scholarly journals Perception on second language writing: Comparing two ESL learners

2014 ◽  
Vol 26 (2) ◽  
pp. 23-42 ◽  
Author(s):  
조영교
2020 ◽  
Vol 3 (7) ◽  
pp. 126-132
Author(s):  
Ryan P. Kabigting ◽  
Allan S. Gumangan ◽  
Dhonna P. Vital ◽  
Ella Shiela V. Villanueva ◽  
Evelyn S. Mosuela ◽  
...  

The study aimed at describing how L2 anxiety of writing affected the Filipino English as Second Language (ESL) learners’ ability in writing. It also showed the anxiety rates, foremost type; then, the learners’ writing ability. Thirty-three grade 10 ESL learners participated in. The utilization of Second Language Writing Anxiety Inventory (SLWAI) which was proposed by Cheng, and a written test as one of the requirements of their subject was done for data collection. 82% of learners marked high anxiety in writing, 18% was moderate anxiety, and none was recorded low anxiety. The leading type of anxiety in writing was cognitive; then the somatic; lastly, the avoidance behavior.  In the writing ability, learners were satisfactorily rated and male and female writing ability did not significantly differ. A negatively low correlated, inverse relationship of SLWAI and performance was found between anxiety in writing and Filipino ESL learners’ ability in writing using a second or foreign language. This implies that the greater the learners were anxious in writing, the lesser the achievement that a learner may have.


1993 ◽  
Vol 11 (1) ◽  
pp. 09 ◽  
Author(s):  
T. Sima Paribakht ◽  
Marjorie Bingham Wesche

How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.


2021 ◽  
Vol 5 (I) ◽  
pp. 330-350

The connection between reading and writing has been acknowledged since long and explored through comprehension-based learning activities but not investigated substantially through empirical research into task-based reading activities. This study was carried out to explore the link between task-based reading activities and improvement in ESL writing. The study was prompted by the need to inculcate the maximum level of writing proficiency in a limited time available for instruction in a 4 month semester. We experimented with introducing task-based critical reading to explore its impact on the ESL writing proficiency of Pakistani ESL learners at the undergraduate level with Computer Science as their major. Analyzing students’ pre-test and post-test scores using Wilcoxon signed-rank test and t-test revealed a significant improvement in the overall writing proficiency, content, organization, sentence structure (SS), grammar, punctuation, and spelling (GPS) of students. The findings have important pedagogical implications for improving the learners’ writing proficiency by integrating task-based reading activities in ESL teaching. The article also suggests some of the tasks that teachers can associate with reading in classrooms. It recommends making authentic reading material part of the ESL syllabus everywhere in the world in order to equip learners with better writing skills essential for success in all subjects, higher studies, and research. Keywords: Task-based language learning; proficiency; motivation; schemata; fluency; process-oriented approach; second language writing development


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