scholarly journals Computer Supported Collaborative Writing: Does it Work among ESL Learners?

2018 ◽  
Vol 10 (3) ◽  
pp. 35
Author(s):  
Nur Hazirah Che Ithnin ◽  
Farhanahbinti Mohamad Fikray ◽  
Noor Zainab Abdul Razak
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Collaborative Writing ◽  
Future Research ◽  
Writing Assessments ◽  
Writing Skill ◽  
Post Test ◽  
Research Findings ◽  
User Friendly ◽  
Esl Learners

This study examines the effectiveness of using Wiki as a platform to enhance EL learners’ writing skill in English language. In particular, the aim of this research is to examine learners’ performance in composing English language essays as well as to identify the challenges which the students faced throughout the process of writing through Wiki. This study involved the respondents from secondary school who were in Form 2 and it consists of three levels of language proficiency which the researchers have identified. Specifically, the research data is collected through writing assessments (pre-test and post-test). For pre-test and post-test, the website selected as a platform was ZOHO Wiki which is a free user friendly online server designed for collaborative writing. The data from pre-test and post-test was analysed according to the marks obtained. Particularly, the research findings showed that students positively show an encouraging improvement in their English language essays and writing skill. Besides, some   challenges on the Wiki website and technological related issues that occurred during the process of Wiki mediated writing have also been identified such as difficulties in terms of Wiki tools software, technological related problem, collaborative writing issues, and other relevant challenges related to the research topic. In addition, the pedagogical implications, limitations as well as recommendations on the future research which are relevant to the present study are discussed and elaborated. In short, collaborative learning through Wiki provides learners with an interactive platform for writing English language composition.

scholarly journals Improving ESL Learners’ Grammar with Gamified-Learning

2019 ◽  
Author(s):  
Harwati Hashim ◽  
Karmila Rafiqah M. Rafiq ◽  
Melor Md Yunus
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Industrial Revolution ◽  
High Tech ◽  
Language Games ◽  
Post Test ◽  
Quasi Experimental ◽  
Gamified Learning ◽  
Teaching Grammar ◽  
Esl Learners

Aligning with the Industrial Revolution 4.0, an abundance of high-tech inventions has embarked their pavements in the educational field. Despite being under the 21st-century umbrella, the English language proficiency of Asian learners is still a few steps behind. Undeniably, most of the English as a Second Language (ESL) learners in Asian countries face challenges in learning ESL grammar. Grammar has been an intricate component to master due to its nature of complexity. This study aimed at exploring the effectiveness of using online language games in improving ESL learners' grammar. A total of 30 students in a secondary school were involved in this research. The research design of the quasi-experimental method was used, employing the pre and post-test. Data were analyzed using percentages to compare the results after three interventions of gamified-learning known as Socrative, PowerPoint Challenge Game, and Kahoot! The main findings indicated that learners’ scores on the grammar post-test showed a significant increase from the pre-test. The improvements can be seen in the grading system, whereby, no participant obtained a grade D and E in the post-test as compared to the pre-test. Hence, the results depicted that gamified-learning is effective in teaching grammar to ESL learners.

scholarly journals Writing skill enhancement when creating narrative texts through the use of collaborative writing and the Storybird Web 2.0 tool*

2014 ◽  
Vol 15 (2) ◽  
pp. 166 ◽  
Author(s):  
Yeison Edgardo Herrera
Keyword(s):  
Web 2.0 ◽  
Language Proficiency ◽  
Positive Attitude ◽  
English Language ◽  
Collaborative Writing ◽  
English Language Proficiency ◽  
Narrative Texts ◽  
Reflective Journals ◽  
Writing Skill ◽  
The Common

The purpose of this article is presenting how the use of Collaborative Writing (CW) through Storybird, a web 2.0 tool which promotes the creation of stories collaboratively, led two groups of learners to improve certain specific aspects of their writing skill. Both groups, the former one with fifteen students and the latter one with ten students, were about to complete a two-year general English course at Instituto de Lenguas de la Universidad Distrital (ILUD) in Bogotá, Colombia. Although their English language proficiency was expected to be at an upper-intermediate level (B2) according to the Common European Framework of Reference for languages (CEFR), their writing skill was below average. Two pedagogical interventions were performed at two diferent times, the first one from October to November 2010, and the second one from March to April 2011. Pre and posttests, focus groups, surveys and reflective journals were used and data was analyzed following coding procedures. The findings revealed that the CW supported with Storybird encouraged learners to create narrative texts and their positive attitude towards the production of stories increased. Moreover, an improvement in learners’ vocabulary and increased attempts to use complex language forms to write were noticeable.

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

scholarly journals The validation of an L2 English listening self-efficacy instrument using Rasch analysis

2020 ◽  
Vol 24 (2) ◽  
pp. 1-22
Author(s):  
Eric Shepherd Martin
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Rasch Analysis ◽  
English Language ◽  
English Language Proficiency ◽  
Japanese University ◽  
Second Year ◽  
L2 Listening ◽  
Development And Validation ◽  
Esl Learners

This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented here was distributed among a sample of first- and second-year Japanese university students (N = 121), and, unlike most previously developed questionnaires, was validated through the use of Rasch analysis. The results of the administration of the questionnaire showed that learners' responses differed predictably and considerably, thereby suggesting the utility of the instrument for future use by EFL/ESL practitioners.

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

scholarly journals THE USE OF JAZZ CHANTS TO DEVELOP YEAR 3 PUPILS’ ABILITYTO CONSTRUCT SIMPLE SENTENCES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Dina Syafiqa Annur Azhar ◽  
SriRanjani Naidu
Keyword(s):  
Teaching Strategy ◽  
Writing Skills ◽  
Document Analysis ◽  
Structured Interview ◽  
Classroom Teaching ◽  
Future Research ◽  
Post Test ◽  
Research Findings ◽  
Simple Sentences ◽  
Collection Methods

This action research attempts to improve teacher’s classroom teaching in developing pupils’ ability to construct simple sentences. Jazz chanting was adapted to teach writing skills and  was used as the intervention. This research aimed to describe the extent the use of jazz chants was able to develop Year 3 pupils’ ability to construct simple sentences effectively. Three research participants  were chosen among year 3 pupils. The participants were purposefully identified as they had encountered difficulties in constructing simple sentences. Three lessons to exploit the intervention were conducted in this research. The data collection methods that were used in this research to gain insights into the effectiveness of the teacher’s teaching strategy were document analysis consisting of worksheets and a pre-test and a post-test, observation and a semi-structured interview with the participants. The research findings revealed that the teaching with the use of the intervention, jazz chanting, was able to positively impact two participants in constructing simple sentences effectively.Meanwhile, triangulation of the various data also indicated that the teaching aided by the intervention failed to have the expected impact on one participant. Discussion of the research findings and conclusion had highlighted the researcher’s pertinent reflection and suggestions for further improvement on the intervention and for future research.

An Empirical Study of Reading Habits and Interests of Saudi University EFL Learners

2015 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Hussam Rajab ◽  
Alhasan Al-Sadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Future Research ◽  
Small Scale ◽  
Reading Habits ◽  
Efl Learners ◽  
Academic Reading ◽  
Preparatory Year ◽  
The University ◽  
L1 And L2

<p align="left">This small-scale, quantitative study investigated the reading habits and interests of Saudi English-as-a-foreign-language (EFL) students at a university-level preparatory year program (PYP). The study aimed to identify certain habits and preferences of EFL learners with regard to various personal practices of the reading process in first language (L1) as well as in second language (L2). The study utilized a custom-designed, 10-item questionnaire on a Likert scale format in order to gain more insights into the manners with which students may or may not approach reading. The participants were newly-registered, male and female students (<em>n=330</em>) on the university PYP course with mixed English Language proficiency. Analysis of the data collected using descriptive statistical tools indicated several issues relating to the reading habits in general, including students’ lack of interest as well as lack of motivation towards ‘academic reading’ in both L1 and L2. However, the analysis revealed a greater level of engagement in reading in social media contexts. The study has several implications for future research and pedagogy in EFL reading as well as implications for the EFL classroom. </p>

scholarly journals The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

2020 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Nesreen Saud Alahmadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mind ◽  
L2 Vocabulary ◽  
Experimental Group

The aim of this study was to investigate the impact of using the mind mapping strategy on learning vocabulary for Saudi Learners. Fifty female students from the English Language centre at Taibah University in Saudi Arabia were selected to participate in this study. All students were homogenous in terms of their English language proficiency. The students were performing at the intermediate level of the English language. Their level of English language proficiency was determined by the Oxford Placement Test. Participants were divided into two groups: the experimental group and the control group. Twenty-five students in the experimental group were taught vocabulary using the mind mapping strategy for six weeks. The control group was taught using traditional methods of vocabulary teaching, such as memorising. To test the effectiveness of the mind mapping strategy, two types of tests were applied for both groups: a pre-test and a post-test. At the end of the treatment, the results of the post-test showed a significant improvement in Second language (L2) vocabulary acquisition by Saudi learners in the experimental group. The findings of this study indicate some important implications for L2 learning, such as that mind mapping facilitates vocabulary learning by increasing the knowledge and the acquisition of the meanings of the vocabulary words used. It also helped with the vocabulary learning process by increasing the level of the motivation of Saudi students in learning new words.

scholarly journals Task Based Dictation (TBD): A Means of Improving the Language Proficiency of College Students

2020 ◽  
Vol 1 (2) ◽  
pp. 116-130
Author(s):  
Bethany Marie Lumabi
Keyword(s):  
College Students ◽  
Language Proficiency ◽  
English Language ◽  
Quantitative Description ◽  
Group Discussions ◽  
Informal Interview ◽  
Language Classroom ◽  
Post Test ◽  
Language Areas ◽  
Listening And Speaking

Purpose: This study investigates the improvement in the language proficiency of selected college students using the Task-Based Dictation in an ESL (English as a Second Language) classroom. Approach/Methodology/Design: The results of the tests scores are statistically analyzed using the measurement of central tendency. The mean is used to determine the total scores of the students in listening, writing, reading and speaking during the pre-test, TBD training, and post-test dictation. Then, each mean score is presented and interpreted using an adopted quantitative description, while the students’ outputs, the teachers’ observations during the conduct of the tests, and the informal interview and survey with college teachers validate the test results. Findings: Evidently, the scores of the college students in all the skills (listening, writing, reading, and speaking) have increased from novice in the pre-test to competent in the Task-based dictation (TBD) and post-test. Moreover, the teachers’ observations show that TBD provides opportunities for student-entered learning such as small group discussions/collaborations, peer feedback, systematic writing, critical analysis, and problem solving. Practical Implications: Through TBD, periodicals help college students develop their listening and writing skills, raise awareness on problematic language areas, and avoid biases in analyzing texts. Originality/value: Indeed, despite its limitations, this study answered the reservations of dictation in improving the English language proficiency of college students by increasing their competencies of their macro skills (reading, writing, listening and speaking).

scholarly journals The Professional Development of English Language Teachers in Colombia: A Review of the Literature

2019 ◽  
Vol 1 (21) ◽  
pp. 89-102 ◽  
Author(s):  
Ximena Paola Buendia ◽  
Diego Fernando Macías
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Integrated Approach ◽  
Language Teachers ◽  
Future Research ◽  
Teacher Professional ◽  
English Language Teachers

This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

Sign in / Sign up

Export Citation Format

Share Document