scholarly journals Incorporating Outside Sources in Kurdish EFL Students’ Academic Writing

2017 ◽  
Vol 13 (31) ◽  
pp. 307
Author(s):  
Asma Abas Brime ◽  
Fatimah Rashid Hassan Bajalan
Keyword(s):  
Academic Writing ◽  
Efl Writing ◽  
First Semester ◽  
Writing Students ◽  
Efl Students ◽  
Academic Year ◽  
Authoritative Discourse

In academic writing, students need to incorporate outside sources. Incorporated sources involve summarizing, paraphrasing, and quoting. Depending on why the source is being used, one method may be more appropriate than another. All three methods of incorporating sources require citations. Sources can be utilized for various purposes: presenting facts or statistics, serving as evidence to support an argument, lending authority to an argument or idea, i.e., authoritative discourse, providing examples and illustrations, stating an opposing viewpoint, and so on. For every source, students must determine the purpose of that source and how to best incorporate it into their writing. Both aspects are crucial to effectively integrating sources throughout the paper. Effective integrating of the sources in the EFL writing is a demanding task. Therefore, the aim of the study is to find out the difficulties and challenges the students face while using outside sources in academic writing. In achieving the aim of this study, twenty five third-year students were given an assignment to write an essay in which they had to incorporate an outside source. The study was conducted in the first semester in the academic year 2016-2017. Discussion of findings, implications and recommendations were presented after analyzing the students’ works.

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

scholarly journals Teachers’ Integration of Information and Communication Technology (ICT) Tools into Writing Classes: A Qualitative Study

2019 ◽  
Vol 5 (1) ◽  
pp. 77-82
Author(s):  
Luqman M Rababah
Keyword(s):  
Convenience Sample ◽  
Public And Private ◽  
Writing Classes ◽  
Efl Writing ◽  
First Semester ◽  
Information And Communication ◽  
Ict Tools ◽  
Integration Of Ict ◽  
Ict Infrastructure ◽  
Academic Year

Integration of ICT is invaluable in writing classes as it affects the writing abilities of students positively and improves their EFL writing. This study has made use of qualitative design. Ten EFL teachers have been chosen based on the convenience sample to answer the research questions. Using the observation tool, this study has been carried out in the first semester of the academic year 2018/2019. The participants were all from private secondary school stages in Irbid, Jordan where the ICT infrastructure is available in the classrooms. The observations revealed that the observed teachers integrate various media and technologies in their instruction in classrooms. Further studies are recommended to compare between public and private schools in terms of the integration of ICT tools.

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 Book Club Discussion: An Extensive Reading Program in Writing Class

2021 ◽  
Vol 3 (2) ◽  
pp. 113
Author(s):  
Nurul Puspita ◽  
Umar Alfaruq A. Hasyim
Keyword(s):  
Academic Writing ◽  
Reading Ability ◽  
Book Club ◽  
Reading Program ◽  
Positive Trend ◽  
Extensive Reading ◽  
Writing Ability ◽  
First Semester ◽  
Writing Class ◽  
Writing Students

Extensive reading was an approach when the readers read extensively. They read a lot of materials then get enjoyment in the process of reading. The purpose of this research was to describe the process of implementing extensive reading program by using book club discussion in writing class. This research was done on first semester of academic writing students. It was about 20 students. The result showed that the implementation of book club discussion did not only give positive trend to students’ reading ability but also their writing ability. Extensive reading program build students’ vocabulary and grammar. Furthermore, during the implementation of this program they learnt a lot about process of writing particularly in making a summary. Finally, extensive reading program made gain for students’ vocabulary, grammar, and writing. Keywords: Exstensive Rading Program, Book Club Discussion, Writing Class  

Assessing the use of sophisticated EFL writing

2013 ◽  
Vol 2 (1) ◽  
pp. 16-27 ◽  
Author(s):  
Pieter de Haan ◽  
Monique van der Haagen
Keyword(s):  
Academic Writing ◽  
Language Production ◽  
Written Language ◽  
Writing Quality ◽  
Efl Writing ◽  
Spoken English ◽  
Efl Students ◽  
English Speaking ◽  
The Right ◽  
Development Of Students

Even very advanced EFL writing tends to be less sophisticated than native writing. One of the problems seems to be finding the right collocations and the correct register. The aim of this article is to pinpoint what characterizes the development in very advanced Dutch EFL students’ written language production. We discuss the development of students’ ability to use appropriate intensifiers. Compared to their native English speaking contemporaries, the Dutch students initially tend to use intensifiers that are found typically in spoken English, such as really and a bit, but they gradually replace them by modifiers more suitable to academic writing. It is argued that the use of appropriate intensifiers can be seen to be a measure of advancedness and hence be used as a criterion in the assessment of advanced EFL writing quality.

scholarly journals Reasons for College Students to Plagiarize in EFL Writing: Students’ Motivation to Pass

2016 ◽  
Vol 9 (9) ◽  
pp. 99
Author(s):  
Salwa Al Darwish ◽  
Abdul Azeez Sadeqi
Keyword(s):  
Free Choice ◽  
Journal Writing ◽  
The Internet ◽  
English Department ◽  
Efl Writing ◽  
Fall Semester ◽  
Writing Students ◽  
Writing Skill ◽  
Efl Students ◽  
Writing Practice

<p class="apa">EFL students acquire their writing skill through practice and hard work. However, there seems to be a lot of reasons why EFL students should find the task of composing an essay so difficult that leads them to plagiarize. For that, the present paper tries to find out the real motivation for EFL students to plagiarize in writing. This research was conducted with freshman writing students through Fall Semester 2015/2016 in the English Department. A simple questionnaire and journal writing was used. The results shows that mainly the participants plagiarize in writing just to get good grades and pass the course. Moreover, their main source for plagiarizing is the internet. However, through the journal writing practice, the policy of free choice of topics evoked divided reactions from students.</p>

scholarly journals Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications

2020 ◽  
Vol 7 (2) ◽  
pp. 472-485
Author(s):  
Suhartawan Budianto ◽  
Teguh Sulistyo ◽  
Oktavia Widiastuti ◽  
Dwi Fita Heriyawati ◽  
Saiful Marhaban
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Writing Process ◽  
Corrective Feedback ◽  
Writing Proficiency ◽  
Efl Writing ◽  
Proficiency Level ◽  
Efl Students ◽  
Global And Local ◽  
The Impact

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.

scholarly journals A Cognitive Linguistics Diagnosing Of Iraqi EFL Students’ Difficulties in Using Synonyms

2021 ◽  
Vol 2 (3) ◽  
pp. 135-145
Author(s):  
Sura Muttlak Nasser
Keyword(s):  
Cognitive Linguistics ◽  
College Of Education ◽  
Female Students ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Learning And Teaching ◽  
Efl Students ◽  
Lexical Concepts ◽  
Academic Year

Learning and teaching synonyms for Iraqi EFL students is a difficult task. Learning synonyms means learning how words can be related to each other. Understanding synonyms helps students to understand the meaning of the word easily and avoid mistakes committed in synonyms as a result of their knowledge concerning this area. Iraqi EFL students face difficulties in using appropriate synonyms. This study was conducted in the Department of English, College of Education for Women, University of Baghdad, to indicate first-year students’ incompetence in using synonyms. The participants of this study, fifty female students during the first semester, were chosen randomly for the academic year 2019-2020. In order to achieve the aim of this study, the researcher used pre and posttest as tools for collecting data. The data was analyzed by the SPSS program. Figures and tables were used to present the data. The present study reveals the difficulties that occurred when Iraqi EFL students used synonyms. This is due to the need for information about English equivalent words, then suggests suitable solutions for them. Also this study reveals that the domains theory has indeed been demonstrated to be effective in precisely understanding the semantic domains of English lexical concepts.

scholarly journals Writing Anxiety and the Use of Subordinate Clauses in the Written Compositions of Jordanian EFL Undergraduate Students

2018 ◽  
Vol 8 (4) ◽  
pp. 404
Author(s):  
Maram Teimeh Atallah Haddad
Keyword(s):  
Undergraduate Students ◽  
Writing Anxiety ◽  
First Semester ◽  
Subordinate Clauses ◽  
Efl Students ◽  
The Mean ◽  
Grammatical Complexity ◽  
Written Compositions ◽  
Senior Students ◽  
Academic Year

The present study aimed to explore the correlation between writing anxiety and the an aspect of the grammatical complexity of Jordanian EFL students’ written compositions, i.e. the use of subordinate clauses. Eighty seven students, who were purposefully chosen from among the freshmen and senior students at Al-Balqa Applied University participated in the study. Writing Anxiety Inventory (WAI) was used in order to collect the data during the first semester of the academic year 2017/ 2018. The findings of the study showed statistically significant differences between the mean scores of the freshmen and senior students in both the levels of writing anxiety and the number of subordinate clauses used in written compositions, in favor of the group of senior students. In addition, a significant correlation was found between the level of writing anxiety and the grammatical complexity of the written compositions of the participants of the study, as reflected in their use of subordinate clauses. Pedagogical implications and suggestions for further research are presented.

scholarly journals THE DEVIATIONS OF MORPHOSYNTAX OF GRAMMATICAL CATEGORIES IN THE ESSAYS OF THE ENGLISH GRADUATE STUDENTS OF STATE UNIVERSITY OF PADANG

2009 ◽  
Vol 3 (1) ◽  
pp. 72
Author(s):  
Veni Roza
Keyword(s):  
Graduate Students ◽  
Structural Property ◽  
Academic Writing ◽  
Noun Phrases ◽  
State University ◽  
First Semester ◽  
Grammatical Categories ◽  
Distributional Property ◽  
Subject Agreement ◽  
Academic Year

This research dealt with deviations or errors of morphosyntax of grammatical categories which consist of structural properties and distributional properties of nouns, verbs, adjectives and adverbs made by the first semester English graduate students of State University of Padang (UNP) in writing their essays. It aimed at explaining what errors of morphosyntax of grammatical categories committed by those students in writing their essays. The subjects of this research were the first semester English graduate students of 2008/ 2009 academic year of UNP. There were 15 randomly selected students who took the course of Academic Writing as the subjects of the research. The instrument used was through a test with one administration where the lecturer asked the students to construct essays based on the topics given. The analysis of data was based on theories proposed by Payne (1997) describing morphosyntax, error analysis method by James (1998) and Scovel (2001). It was found out that deviations of morphosyntax of grammatical categories mostly occurred. First, in the mis-formation of verbs (54.45%) as a structural property that exhibits subject agreement and in the omission of verbs which serves as predicates of clauses as a distributional property. Second, in the misformation of nouns (32.07%) exhibiting number as structural property and in the omission of nouns as a distributional property which serves as heads of noun phrases. Third, in the misformation of adjective (8.33%) which exhibits predicative function; and fourth in the errors of omission suffix –ly in adverbs (5.05%) modifying verbs. The findings reveal that the use of correct morphosyntax of grammatical categories of the first semester English graduate students of 2008/ 2009 academic year of UNP in writing essays is low implication?

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