scholarly journals The Effect of Negotiating Pedagogies in Saudi College EFL Writing Classrooms

2016 ◽  
Vol 18 (1) ◽  
pp. 1 ◽  
Author(s):  
Osman Z Barnawi
Keyword(s):  
Applied Linguistics ◽  
Great Emphasis ◽  
Learning Processes ◽  
Writing Classes ◽  
Efl Writing ◽  
Student Writers ◽  
Absolute Power ◽  
Local Contexts ◽  
The Usa ◽  
Writing Pedagogies

Studies on the application of centre applied linguistics circles’ writing pedagogies in EFL settings have placed great emphasis on the agency and innovativeness of local teachers. Local teachers often exercise absolute power over students’ learning processes by transplanting Western approaches to writing into their local contexts. However, the active roles of student-writers in negotiating, constructing and transforming these pedagogical imports to suit their needs have been overlooked in the literature. This study examined how my students’ negotiations with writing pedagogies that I imported from the USA helped them to move from writing to display knowledge to writing in order to construct and transform knowledge, at levels such as self, content and form. It was found that these pedagogies helped me critically reflect upon my position as an EFL writing tutor as well as scaffold my students’ learning accordingly. They also helped my students to assume active roles in writing classes. 

scholarly journals Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs

2016 ◽  
Vol 9 (11) ◽  
pp. 38 ◽  
Author(s):  
Hsin-Yi Cyndi Huang
Keyword(s):  
Peer Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Courses ◽  
Empirically Supported ◽  
Alternative Approach ◽  
Theoretical Hypothesis ◽  
English Major ◽  
Southern Taiwan ◽  
Group Interviews

<p>With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 2013). To provide an authentic and motivating writing environment, a blog task was designed and integrated into three writing courses for 57 applied English or English major students at two southern Taiwan universities. Using the triangulated approach, this study collected data from three different angles (students’ questionnaires, students’ focus group interviews, and the teacher’s observation log) to investigate whether participant perceptions empirically supported the theoretical hypothesis that blogging contributes to writing performance. The findings showed that both the teacher and students had a positive attitude towards the blog task and may indicate that blogging is a useful alternative approach but may also be regular incorporated in writing classes to enhance EFL writing motivation. Nevertheless, blogs may not be the most suitable tool for all types of writing tasks and the most appropriate medium for all components of feedback. The conclusions of this study are consistent with previous findings on the practicality and potential of using blog software to promote peer feedback as well as to facilitate effective writing instruction.</p>

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

scholarly journals EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

2012 ◽  
pp. 407-422 ◽  
Author(s):  
Mohammad Alnufaie ◽  
Michael Grenfell
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Writing Strategies ◽  
Writing Classes ◽  
Student Writers ◽  
Efl Students ◽  
Second Year ◽  
Process Oriented ◽  
Almost All

This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

scholarly journals One method, two worlds

Groupwork ◽  
2014 ◽  
Vol 24 (2) ◽  
pp. 6
Author(s):  
Annie Pullen Sansfaçon ◽  
Valérie Roy ◽  
Dave Ward
Keyword(s):  
Social Work ◽  
Research Project ◽  
Organisational Context ◽  
Current State ◽  
Local Contexts ◽  
The World ◽  
The Usa ◽  
Definition Of

<p>Looking at practices in different locations is beneficial since it helps challenge assumptions that we may take for granted. Groupwork, as a method of social work, is specifically interesting to explore in the light of different contexts since, like social work, it may or may not translate well across cultures. This paper draws from data collected in the context of a research project that aimed to describe the current state of social work with groups in Quebec and to explore trends within social work with groups elsewhere in the world. Specifically, it focuses on the exploration of practices in Quebec and discusses them in relationship to those found in the USA, as a counterpoint. Our findings highlight some differences and similarities between Quebec and the USA with regard to groupwork, which leads us to discuss a range of factors that may impact on groupwork in the different contexts. Of these, the differences of organisational context and organisation of services have emerged as particularly noteworthy, which echoes findings in general social work literature with regard to the importance of local contexts on the definition of practice itself.</p>

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 The learner, the media and the community: How does learning take place in the other CALL triangle?

2012 ◽  
Vol 20 (1) ◽  
pp. 145
Author(s):  
Geoffrey Sockett
Keyword(s):  
Language Development ◽  
Social Networking ◽  
Informal Learning ◽  
Complexity Theory ◽  
Applied Linguistics ◽  
Learning Processes ◽  
The Other ◽  
Learning Activities ◽  
On Demand ◽  
The Media

In this research project, students in applied linguistics were asked to keep blogs over a three-month period in which they reported on their online informal learning of English through activities such as social networking, downloading films and TV series and listening to music on demand. The study is situated within the framework of complexity theory, many aspects of which are well suited to describing informal language development. The blogs are analysed according to a number of learning processes suggested by Larsen-Freeman and Cameron (2008) and a corresponding range of learning activities are observed. Finally, suggestions are made as to possible classroom applications of this work.

scholarly journals EFL Writing Students’ Responses towards Teacher Feedback to Enhance Their Writing Quality

2021 ◽  
Vol 11 (1) ◽  
pp. 20
Author(s):  
Listyani Listyani
Keyword(s):  
Corrective Feedback ◽  
Teacher Feedback ◽  
Writing Quality ◽  
Writing Classes ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Students

This study deals with seventy-six students’ feelings and perceptions on the teacher feedback that they received from their writing classes. Teacher feedback is sometimes seen as something unwanted, sickening, and even frustrating. Some students do not like getting feedback from their teachers as they think that the feedback corners them, pinpointing their weaknesses and errors. This makes them full of stress and have greater anxiety. Those aspects may be the negative sides of feedback that some students perceive. As a matter of fact, if learners are willing to look deeper into the benefits of feedback that teachers give, especially in writing, they will not feel the negative sides of feedback. Instead, they will crave and wait for it. The purpose of this study is to reveal the perceptions of 76 EFL learners’ reactions towards teacher feedback that they received in their writing classes. The results of the study hopefully can inspire writing lecturers to give supportive corrective feedback, so that EFL learners’ writing can be improved.

scholarly journals LESSONS FROM CRITICAL THINKING: HOW TO PROMOTE THINKING SKILLS IN EFL WRITING CLASSES

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Mojgan Rashtchi ◽  
Babak Khoshnevisan
Keyword(s):  
Critical Thinking ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Courses ◽  
English Writing ◽  
Modern Education

<p>Critical thinking as an issue with on-going importance has an immense influence on modern education. However, it is not a natural disposition but is a potential that needs cultivation. Training individuals to become critical thinkers is not an easy task, but by adopting appropriate strategies and classroom practices, it is attainable. The present article aimed to show how English writing classes in EFL settings could facilitate the practice of critical thinking skills. This paper suggests that critical thinking can be implemented as a classroom practice in writing courses by using several tasks that integrate writing and thinking skills. The article starts with an introduction to the definitions of critical thinking. Then, it underlines the classroom procedures, which can be implemented by teachers. Following this, some sample tasks and writing topics are proposed to help teachers employ critical thinking practices in their classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0663/a.php" alt="Hit counter" /></p>

scholarly journals Expressions of Criticality in Expert and Student Writing: A Corpus Contrastive Analysis of Literature Reviews

2021 ◽  
Vol 5 (3) ◽  
pp. 19
Author(s):  
Muna Liyana Binti Mohamad Tarmizi ◽  
Anealka Aziz Hussin
Keyword(s):  
Literature Review ◽  
Academic Writing ◽  
Applied Linguistics ◽  
English For Academic Purposes ◽  
Student Writing ◽  
Contrastive Analysis ◽  
Student Writers ◽  
Research Journal ◽  
Literature Reviews ◽  
Integral Role

Literature review in academic writing plays an integral role in demonstrating writers’ knowledge about a field of study as well as in informing the writers of influential researchers and research groups in the field. More importantly, writers are expected to critically analyze previous studies related to their topic. Despite its importance to the academic text, student writers find it challenging to establish a critical stance and to provide evaluative judgment when reviewing the literature. This paper presents a contrastive analysis of student and expert writers’ expressions of criticality in literature review sections of 8 applied linguistics master theses from UiTM (a Malaysian public university) and 62 literature reviews of research journal articles from a similar field (i.e., Language and Communication, English for Academic Purposes and Applied Linguistics). Corpus techniques are used to identify the most common expressions of criticality used by these two groups of writers. The corpus was analyzed using detailed consistency analysis and concordance software from WordSmith Tools (Scott, 2012). Findings revealed that student writers prefer to use hedges and boosters to express criticality and the evaluations they make tend to sound more reporting rather than analyzing and synthesizing the resources critically. Results from this study are beneficial for constructing pedagogical instructions and guidelines for student writers in their critical analysis of the literature review.

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