scholarly journals THE IMPLEMENTATION OF CONTENT-BASED APPROACH IN IMPROVING ACADEMIC WRITING SKILLS OF EFL STUDENTS

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Dwi Fita Heriyawati ◽  
Teguh Sulistyo ◽  
Agus Sholeh
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Writing Class ◽  
Grammatical Errors ◽  
Efl Students

This study aimed at investigating the benefits of the implementation of Content-Based Approach (CBA) in academic writing of EFL settings. Therefore, the approach was implemented in writing class in which 35 students participated as the respondents of the study. They were treated with CBA and their essays were then analyzed to examine the effects of the implementation of the approach on their writing products. Besides, this study investigated further the grammatical errors made by the students as reflected on their essays. The findings of this study proved that CBA is beneficial to improve students’ writing skills even though the students still produced grammatical errors.

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 LOOKING INTO THE EFL STUDENTS TYPE OF FEEDBACKS ON PEER CORRECTION ACTIVITY

2016 ◽  
Vol 16 (1) ◽  
pp. 67
Author(s):  
Yunisrina Qismullah Yusuf ◽  
Tengku Maya Silviyanti ◽  
Rita Tauhidah
Keyword(s):  
Social Anxiety ◽  
Correct Answer ◽  
English Proficiency ◽  
Writing Skills ◽  
Class A ◽  
Writing Class ◽  
Efl Students ◽  
Student Writer ◽  
Direct Answer ◽  
Research Studies

This research studies the types of feedbacks made by EFL students in a writing class. A number of 25 students essays were collected and analysed. The results revealed that a number of 61 responding feedbacks were found in the types of support, sharing knowledge, negotiation, appreciation and criticism. Meanwhile, 142 correcting feedbacks were found in the types of coded, uncoded, a combination of coded and uncoded and direct answer. The type most used in responding feedback was support, which indicates that it is an important pursuit in these students learning to drive each other into improving their writing skills with confidence. Whilst the least used was criticism, and this indicates that it was not considerably favoured to be given in the peer correction feedbacks since they restrain encouragement and cause social anxiety. The type most used in correcting feedbacks was a combination of coded and uncoded. This signifies that to provide both mark and symbol on an error can avoid confusion between the student corrector and the student writer. The least used was direct answer, which signified that it was only done by students who had high English proficiency and confidence to provide the correct answer directly on the errors.

scholarly journals Use of Core Modal Verbs in Academic Writing of Thai EFL Students

2021 ◽  
Vol 3 (1) ◽  
pp. 277-291
Author(s):  
Saowadee Kongpetch
Keyword(s):  
Academic Writing ◽  
Curriculum Design ◽  
Syntactic Structure ◽  
Writing Skills ◽  
Public University ◽  
Modal Verbs ◽  
The Third ◽  
Depth Analysis ◽  
Thai Students ◽  
Efl Students

Modal verbs, as one of modality devices, play an important role in academic writing and argument. To gain insights into the use of modal verbs in academic writing of Thai EFL students, the in-depth analysis of 15 discussion essays written by the third-year English majors at one public university in Thailand was carried out. It focused specifically on the nine core modal verbs (can, could, may, might, will, would, shall, should and must) and examined their frequencies and semantic functions. The data analysis employed Sketch Engine, a corpus concordance, and drew on categories of semantic functions. The analysis revealed that can, will, may and should were the top four frequently favored items, respectively while must, could, would and might were found to be exceptionally underused. As for semantic functions, the most dominant meaning was “possibility” expressed by can. The results indicate that Thai students’ academic writing skills need to be significantly improved, particularly their ability to use modal verbs strategically in their essays. The curriculum design for academic writing needs to emphasize both syntactic structure and semantic functions of modal verbs and encompass activities urging students to practice using these modals systematically and purposefully.

scholarly journals Reformulation, text modeling, and the development of EFL academic writing

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Teguh Sulistyo ◽  
Dwi Fita Heriyawati
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Efl Writing ◽  
Academic Texts ◽  
Writing Class ◽  
Efl Students

<p>This paper mainly investigates the benefits of the implementation of Reformulation and Text Modelling in an EFL writing setting. Reformulation and Text Modeling (henceforth RTM) is intended to help EFL students understand better how to write academic texts to make their texts sound as nativelike as possible. Therefore, RTM was implemented in a writing class in which 35 students participated as the respondents of the study. They were treated with RTM and their essays were then analyzed to examine the effects of the implementation of RTM on their writing products. Besides, this study investigated further the students’ perception towards RTM in EFL writing settings. The findings of this study proved that RTM is beneficial to improve students’ writing performances and students have positive perceptions on RTM. The implications of the findings for language learning are also discussed.</p>

scholarly journals Improving the Students’ Writing Skills by Using Track Changes in Paired Writing Correction

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Putri Rahmayanti ◽  
I Gede Oka ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Action Research ◽  
Action Observation ◽  
Writing Skills ◽  
Spelling Errors ◽  
Average Grade ◽  
Writing Problems ◽  
Writing Class ◽  
Grammatical Errors ◽  
Post Test ◽  
Planning Action

Researchers made observations during the writing class. There were several writing problems faced by students, including: spelling errors in writing a few words, difficulty in compiling ideas, grammatical errors, incorrect punctuation, and inaccurate diction used. The researcher then found a solution to that problem by using the track changes feature in the pair correction activity. Track changes was useful for correcting students' writing in the editing phase not only making corrections, students also worked together in groups in pairs to produce better writing. The study used a classroom action research that aimed to describe the implementation of the use of track changes in pair correction activities and to find out whether the strategy could improve students' writing skills. The subjects of this study were students in class XI IPA 1 with a total of 32 students. The procedures in this study included planning, action, observation, and reflection. Researchers collected data through pre-test, post-test, questionnaire, and interview. The researcher used two cycles in this research. The results of the pre-test action showed that the average grade of the class was 67, after implementing the strategy, the average class in the first post test was 79 and in the second post-test it was 81. Based on these results, the use of track changes in writing correction in pairs could improve students' writing skills. The data were also supported by the results of questionnaires and interviews obtained that track changes helped students in learning to write.

scholarly journals Teaching Writing in EAP Contexts

2018 ◽  
Author(s):  
Viorica Condrat
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Process Development ◽  
Writing Skills ◽  
Teaching Writing ◽  
Small Scale ◽  
Discourse Community ◽  
State University ◽  
Efl Students

Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.

Effects of Teaching Lexical Bundles on EFL Students’ Abstract Genre Academic Writing Skills Improvement: Corpus-Based Research Design

2021 ◽  
Vol 5 (1) ◽  
pp. 585
Author(s):  
Amare Tesfie Birhan
Keyword(s):  
Computer Science ◽  
Research Design ◽  
Academic Writing ◽  
Writing Skills ◽  
Lexical Bundles ◽  
Efl Students ◽  
Genre Writing ◽  
Lexical Bundle ◽  
Informed Instruction ◽  
Positive Effect

Lexical bundles are two or more string of words that co-occur frequently in a corpus. Hence, this corpus-based research design study examines the effects of lexical bundles on English as a foreign language learner’s abstract genre academic writing skills, and it also investigates students’ perception towards lexical bundles instruction to enhance their academic writing skills. Hence, frequent lexical bundles were selected from 70 computer science articles. These articles were selected from 7 journals that were published in reputable, indexed, and through representative criteria. Accordingly, sixteen frequent lexical bundles were selected through corpus analysis software (Laurence Anthony’s Antconc software) for the purpose of classroom instruction. The bundles are intended to help computer science students to develop their abstract genre academic writing skills. Students have instructed their academic writing through corpus informed instruction for two months, and the data were gathered through pre and post-tests and questionnaire. The findings indicated that lexical bundles have a positive effect on students’ academic writing skills, particularly abstract genre writing. Besides, the students have a positive perception of the lexical bundle and the instruction to enhance their academic writing skills. Finally, this research calls attention to discipline-oriented lexical bundles since they are crucial for academic writing. 

Benefits of Freewriting in an EFL Academic Writing Classroom

ELT Journal ◽  
2020 ◽  
Vol 74 (3) ◽  
pp. 318-326
Author(s):  
Jeongyeon Park
Keyword(s):  
Academic Writing ◽  
Thinking Skills ◽  
Writing Classroom ◽  
Test Analysis ◽  
Writing Anxiety ◽  
Writing Test ◽  
Positive Attitudes ◽  
Writing Class ◽  
Efl Students ◽  
Student Reflections

Abstract This study explores possible benefits of freewriting for EFL students’ writing anxiety and fluency. Thirty university students who were enrolled in an academic writing class participated in the study. Pre- and post-writing anxiety surveys, freewritings, pre- and post-essays, and student reflections were collected as data. The study found that EFL students experience varying degrees of writing anxiety, and anxious students tended to perform poorly on the writing test. Analysis of 540 freewritings revealed that all students’ fluency improved as the semester progressed, showing a similar trend. Students generally reported positive attitudes toward the freewriting activity. They largely agreed that it improved their confidence, lessened their fear of evaluation, and deepened their thinking skills, but they disliked the absence of feedback, the topic selection, and the activity’s time limits. Benefits, possible adaptations, and the pedagogic value of freewriting were also discussed in the study.

scholarly journals The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education

2018 ◽  
Vol 10 (1) ◽  
pp. 975-981
Author(s):  
Fahmy Imaniar ◽  
Lies Amin Lestari ◽  
Ahmad Munir
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Writing Class ◽  
Efl Students ◽  
The Subject ◽  
The One ◽  
Almost All

Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.

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