scholarly journals Student's perception on the use of estafet writing game and picture based creative writing to nature love of writing

Abjadia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 20
Author(s):  
Erna Intanti
Keyword(s):  
Creative Writing ◽  
University Students ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Teaching Quality ◽  
Quality Education ◽  
Writing Strategies ◽  
Instructional Activities ◽  
Efl Teachers ◽  
Efl Students

<p>To create a quality education, mainly on EFL instruction, the EFL teachers need to be empowered with improving their teaching quality. The students, on the other hand, should also be actively engaged during the instructional activities. Due to the fact that love of “writing” as one of the language skills is not yet established among the EFL university students, the effort of finding out an innovative way of helping them to establish love of creative writing is a must. One of the ways is collaborative writing through Estafet Writing Game and Picture-Based-Creative Writing strategies. Thus, this article aims at describing the students’ voices on the use of those strategies to establish love of creative writing. The study conducted through a reflective questionnaire survey to 165 EFL university students reveals that most of the respondents prefer Estafet Writing Game to Picture-Based Creative Writing in terms of its effectiveness to build their creativity and spontaneity of writing skills. To sum up, these strategies are pedagogically meaningful to improve the EFL students’ creative writing, because they can collaborate with their peers and promote their cooperative communication. Therefore, it is useful to establish love of writing and to stimulate their ideas for writing.</p><p> </p><p dir="RTL">لإنشاء تعليم جيد ، خاصة حول تعليم اللغة الإنجليزية كلغة أجنبية ، يجب تمكين معلمي اللغة الإنجليزية كلغة أجنبية من خلال تحسين جودة التدريس. من ناحية أخرى ، يجب أن يشارك الطلاب بنشاط خلال الأنشطة التعليمية. نظرًا لحقيقة أن حب "الكتابة" هو واحد من أكثر طلاب جامعة EFL فعالية ، فإن الطريقة الإبداعية لتأسيس الكتابة أمر لا بد منه. إحدى الطرق هي الكتابة التعاونية من خلال ألعاب ترحيل الكتابة واستراتيجيات الكتابة الإبداعية المبنية على الصور. وهكذا ، توضح هذه المقالة وصف أصوات الطلاب حول استراتيجيات تأسيس حب الكتابة الإبداعية. يكشف الاستطلاع الذي أجري من خلال استبيان استبيان عكسي لـ 165 من طلاب جامعات اللغة الإنجليزية كلغة أجنبية أن الطريقة الأكثر فاعلية لتطوير قدراتهم الإبداعية وتلقائية مهارات الكتابة. خلاصة القول ، هذه الاستراتيجيات ذات مغزى تربوي لتحسين الكتابة الإبداعية لطلاب اللغة الإنجليزية كلغة أجنبية ، لأنهم يستطيعون التعاون مع أقرانهم وتعزيز التواصل التعاوني. لذلك ، من المفيد إثبات حب الكتابة وتحفيز أفكارهم للكتابة.</p>

scholarly journals STUDENTS’ PERCEPTION ON THE USE OF ESTAFET WRITING GAME AND PICTURE BASED-CREATIVE WRITING TO NURTURE LOVE OF WRITING

2019 ◽  
Vol 3 (1) ◽  
pp. 17
Author(s):  
Erna Iftanti
Keyword(s):  
Creative Writing ◽  
University Students ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Teaching Quality ◽  
Quality Education ◽  
Writing Strategies ◽  
Instructional Activities ◽  
Efl Teachers ◽  
Efl Students

This To create a quality education, mainly on EFL instruction, the EFL teachers need to be empowered by  improving their teaching quality. The students, in addition,  should also be engaged during the instructional activities. Due to the fact that love of “writing” as one of the language skills is not yet established among the EFL university students, the effort of finding out an innovative way of helping them to establish love of creative writing is a must. One of the ways is collaborative writing through Estafet Writing Game and Picture-Based-Creative Writing strategies. Thus, this article aims at describing the students’ voices on the use of those strategies to establish love of creative writing. The study conducted through a reflective survey to 165 EFL university students reveals that most of the respondents prefer Estafet Writing Game to Picture-Based Creative Writing in terms of its effectiveness to build their creativity and and spontaneity of writing skills. To sum up, these strategies are pedagogically meaningful to improve the EFL students’ creative writing, because they can collaborate with their peers and promote their cooperative communication. Therefore, it is useful to establish love of writing and to stimulate their ideas for writing.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals Investigating Chinese EFL College Students’ Writing Through the Web-Automatic Writing Evaluation Program

2019 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Zongwei Song
Keyword(s):  
College Students ◽  
Writing Strategies ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Vocabulary Richness ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
Efl College Students

WWE-pigai is a kind of upgraded automated writing evaluation (AWE) system and there are 444,877,400 essays submitted and corrected on this platform. Some previous research on AWE system indicates that students do not tend to utilize AWE feedback to revise essays and improve writing abilities. The major objective of this study is to investigate Chinese EFL college students&rsquo; writing through the comparison of WWE-pigai and traditional writing method. The study lasts two terms and 120 Chinese colleges students participate in the research. The findings reveal that WWE-pigai can motivate EFL students to revise and resubmit their essays more than ten times, improve the scores, increase students&rsquo; grammar accuracy and vocabulary richness. The surface-level spelling errors (including punctuation mark misuse) are the most common for freshmen. WWE-pigai is not very effective to correct certain grammatical errors besides spelling and conjugation errors. For certain grammatical errors that the students cannot correct by themselves, the assistance of EFL teachers is necessary. We argue that the results reached through this study can offer useful implications for the usage of EFL writing strategies.

scholarly journals A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students

2021 ◽  
Vol 12 (3) ◽  
pp. 450-463
Author(s):  
Emtenan Agili ◽  
Bhagya Prabhashini C
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Minor Importance ◽  
Cognitive Awareness ◽  
Individual Cognition ◽  
Efl Students ◽  
Efl Classrooms

Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers’ perspective to see if anything is lacking in the implementation of ‘teaching writing strategies’ for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore ‘the implementation of writing strategies of faculty’ during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.

scholarly journals A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students

2021 ◽  
Author(s):  
Emtenan Agili ◽  
Bhagya Prabhashini C.
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Minor Importance ◽  
Cognitive Awareness ◽  
Individual Cognition ◽  
Efl Students ◽  
Efl Classrooms

Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers’ perspective to see if anything is lacking in the implementation of ‘teaching writing strategies’ for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore ‘the implementation of writing strategies of faculty’ during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.

scholarly journals Making Sense of Collaborative Writing: A Student-Experience-Based Perspective

2021 ◽  
Vol 5 (2) ◽  
pp. 113
Author(s):  
Yulhenli Thabran ◽  
Dony Efriza ◽  
Reny Heryanti
Keyword(s):  
Learning Outcomes ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Writing Assignments ◽  
Making Sense ◽  
Popular View ◽  
Efl Students ◽  
Depth Interviews ◽  
Difficult Subjects

<p>The present study examines four pairs or eight students who wrote their creative writing assignments collaboratively. As opposed to the popular view, which stated that writing is one of the most difficult subjects to learn for EFL students, many studies have reported that collaborative writing (henceforth CW) is regarded as a technique that can improve students’ productive writing skills to a great extent. The researchers would like to see how effective CW was for the students who did their writing assignments with their pairs by employing a qualitative case study to examine the eight students’ experiences in writing their essays and fictional stories. The researchers wanted to know why some students could adapt to this learning model, and others faced some problems or failed to achieve the target of learning outcomes. Opened-ended questionnaire and in-depth interviews are used to elicit data from the students. The first pair was the most successful example of partnership in writing since they opened themselves for critiques and suggestions. In contrast, the second pair had some problems that disturbed their collaboration as they did not seem to open themselves for critiques and suggestions. The third pair failed to do an effective partnership because they could not solve problems that blocked their cooperation right from the beginning. The fourth pair found their way for an effective collaboration when they opened themselves for critiques and suggestions. The success or failure in the partnership heavily depends on each student collaborator's willingness to open themselves for criticism and suggestion.</p>

scholarly journals EFL Students’ and Lecturer’s Perceptions on Collaborative Writing

2020 ◽  
Vol 7 (11) ◽  
pp. 83
Author(s):  
Ade Ismail ◽  
Ninuk Lustyantie ◽  
Emzir Emzir
Keyword(s):  
Conceptual Understanding ◽  
Academic Writing ◽  
Learning Process ◽  
Qualitative Method ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Research Data ◽  
Positive Perception ◽  
Writing Courses ◽  
Efl Students

The study aims to explore in-depth students' and lecturer’s perceptions of collaborative writing. There are four perceptual focuses; conceptual understanding, forms of cooperation, writing skills, and classroom atmosphere. This study used a qualitative method involving 31 students who took academic writing courses and an English Lecturer. The research data were collected through questionnaire and analyzed descriptively. The results showed that students and lecturer had a positive perception of the collaborative writing model in terms of understanding concepts, forms of cooperation, writing skills, and a pleasant learning classroom atmosphere. One of the most dominant aspects of students' perceptions about collaborative writing is the development of cooperation between them in the learning process (Storch 2018), which improves their writing abilities and skills (Zhang 2018).  

scholarly journals Learning Techniques and Writing Processes Adopted by EFL University Students in a Writing Task

2020 ◽  
Vol 7 (2) ◽  
pp. p1
Author(s):  
Dr. Mohammad Dayij Suleiman Al.qomoul
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Argumentative Writing ◽  
Writing Processes ◽  
Learning Techniques ◽  
Efl Students ◽  
The Subject ◽  
Males And Females ◽  
Technical University ◽  
Writing Task

The study aimed at investigating the learning techniques and the writing processes adopted by EFL university students in a writing task. A total of sixty senior university EFL students at Tafila Technical University, 30 males and 30 females, participated in the study out of 120 students who form the subject of the study. The instrument of the study was actually a writing task given to the sample of the study. After collecting the data and analyzing it, results showed that EFL university students at Tafila Technical University have adopted learning techniques while practicing the argumentative writing task, but in a rather low percentage where the highest mean was 0.75 for the metacognitive techniques. It was also found that there were no statistically significant differences in using the learning techniques due to the gender, except for the effective techniques which were in favor of females over males. Results also showed that there were no statistically significant differences in the writing skills adopted due to the gender since all students males and females used similar writing skills to finish the writing task. It was also found that there was no statistically significant differences in the writing skills used attributed to the students’ proficiency, except for the nature of revision in which the proficient and less proficient students implemented while finishing the writing task.

scholarly journals University Students’ Preferable Types of Teacher Humor in English Classes

2021 ◽  
Vol 10 (1) ◽  
pp. 53-68
Author(s):  
Pham Trut Thuy ◽  
Le Thanh Thao
Keyword(s):  
University Students ◽  
Demographic Information ◽  
Structured Interviews ◽  
Language Play ◽  
English Classes ◽  
Positive Attitudes ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Students ◽  
Method Approach

The current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.

scholarly journals Membangun Kreativitas Menulis: Membenahi Pendidikan Bahasa di Perguruan Tinggi

2017 ◽  
Vol 7 (2) ◽  
pp. 111
Author(s):  
A. Chaedar Alwasilah
Keyword(s):  
Creative Writing ◽  
Review Paper ◽  
Collaborative Writing ◽  
Writing Skills ◽  
The University

Abstract: Writing skills should be mastered by students in order to support them to finish their assignment, such as article review, book review, paper, and thesis, This article discus,se.r the case in the teaching of Indonesian and English as a general subject (MKU) in the university and some solutions to the problems.Key words: creative writing, Indonesian and English as a general subject, collaborative writing, writing education

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