A Case Study of Grammatical Analysis and Corrective Feedback on Korean EFL Students’ Diary Writing

2020 ◽  
Vol 52 ◽  
pp. 203-235
Author(s):  
Min Jung Kim
Keyword(s):  
Corrective Feedback ◽  
Grammatical Analysis ◽  
Diary Writing ◽  
Efl Students

Introduction to Confucian Psychology: Background, Content, and an Agenda for the Future

2021 ◽  
pp. 097133362199044
Author(s):  
James H. Liu
Keyword(s):  
Self Reflection ◽  
Highly Educated ◽  
Beneficial Effects ◽  
New Confucianism ◽  
Diary Writing ◽  
Confucian Philosophy ◽  
Zeng Guofan ◽  
Mental And Physical Health ◽  
Background Content

Psychology has a pervasive but shallow engagement with Confucian philosophy, mainly referencing its popular form as a part of Chinese tradition. This special issue takes a more systematic view of Confucianism as comprehensive philosophy. Drawing from New Confucianism, it is argued that the signal contribution of Confucianism to psychology as human (rather than natural) science is an ontology of the moral mind (heaven and humanity in union). This holistic ontology makes the cultivation of benevolence (仁) a lifelong mission for Confucianists. Practices of self-cultivation are exemplified by a case study of Zeng Guofan, a Qing Dynasty official and scholar, who combined academics, calligraphy, meditation, diary writing and self-reflection to refine his character, nurture and educate his family, and be of service to society. Second, Confucianism’s traditional lack of interest in epistemology is addressed through the complementary (dialectical) principle of ‘one principle, many manifestations’, where methods of Western science can be incorporated into the investigation of practices such as brush calligraphy that are shown to have beneficial effects on mental and physical health. Confucianism can also be treated as an object of scientific inquiry: We find that even among highly educated Chinese people, understanding of Confucianism today is mostly fragmented and abstract. Confucian Psychology can be summarised as a psychology of aspirations for bettering the condition of humanity through character development and greater awareness of the situation to realise the endowment of moral mind. Finally, there are deep connections between Confucian and Indian psychology—both involve height psychology, a psychology of aspirations and for spiritual transformation.

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

2017 ◽  
Vol 9 (3) ◽  
pp. 186
Author(s):  
Sependi Napitupulu
Keyword(s):  
Undergraduate Students ◽  
English Literature ◽  
Phrasal Verbs ◽  
Efl Students ◽  
Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.   

scholarly journals Reading Accuracy in EFL Students with a Transparent L1 Background – a Case Study from Poland

2015 ◽  
Vol 1 (2) ◽  
pp. 35-40
Author(s):  
Monika Łodej
Keyword(s):  
Foreign Language ◽  
Reading Ability ◽  
Mother Tongue ◽  
Regular Instruction ◽  
Language Competence ◽  
L2 Reading ◽  
Reading Accuracy ◽  
Efl Students ◽  
L1 And L2

Research indicates that L2 reading competence is influenced by L1 reading ability, L2 proficiency, and L2 decoding competence. The present study investigates the significance of two variables, regularity and frequency, in relation to English as a Foreign Language (EFL) reading accuracy in students with a transparent L1. Fifteen 6th grade students in their sixth year of regular instruction in English took part in this study. Their mother tongue is Polish whereas English is their foreign language; thus, their language competence in L1 and L2 differs substantially. The research design followed Glusko (1979), Plaut (1996), and Wang and Koda (2007). There are four sets of real words. Two features of real words are manipulated for regularity and frequency. The study reveals that both conditions of script, regularity and transparency, affect reading accuracy in EFL students. However, the dimension of regularity is a stronger predicator of accuracy than the frequency with which the students encounter a word. From the pedagogical perspective, the collected data supports the use of structured reading instructions in the EFL classroom in order to restrain negative transfer of L1 to L2 reading strategies.

scholarly journals TESTING THE PSYCHOLOGICAL REALITY OF PARALLEL STRUCTURE WITH SERBIAN EFL STUDENTS: A CASE STUDY OF “NOT ONLY … BUT ALSO”

2018 ◽  
pp. 039
Author(s):  
Vladimir Figar
Keyword(s):  
Reaction Time ◽  
Cognitive Status ◽  
Parallel Structure ◽  
Response Accuracy ◽  
Psychological Reality ◽  
Grammaticality Judgments ◽  
Efl Students

The paper aims to explore the cognitive status of the correlative conjunction ‘not only … but also’ on a sample of advanced Serbian EFL students. The experiment is based on grammaticality judgments, and it utilizes a reaction time (RT) study, coupled with the moving screens paradigm. Stimuli (sentences) have been constructed based on the most frequent errors identified in students’ exams. Sentences containing errors related to faulty parallelism are presented word-by-word, with a mask, using the Open Sesame software. Increased RTs are understood as correlates of processing difficulties, and in addition to RTs, response accuracy was also recorded. The results show that in the majority of cases a lag in RT occurred precisely in the error position, and such delays were directly connected to sudden drops in the number of accurate responses.

scholarly journals WRITTEN CORRECTIVE FEEDBACK IN WRITING SKILL: A BRIEF REVIEW

2021 ◽  
Vol 4 (2) ◽  
pp. 209
Author(s):  
Setiyowati Setiyowati ◽  
Hanna Sundari
Keyword(s):  
Thematic Analysis ◽  
Corrective Feedback ◽  
Research Papers ◽  
Treatment Length ◽  
Written Corrective Feedback ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
Analysis Design ◽  
Review Study

<p>The study presented here includes collectively selected research papers that emphasize written corrective feedback, particularly Direct Written Corrective Feedback and Indirect Written Corrective Feedback. Writing is considered the most challenging task for students because writing needs the student's creativity to form ideas of their minds into a form of a text. Some difficulties that EFL students in writing usually find are the lack of the knowledge to choose the appropriate vocabulary, and they also have some problems in grammar and syntax. To overcome these, Written Corrective Feedback (WCF) has been used widely to show students grammatical errors in EFL students' writing works and help EFL students minimize their errors. The Written Corrective Feedback also shows students' performance in enhancing their writing accuracy. Five selected research papers have been selected to give some enlightenment about the effectiveness of Written Corrective Feedback. The feedback was given by EFL teachers and lecturers who teach in Indonesia, China, Iran, Malaysia, and Thailand. The method that is used in this literature review study is thematic analysis design. These are divided into five themes. The themes are Participants, Treatment, The Treatment Length, Instruments and Writing Prompt, and The Effectiveness of The Written Corrective Feedback. The findings reveal various results in the use of Direct Written Corrective Feedback and Indirect Written Corrective Feedback.</p>

scholarly journals Toward an Intercultural Rhetoric: Improving Chinese EFL Students’ Essay Writing through Outline Writing

2019 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Academic Writing ◽  
Translation Studies ◽  
Target Language ◽  
Essay Writing ◽  
Intercultural Rhetoric ◽  
Efl Students ◽  
Main Ideas ◽  
English Academic Writing ◽  
Chinese And English

This study explores the effects of teaching EFL students to use an outline in their English essays. The researchers maintain that using outlines can raise students’ awareness of different audience expectations embedded in the rhetoric of the target language (English) and culture and can improve their English academic writing. The study was based on a four-week long case study at a university in Xi’an, China, in which 24 Chinese EFL students at the College of Translation Studies participated. A discourse analysis was conducted by comparing the Chinese EFL students’ English essays produced at the beginning of the study with those produced at the end of the study after learning and practicing outlining for writing the English essays. Email inquiries were used for understanding the participants’ viewpoints on learning how to write English essay outlines. The findings reveal that teaching EFL students to use outlining in their English essays is an effective way to help them improve their essay writing. Not only can it enhance the students’ understanding about using the English thesis statements, but it can also help improve the use of related, logical, and specific detailed examples to support the main ideas in their essays. The email inquiries also revealed that the students believe that outline learning helped them to understand the differences between Chinese and English essay writing. The implications of the study for intercultural rhetoric are also discussed.

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