scholarly journals Research Paper Writing Strategies of Professional Japanese EFL Writers

1995 ◽  
Vol 13 (1) ◽  
pp. 17 ◽  
Author(s):  
Kazuko Matsumoto
Keyword(s):  
Foreign Language ◽  
Dynamic Process ◽  
Nonlinear Dynamic ◽  
Writing Process ◽  
Research Paper ◽  
L2 Writing ◽  
Writing Strategies ◽  
University Professors ◽  
Efl Writing ◽  
Japanese University

Four Japanese university professors were interviewed on their processes and strategies for writing a research paper in English as a Foreign language (EFL). The results show that these professional EFL writers use strategies similar to those used by skilled native English and proficient ESL writers as reported in previous studies, have an explicit view of writing as a nonlinear dynamic process and as a way of discovering meaning and ideas, supplement writing at the computer with writing with pen and paper, and basically do not rely on L1 Japanese in the EFL writing process. It was also found that their L2 research paper writing process is perceived as virtually equivalent to their L1 counterpart, which suggests that already existing L1 writing strategies transfer to L2 writing.

scholarly journals Investigating the L2 Writing Strategies Used by Skillful English Students

2020 ◽  
Vol 53 (1) ◽  
pp. 78
Author(s):  
S. Arifin
Keyword(s):  
Graduate Students ◽  
English Education ◽  
Writing Process ◽  
L2 Writing ◽  
Writing Strategies ◽  
Think Aloud ◽  
Structured Interviews ◽  
Efl Context ◽  
Think Aloud Protocols ◽  
English Students

Several studies have been conducted to investigate the writing strategies used by skilled and less-skilled English writers, particularly in the EFL context but only a few have attempted to observe the strategies employed by skillful/proficient English students, predominantly in the Indonesian context. Therefore, the interest of this research was to discover the types of writing strategies applied by three skillful English students while writing in English (L2) and evaluate their substantial effects. The participants were three graduate students majoring in English Education. Moreover, the data obtained from Think-Aloud Protocols, semi-structured interviews, and written drafts were analyzed and evaluated and the results showed the writing process of the students varied. On the whole, the disparities presented a more understanding of students' writing process. It was also discovered that the three students applied similar strategies but the major inconsistency was in the manner with each was implemented.

scholarly journals Peer Feedback Practice in EFL Tertiary Writing Classes

2016 ◽  
Vol 9 (6) ◽  
pp. 76 ◽  
Author(s):  
Ha Thi Nguyen
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Peer Feedback ◽  
L2 Writing ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Current Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
English Writing

<p>Peer feedback plays a pivotal role in stimulating students’ participation in L2 writing, which has the potential to develop students’ writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners’ metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners’ expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants’ desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).<strong></strong></p>

scholarly journals Writing strategies by beginning authors of academic genre

2019 ◽  
Vol 9 (1) ◽  
pp. 20
Author(s):  
Abdul Syahid
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Process ◽  
Contextual Factors ◽  
Writing Strategies ◽  
Collective Case Study ◽  
English Departments ◽  
Academic Genre

<p>Aimed at identifying what writing strategies four beginning authors used and examining how these strategies facilitated their writings, a collective case study describing and comparing the beginning authors was carried out to provide insights into the issue. The authors were teachers of English in English departments at four Indonesian universities, and were selected on the basis of a recommendation by the editor of some books in which their written products were published. To gain a far better understanding of the cases, two data forms (questionnaires and interview notes) were collected. The data gathered were repeatedly examined in order to discover some reoccurring patterns. The inductive process delineated the strategies used by the participants when dealing with academic writing. The results show that, in order of priority, the writing strategies employed in their initial writing careers were social, affective, compensation, and cognitive ones. This study contributes to the knowledge of social or contextual factors in writing English academic papers by illustrating which strategies were used and how in order to cope with the writing process. It also suggests writing strategies be adopted by future authors and built in the classes of English as a foreign language. <strong></strong></p>

scholarly journals CLASSIFICATION OF L2 WRITING PROCESS AND WRITING STRATEGIES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Imelda Hermilinda Abas ◽  
Noor Hashima Abd Aziz
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Writing Process ◽  
L2 Writing ◽  
Writing Strategies ◽  
Short Period ◽  
Language Writing ◽  
Oriented Approach

English for second language writing has developed greatly, from product oriented approach to process oriented approach. This implies that the focus of L2 writing has shifted from the final product of writing to the process of writing. Because of its own rules and conventions, writing skill is considered difficult to learn in a short period of time. Although it is a difficult skill, writing is essential for second language learners’ academic success. Second language researchers are still trying to find satisfactory answers to the how and why of the teaching of writing process to second language learners. More studies are needed to shed light on second language writing process area. This paper discusses briefly the writing process and the writing strategies employed by a few EFL proficient student writers in writing. It is found that the writing process stages employedin this study were prewriting, planning, drafting, pausing and reading, revising and editing which occurred non-linear and recursive. The writing strategies identified in the writing process stages were relating the topic to past knowledge and experience, taking the readers into consideration, talk-write, freewriting, outlining, listing, seeking help, using online materials, focusing on the mechanics of writing, and text organization. However, what works successfully for some students may not work well for others, and what functions well for one assignment may not be compatible for another.

scholarly journals An analysis on the complications faced by scholars for writing a research paper in English language

2021 ◽  
pp. 108-123
Author(s):  
HARITHA T
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
English Language ◽  
Writing Skills ◽  
Research Paper ◽  
Scholarly Journals ◽  
Efl Writing ◽  
Cognitive Knowledge ◽  
The University

Victori, M. (1999).English has been the language of choice for many international scholarly journals. Academic writing is intricate, square, objective, explicit, enclosed, and responsible. This article analyzes how different beliefs or Meta cognitive knowledge (MK) about writing English as a Foreign Language (EFL) writing skills. Data gathered from four undergraduate university Spanish students, two good and poor writers, registered in EFL classes at the University of Barcelona.

Recursive GPR for nonlinear dynamic process modeling

2011 ◽  
Vol 173 (2) ◽  
pp. 636-643 ◽  
Author(s):  
Wangdong Ni ◽  
Soon Keat Tan ◽  
Wun Jern Ng
Keyword(s):  
Process Modeling ◽  
Dynamic Process ◽  
Nonlinear Dynamic

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

2021 ◽  
pp. 136216882110576
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang ◽  
Qiaozhen Yan
Keyword(s):  
Foreign Language ◽  
Comprehensive Approach ◽  
Written Feedback ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Writing Teachers ◽  
Efl Writing ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Feedback Strategies

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

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