Wiki effect on English as a foreign language writing achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 218-227
Author(s):  
Seyda Savran Celik ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Writing Achievement ◽  
Efl Writing ◽  
Efl Learners ◽  
Sample Group ◽  
Efl Context ◽  
Language Writing ◽  
Post Test ◽  
Efl Learning

The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners’ EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachersKeywords:English as a foreign language, wiki, writing, achievement

Using Blogs to Motivate English as a Foreign Language Writers

2020 ◽  
pp. 257-278
Author(s):  
Selami Aydin ◽  
Emrah Özdemir
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Writing Achievement ◽  
Learning Context ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Motivation ◽  
Post Test ◽  
Motivation Level

Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this chapter examines how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-test measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.

Blogging Effect on English as a Foreign Language Writing Motivation

2020 ◽  
pp. 248-268
Author(s):  
Emrah Özdemir ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Writing Achievement ◽  
Learning Context ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Motivation ◽  
Language Writing ◽  
Motivation Level

Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this study aims to examine how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-tests measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.

Blogging Effect on English as a Foreign Language Writing Motivation

2017 ◽  
Vol 7 (2) ◽  
pp. 40-57 ◽  
Author(s):  
Emrah Özdemir ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Writing Achievement ◽  
Learning Context ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Motivation ◽  
Language Writing ◽  
Motivation Level

Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this study aims to examine how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-tests measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.

scholarly journals A Qualitative Research on Portfolio Keeping in English as a Foreign Language Writing

2014 ◽  
Author(s):  
Selami Aydin
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Foreign Language ◽  
Language Skills ◽  
Writing Skills ◽  
Learning Tool ◽  
Efl Writing ◽  
Sample Group ◽  
Potential Problems ◽  
Language Writing

Little attention has been paid to the problems about portfolio keeping in English as a foreign language (EFL) writing, while the existing literature mostly focuses on the effects of portfolios on writing skills of learners, rather than those of teachers or pre-service teachers. This study aims to investigate the problems encountered and contributions of portfolios to the language skills of EFL pre-service teachers. The sample group consists of 39 pre-service teachers; a background questionnaire, interviews, a survey, and essays were used for data collection. The results indicate that portfolios significantly contribute to the writing skills, and that there exist potential problems. It was concluded that teachers and teacher trainers should use portfolio as a learning tool after solving the problems.

scholarly journals Enhancing Cultural Intelligence and Interpersonal Communication: Multi-Authenticity Exposure in English as a Foreign Language (EFL) Context

2018 ◽  
Vol 2 (2) ◽  
pp. 87
Author(s):  
Anahid Bahrami ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Cultural Intelligence ◽  
English Language ◽  
Authentic Materials ◽  
Efl Learners ◽  
Efl Context ◽  
Post Test ◽  
Moderate Change ◽  
English Language Institute

<p><em>The current study focuses on authentic exposure, specifically whether multi-authentic tasks affect the nature of L2 learners’ </em><em>cultural intelligence and interpersonal communication in the English as a foreign language (EFL) context of Iran. To this end, </em><em>sixty learners at an English language institute were assigned to control and experimental groups to carry out the M-A tasks. M-A was manipulated by assigning visual, aural, and printed tasks. Descriptive and inferential </em><em>analyses of data, </em><em>a comparison of the control and experimental groups over a four-month period, </em><em>revealed that </em><em>the implementation of authentic materials was successful in raising the cultural intelligence and interpersonal communication of </em><em>EFL learners in the post-test. </em><em>A subsequent ANOVA analysis showed that </em><em>among M-A materials, visual was the most and aural was the least effective one increasing EFL learners’ cultural intelligence. Moreover, the printed material was the most effective one to make a moderate change in interpersonal communication of the participants.</em><em> </em><em></em></p>

scholarly journals The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401989428 ◽  
Author(s):  
Ahmed Abdulateef Sabti ◽  
Sabariah Md Rashid ◽  
Vahid Nimehchisalem ◽  
Ramiza Darmi
Keyword(s):  
Second Language ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Writing Achievement ◽  
Writing Anxiety ◽  
Efl Writing ◽  
Writing Performance ◽  
Efl Learners ◽  
Language Writing ◽  
The Impact

Previous studies have examined learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL (English as a second language/English as a foreign language) writing. Studies have affirmed that self-efficacy and achievement motivation could enhance writing performance, whereas anxiety may hinder writing achievement. This study aimed to examine individual differences in Iraqi EFL learners’ writing anxiety, writing self-efficacy, and writing achievement motivation in the Iraqi EFL context. A quantitative approach, specifically the correlational design, was employed to examine the abovementioned relationships. The sample of the study comprised 100 Iraqi undergraduate students majoring in English language from two Iraqi public universities. Data were collected via four instruments: three questionnaires, namely, Second Language Writing Anxiety Inventory (SLWAI), Writer Self-Perception Scale (WSPS) and Achievement Goal Questionnaire (AGQ), and one descriptive writing task. The findings of this study discovered that the higher the writing anxiety level, the poorer the writing performance, whereas the higher the writing self-efficacy and writing achievement motivation level, the better the writing performance. The findings of this study also indicated that both writing self-efficacy and writing anxiety, and writing anxiety and writing achievement motivation were negatively correlated, whereas writing self-efficacy and writing achievement motivation were significantly and positively correlated. This study suggests that these factors need to be taken into consideration in EFL writing instruction to facilitate the teaching and learning process of EFL writing, which in turn would help enhance the EFL undergraduates’ writing ability.

scholarly journals Short-animation video in web meeting classes for secondary school learners’ EFL writing achievement

2021 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Dwi Nikita Sari ◽  
Susilo Susilo ◽  
Efendi Limbong
Keyword(s):  
Secondary School ◽  
Control Group ◽  
Narrative Writing ◽  
Writing Achievement ◽  
Efl Writing ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Writing Tests ◽  
Experimental Group

The study aims at investigating whether there is an effect of short animation video on the EFL narrative writing achievement of the secondary school EFL learners in the circumstance where web meeting was becoming the class. The study was an experimental study using Static Group Comparison Design. Respondents participated in the study were the 8th Graders of SMP Negeri 18 Samarinda, Indonesia. There were 32 students in the experimental group and the other 32 students in the control group. The data were collected by conducting writing tests, i.e. post-test for both the experimental and control groups. Independent sample t-test was used to test the significant difference for pre and post-test scores. The results revealed that the students under the experimental group (M = 83.22, SD = 7.979, N = 32) performed higher in scores on their narrative writing achievement than the students under the control group (M = 76.00, SD = 9.824, N = 32), t(32) = 3.227, p < .002, two-tailed. It means there is a significant difference between narrative writing achievement of the students under the experimental group and those under the control group.  This finding implies there is a significant effect of short animation video on the narrative EFL writing achievement of the secondary school EFL learners.

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

A Study on Chinese EFL Learning of English Pronunciation from the Perspective of Aesthetic Linguistics

2017 ◽  
Vol 7 (7) ◽  
pp. 579
Author(s):  
Fanghui Hu
Keyword(s):  
Foreign Language ◽  
Efl Learners ◽  
Phonetic Learning ◽  
English Pronunciation ◽  
Aesthetic Consciousness ◽  
The Aesthetic ◽  
Efl Learning

English phonetic learning, as the beginning of learning a foreign language, is of great importance in EFL learning. However, the present Chinese EFL learners’ phonetic learning is not satisfactory. Based on theories of aesthetic linguistics, this paper analyzes the aesthetic attributes of English pronunciation and intonation, including the beauty of sonority, rhyme, rhythm, intonation, and succession. And then pedagogical implications are proposed about how to raise EFL learners’ aesthetic consciousness and creation of English pronunciation.

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