scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Efl Students

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 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 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. 

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 EFL Students’ and Lecturer’s Perceptions on Collaborative Writing

2020 ◽  
Vol 7 (11) ◽  
pp. 83
Author(s):  
Ade Ismail ◽  
Ninuk Lustyantie ◽  
Emzir Emzir
Keyword(s):  
Conceptual Understanding ◽  
Academic Writing ◽  
Learning Process ◽  
Qualitative Method ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Research Data ◽  
Positive Perception ◽  
Writing Courses ◽  
Efl Students

The study aims to explore in-depth students' and lecturer’s perceptions of collaborative writing. There are four perceptual focuses; conceptual understanding, forms of cooperation, writing skills, and classroom atmosphere. This study used a qualitative method involving 31 students who took academic writing courses and an English Lecturer. The research data were collected through questionnaire and analyzed descriptively. The results showed that students and lecturer had a positive perception of the collaborative writing model in terms of understanding concepts, forms of cooperation, writing skills, and a pleasant learning classroom atmosphere. One of the most dominant aspects of students' perceptions about collaborative writing is the development of cooperation between them in the learning process (Storch 2018), which improves their writing abilities and skills (Zhang 2018).  

scholarly journals Effects of Using Corpus-Based Instructional Mediation on EFL Students’ Academic Writing Skills Improvement

2021 ◽  
Vol 7 (2) ◽  
pp. 133-153
Author(s):  
Amare Tesfie Birhan ◽  
Mulugeta Teka ◽  
Nibret Asrade
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Writing Courses ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique.  Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.

scholarly journals Investigating iranian English as a Foreign Language (EFL) students’ writing skills based on principal component analysis

2021 ◽  
Vol 21 (2) ◽  
pp. 71-82
Author(s):  
Behrouz Kamali ◽  
Payman Rajabi ◽  
Hossein Ahmadi
Keyword(s):  
Principal Component Analysis ◽  
Academic Writing ◽  
Theoretical Perspective ◽  
Writing Skills ◽  
Principal Component ◽  
Component Analysis ◽  
Homogeneous Sample ◽  
Writing Improvement ◽  
Language Writing ◽  
Efl Students

Identifying EFL writing components involves an intricate network of principles and approaches that also involve assessment models. Methods of teaching and assessing writing are normally compatible with the purposes or expectations of writing-specific courses/programs. This study investigated the most important academic writing constructs in Iranian EFL students based on principal component analysis. To this end, an Oxford Placement Test (OPT) was administered and based on its results, 60 (out of 114) Iranian EFL male and female learners from Islamic Azad University, Broujerd Branch, Iran, were randomly selected as the homogeneous sample of the study. Additionally, 100 EFL teachers from four language institutes were asked to participate. Three instruments were used, namely OPT, a survey questionnaire, and writing tasks. The data were analyzed through principal component analysis. The findings revealed that the most important constructs in the Iranian EFL students’ writing skills were “mode”, “assessment”, and “mechanics”, respectively. The findings of the study suggested implications for L2 writing improvement from a practical and theoretical perspective. The findings, more specifically, could shed light on current practices and theories, and could prove useful for practitioners and future studies in the field of second language writing. 

Sign in / Sign up

Export Citation Format

Share Document