The Effect of Reflection-Supported Process-Based Writing Teaching on Iraqi EFL Students' Writing Performance and Attitude

2016 ◽  
Author(s):  
Salam Hamid Abbas
Keyword(s):  
Writing Performance ◽  
Efl Students

scholarly journals Using portfolio assessment to improve EFL students’ expository-writing performance

2019 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Waode Nur Gita Dahviyanti
Keyword(s):  
Expository Text ◽  
Writing Process ◽  
Portfolio Assessment ◽  
Descriptive Statistics ◽  
Expository Writing ◽  
Writing Performance ◽  
Writing Test ◽  
South Sulawesi ◽  
Efl Students ◽  
Positive Motivation

The objectives of the research were to find out the extent to which the use of portfolio assessment improves EFL students’ performances in expository-writing and to find out the students’ responses about the taking of portfolio assessment in improving their performance in writing expository text. The researcher applied classroom action research which was done through two cycles. The location of this research was at one of the secondary schools in Makassar, South Sulawesi, Indonesia. There were 31 students as a sample in this research and the data were collected using observation, writing test, interview, and analyzed by using descriptive statistics. The result showed that portfolio assessment had improved EFL students’ expository-writing performance. The students were better in arranging the words into sentences and paragraph in order to convey their ideas, opinions, and feeling because they had already known the steps in the writing process, and they learned from their previous evaluated portfolios, and their responses on the using of portfolio assessment as a method in writing expository process was positive. They got positive motivation and appreciation to progress their writing performance. They were excited to revise and edit their draft to become the best work in every meeting.

scholarly journals The Effect of Topic Selection on EFL Students’ Writing Performance

SAGE Open ◽  
2014 ◽  
Vol 4 (3) ◽  
pp. 215824401454717
Author(s):  
Alireza Bonyadi
Keyword(s):  
Writing Performance ◽  
Efl Students

scholarly journals EFFECTS OF TASK COMPLEXITY ON CHINESE EFL WRITING

2021 ◽  
Vol 4 (2) ◽  
pp. 77-80
Author(s):  
Hui Liu
Keyword(s):  
High School ◽  
High School Students ◽  
Task Complexity ◽  
Senior High School ◽  
School Students ◽  
Efl Writing ◽  
Writing Performance ◽  
Syntactic Structures ◽  
Efl Students ◽  
Senior High School Students

The current study explores the effects of task complexity on senior high school students’ writing performance. The participants were 60 Chinese senior high school EFL students. The variable of task complexity is based on the combination of reasoning demands and prior knowledge aspects and the writing performance is measured by syntactic complexity. The results show that the participants produced more complex syntactic structures in task with higher complexity. Meanwhile, the participants’ perception of task complexity can influence the production of writing.

scholarly journals The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance

2020 ◽  
Vol 13 (5) ◽  
pp. 80
Author(s):  
Wisam Chaleila ◽  
Basem Khalaila
Keyword(s):  
Academic Writing ◽  
Design Research ◽  
Recent Literature ◽  
Explicit Instruction ◽  
Writing Performance ◽  
Writing Course ◽  
Efl Students ◽  
The Impact ◽  
Instruction Approach

While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.

scholarly journals A Comparative Analysis of Writing Strategies and Performance in a Saudi University

2018 ◽  
pp. 425-443
Author(s):  
Miriam Alkubaidi
Keyword(s):  
English Language ◽  
First Language ◽  
Writing Strategies ◽  
Writing Proficiency ◽  
Writing Performance ◽  
Frequent Use ◽  
Significant Difference ◽  
Efl Students ◽  
And Performance ◽  
The Relationship

There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners

scholarly journals EFL Students' Perspectives on the Use of Blog towards Their Writing Performance

2020 ◽  
Vol 8 (2) ◽  
pp. 115
Author(s):  
Moh. Yamin ◽  
Slamet Setiawan ◽  
Syafi’ul Anam
Keyword(s):  
Foreign Language ◽  
Writing Skills ◽  
High Response ◽  
Teaching Approach ◽  
Correlational Study ◽  
Positive Perception ◽  
Writing Performance ◽  
Efl Students ◽  
Writing Practice ◽  
Writing Activity

Obtaining English Foreign Language (EFL) students’ views dealing with their preferences of blog to assist their writing skills in practice is needed in order to make them more helpful in writing practice. This research aims at finding out significant correlation between students’ perspective on the use blog in writing activity and their writing performance. It is correlational study that correlates two variables: blog use and writing performance. The result of this research shows that there is no significant correlation between the students’ perception on blog use in writing activities with their writing performances. Although the students have high and positive perception toward blog use in writing actives done by the teacher in the class, it does not give high response to the students’ writing performance. It happens because some extraneous and possible factors may influence the result of this research. Finally, this research is expected to contribute towards enriching teaching approach knowledge in writing. 

scholarly journals The Effect of General and Specific Topics on Writing Performance of EFL Students

2013 ◽  
Vol 16 ◽  
pp. 63-72
Author(s):  
Hussein Meihami ◽  
Bahram Meihami
Keyword(s):  
Balance Sheet ◽  
Accounting Students ◽  
English Learning ◽  
Learning Program ◽  
Specific Knowledge ◽  
Efl Writing ◽  
Writing Performance ◽  
Efl Students ◽  
Writing Tests ◽  
Topical Knowledge

This paper describes a study exploring the effect of topical knowledge on writing performance of EFL students. A total of 158 accounting students of Islamic Azad University of Hamedan Branch in two levels of proficiency, intermediate and advanced, participated in this study. They were voluntarily participated in an English Learning Program provided by Islamic Azad University. At the end of the program, each student was required to write two essays: one that requires general knowledge of students about their opinion on continuing their education in university and the other that requires them to use their specific knowledge and write about preparing of balance sheet in accounting. After the results were manifested, writing on the specific topic yielded lower scores on accuracy, poor organization, and weak idea development and concluding paragraph. In this research there was an interview with students to figure out about their opinion of these two prompts. 24 students participated in this interview who were all agree that the prompt that required them to use specific knowledge of their major was much more challenging than the general prompt. This research results show the importance of preparing and developing appropriate prompts for EFL writing tests.

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