>Keywords: </strong><em>writing, authentic materials, digital photographs.</em>

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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