scholarly journals The Effect of General and Specific Topics on Writing Performance of EFL Students

2013 ◽  
Vol 16 ◽  
pp. 63-72
Author(s):  
Hussein Meihami ◽  
Bahram Meihami
Keyword(s):  
Balance Sheet ◽  
Accounting Students ◽  
English Learning ◽  
Learning Program ◽  
Specific Knowledge ◽  
Efl Writing ◽  
Writing Performance ◽  
Efl Students ◽  
Writing Tests ◽  
Topical Knowledge

This paper describes a study exploring the effect of topical knowledge on writing performance of EFL students. A total of 158 accounting students of Islamic Azad University of Hamedan Branch in two levels of proficiency, intermediate and advanced, participated in this study. They were voluntarily participated in an English Learning Program provided by Islamic Azad University. At the end of the program, each student was required to write two essays: one that requires general knowledge of students about their opinion on continuing their education in university and the other that requires them to use their specific knowledge and write about preparing of balance sheet in accounting. After the results were manifested, writing on the specific topic yielded lower scores on accuracy, poor organization, and weak idea development and concluding paragraph. In this research there was an interview with students to figure out about their opinion of these two prompts. 24 students participated in this interview who were all agree that the prompt that required them to use specific knowledge of their major was much more challenging than the general prompt. This research results show the importance of preparing and developing appropriate prompts for EFL writing tests.

scholarly journals EFFECTS OF TASK COMPLEXITY ON CHINESE EFL WRITING

2021 ◽  
Vol 4 (2) ◽  
pp. 77-80
Author(s):  
Hui Liu
Keyword(s):  
High School ◽  
High School Students ◽  
Task Complexity ◽  
Senior High School ◽  
School Students ◽  
Efl Writing ◽  
Writing Performance ◽  
Syntactic Structures ◽  
Efl Students ◽  
Senior High School Students

The current study explores the effects of task complexity on senior high school students’ writing performance. The participants were 60 Chinese senior high school EFL students. The variable of task complexity is based on the combination of reasoning demands and prior knowledge aspects and the writing performance is measured by syntactic complexity. The results show that the participants produced more complex syntactic structures in task with higher complexity. Meanwhile, the participants’ perception of task complexity can influence the production of writing.

scholarly journals The Impacts of Collaborative Writing on EFL Students’ Paragraph Writing Performance

2021 ◽  
pp. 177-190
Author(s):  
Thao Thu Thi Nguyen ◽  
Hoang Yen Phuong
Keyword(s):  
High School ◽  
Collaborative Writing ◽  
School Context ◽  
Mekong Delta ◽  
Structured Interviews ◽  
Writing Performance ◽  
English Writing ◽  
Efl Students ◽  
Writing Tests ◽  
Learning English

In Vietnam, writing is considered the most challenging skill by English as a Foreign Language (EFL)students. These students encounter various kinds of problems in their writing process, from generating ideas to revising their tasks. Previous studies reveal that collaborative writing could bringstudents numerous benefits regarding their writing performance. The present study was conducted to examinethe impacts of collaborative writing on EFL students’ paragraph writing performance and investigate their attitudes toward using collaborative writing in learning English writing. This research followed a mixed-method design, which lasted 15 weeks and was conducted with the participants of 80 EFL tenth-grade students in a high school context. Three research instruments namely the writing tests (pre-and post-test), questionnaires, and semi-structured interviews were employed in this study. The findings showedan improvement in EFL students’ paragraph writing performance after they had experienced collaborative writing. Moreover, the majority of EFL students also showed their highly positive attitudes towards using collaborative writing in learning English writing. Finally, the suggested pedagogical implications of using collaborative writing in learning English writing are hoped to contribute to the innovation of teaching writing in the context of high school in the Mekong Delta of Vietnam.

scholarly journals Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

2021 ◽  
Vol 11 (1) ◽  
pp. 104-124
Author(s):  
Chan Hum
Keyword(s):  
Group Discussions ◽  
Writing Assignments ◽  
Efl Writing ◽  
Effective Feedback ◽  
Self Evaluation ◽  
Writing Class ◽  
Efl Students ◽  
Writing Accuracy ◽  
Writing Tests ◽  
Evaluation Survey

Research of conference feedback on EFL students' writing accuracy is a vital issue; however, it has never been conducted in Cambodia. This study was carried out to fill this void by investigating conference feedback to improve students' writing accuracy in four categories: semantic, grammatical, mechanic, and lexical features. It also explored the students' perceptions of the feedback in the context of EFL writing class. One class, with twelve students, from 18 to 25 years of age, with a ratio of 8:4 women: men, was purposively chosen for the study which was designed in two cycles, each with eight steps. Data were collected from the writing tests, writing assignments, students' self-evaluation survey, and focus-group discussions. Findings revealed that conference feedback had improved students' writing skills by allowing them to use correct grammar and expressions. The feedback has also developed students' engagement in the writing process. It also proposed a pedagogical implication that effective feedback through a conference approach depends to a great extent on the knowledge and experience of the teacher, classroom resources, and interactions between the teacher and the student.

scholarly journals Using Habits of Mind to Develop EFL Writing Skills and Autonomy

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Aly A. Koura ◽  
Faten A. Zahran
Keyword(s):  
Performance Test ◽  
Writing Skills ◽  
Habits Of Mind ◽  
Control Group ◽  
Efl Writing ◽  
Writing Performance ◽  
Scale Scores ◽  
Efl Students ◽  
And Control ◽  
The Impact

The main purpose of this study was to determine the impact of habits of mind (HoM) based strategies on students’ writing skills and autonomy. Questions formulated to achieve the purpose of the study focused on. (1) Determining the habits of mind suitable for EFL students. (2) Finding out differences in both English as a foreign language (EFL) students’ writing performance test regarding experimental and control group. (3) Finding out differences in both EFL students’ autonomy scale of experimental and control group. Thirty three EFL students constituted the sample for this study and four instruments-designed by the researchers- were used for data collection. Results indicated that students of experimental group outperformed their counterparts of the control group in EFL writing performance test and autonomy scale scores. The effect of using HoM on students writing skills and autonomy was profound and significant.

scholarly journals Effectiveness of Systemic Text Analysis in EFL Writing Instruction

2016 ◽  
pp. 11-33
Author(s):  
Ender Velasco Tovar
Keyword(s):  
Adult Students ◽  
Text Analysis ◽  
Research Study ◽  
Efl Writing ◽  
Writing Performance ◽  
Proposed Model ◽  
Before And After ◽  
Efl Students ◽  
Efl Writing Instruction ◽  
Positive Effect

This action research study investigates the effectiveness of a model based on the theory of systemic text analysis for the teaching of EFL writing. Employing students’ pieces of writing and a teachers’ survey as data collection instruments, the writing performance of a group of monolingual intermediate level adult students enrolled on a private EFL school in Bogota, Colombia was gauged before and after the model implementation. The results suggest that the proposed model is somewhat effective for the teaching of factual EFL writing and that it has a seemingly positive effect on the writing performance of EFL students in terms of cohesion and coherence at the paragraph level.

The Influence of Blended Learning on EFL Students' Writing Apprehension and Writing Performance: A Qualitative Case Study

2016 ◽  
Vol 1 (2) ◽  
pp. 253
Author(s):  
Ala’a Ismael Challob ◽  
Nadzrah Abu Bakar ◽  
Hafizah Latif
Keyword(s):  
Blended Learning ◽  
Online Discussion ◽  
International Schools ◽  
Structured Interview ◽  
Learning Activities ◽  
Writing Apprehension ◽  
Efl Writing ◽  
Writing Performance ◽  
Efl Students

This case study attempts to investigate the usefulness of using the blended learning approach on EFL students' writing apprehension and their improvement in writing performance. Twelve male secondary school students enrolled in Class Ten in one of the International Schools in Malaysia participated in the 13-week study. Data collection instruments were pre and post-study semi-structured interview and pre and post-study descriptive writing tasks. The data gained from these instruments were analyzed qualitatively using thematic analysis of students' responses to the interview questions and content analysis for their pre and post writing tasks. Students were encouraged to do the different writing stages in three collaborative groups in face-to-face class setting and online writing learning activities via the class blog and online discussion via Viber groups. Analysis of the qualitative results indicated that there is a remarkable improvement in students' writing apprehension. Results also showed that students experienced improvement in their writing ability and performance as a whole and in the various macro and micro aspects of EFL writing. The study concluded that integrating online discussion and learning activities with in-class learning activities in an EFL writing context enhances students' positive feelings towards writing, decreases their writing apprehension and improves their writing performance.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

The Effect of a Blended English Learning Program of CDI on Students’ Achievement

2009 ◽  
Vol 64 (4) ◽  
pp. 181-201 ◽  
Author(s):  
Hoo-Dong Kang ◽  
박명수 ◽  
AhnByungkyoo ◽  
Kiwan Sung
Keyword(s):  
English Learning ◽  
Learning Program

Jones Enterprises Real Estate Investment Trust: Comparing U.S. and Canadian Acquisition Accounting, Balance Sheet and Security Commission Reporting, and Initial Public Offering Location

2018 ◽  
Vol 33 (2) ◽  
pp. 35-42
Author(s):  
Natalie Tatiana Churyk ◽  
Alan Reinstein ◽  
Lance Smith
Keyword(s):  
Real Estate ◽  
Initial Public Offering ◽  
Financial Reporting ◽  
Balance Sheet ◽  
Accounting Students ◽  
Real Estate Investment ◽  
Generally Accepted Accounting Principles ◽  
Balance Sheets ◽  
Advantages And Disadvantages ◽  
Public Offering

ABSTRACT Based on a Big 4 real estate audit partner's client, this case introduces graduate research and advanced financial accounting students to acquisition accounting under U.S. generally accepted accounting principles (GAAP) and International Financial Reporting Standards (IFRS), provides a perspective on real estate investment trusts (REITs), and requires analyzing a U.S. versus Canadian (Ontario) initial public offering (IPO). Students list U.S. and Canadian advantages and disadvantages of REITs, record a portfolio purchase, prepare U.S. GAAP and IFRS balance sheets in order to grasp major REIT reporting differences, contrast the key provisions between U.S. and Canadian (Ontario) securities commissions' IPO reporting, and consider ongoing securities commissions' reporting options. Finally, students will recommend whether the IPO should be issued in the U.S. or Canada. Completing the case helps students: (1) grasp U.S. GAAP and IFRS acquisition accounting methods and different REIT presentations; and (2) recognize that the country selected for the IPO depends upon the issuer's circumstances and preferences.

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