The Impact of YouTube Videos on Academic Writing Performance

2019 ◽  
Vol 26 (1) ◽  
pp. 17-30
Author(s):  
Gbolahan Olasina
Keyword(s):  
Academic Writing ◽  
Writing Performance ◽  
Youtube Videos ◽  
The Impact

scholarly journals The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance

2020 ◽  
Vol 13 (5) ◽  
pp. 80
Author(s):  
Wisam Chaleila ◽  
Basem Khalaila
Keyword(s):  
Academic Writing ◽  
Design Research ◽  
Recent Literature ◽  
Explicit Instruction ◽  
Writing Performance ◽  
Writing Course ◽  
Efl Students ◽  
The Impact ◽  
Instruction Approach

While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.

The Impact of Digital Literacy Proficiency on EFL Students' Academic Writing Performance

2019 ◽  
Vol 10 (4) ◽  
pp. 40-55
Author(s):  
Chahrazad Hamouma ◽  
Nadia Menezla
Keyword(s):  
Correlation Coefficient ◽  
Academic Writing ◽  
Digital Literacy ◽  
Performance Test ◽  
High Positive Correlation ◽  
Writing Performance ◽  
Literacy Proficiency ◽  
Efl Students ◽  
Positive Correlation Coefficient ◽  
The Impact

In light of the increasing recognition of digital literacy in learning and education generally, and in English Foreign Language (EFL) instruction specifically, the purpose of this research article is to examine the impact of digital literacy on EFL students' academic writing performance. The subjects of this study were 80 third year EFL students from M'sila University. The research instruments included a digital literacy questionnaire and a writing performance test which were given to the study participants to answer. The relationship between students' digital literacy and their academic writing performance was analyzed using the Spearman's correlation coefficient. The results revealed that there is a high positive correlation coefficient between the research variables, which was statistically significant at the level (α = 0,01). Therefore, it was concluded that digital literacy is an effective factor for the development of English academic writing performance.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

scholarly journals Beyond Diversity

2015 ◽  
Vol 3 (3) ◽  
pp. 1-8
Author(s):  
Joris van Eijnatten
Keyword(s):  
Academic Writing ◽  
The State ◽  
The World ◽  
History Of ◽  
The Impact

The overwhelming popularity in academic writing of such concepts as transnationalism, anti-essentialism and postcolonialism illustrate the impact of the postmodern critique of once-stable entities ranging from the nation and the state to culture and civilization. We no longer believe in the steady orderings of humanity bequeathed by ‘heavy modernity’. But does this mean that concepts like the nation and civilization are obsolete? This article takes issue with the current hype of transnationalism, and suggests a correction to the current focus on interconnectedness, networks and flows by introducing the concept of ‘reference cultures’. It claims that in the history of the world, robust collective mentalities act as a counter-balance to cultures in motion.

The impact of automated feedback on L2 learners’ written causal explanations

ReCALL ◽  
2018 ◽  
Vol 31 (2) ◽  
pp. 189-203 ◽  
Author(s):  
Aysel Saricaoglu
Keyword(s):  
Academic Writing ◽  
Evaluation System ◽  
Rank Test ◽  
Causal Explanations ◽  
Writing Evaluation ◽  
Cause And Effect ◽  
Specific Feedback ◽  
Signed Rank Test ◽  
Automated Feedback ◽  
The Impact

AbstractEven though current technologies allow for automated feedback, evaluating content and generating discourse-specific feedback is still a challenge for automated systems, which explains the gap in research investigating the effect of such feedback. This study explores the impact of automated formative feedback on the improvement of English as a second language (ESL) learners’ written causal explanations within two cause-and-effect essays and across pre- and post-tests. Pre- and post-test drafts, feedback reports for first and revised drafts from the automated writing evaluation system, and screen-capturing videos collected from 31 students enrolled in two sections of an advanced-low-level academic writing class were analyzed through descriptive statistics and the Wilcoxon signed-rank test. Findings revealed statistically significant changes in learners’ causal explanations within one cause-and-effect essay while no significant improvement was observed across pre- and post-tests. The findings of this study offer not only insights into how to further improve automated discourse-specific feedback but also pedagogical implications for better learning outcomes.

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