scholarly journals Challenges in the Application of Genre Theory to Improve L2 Academic Writing: Effective Reports and Assessment

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Maria Martinez Lirola ◽  
Derek S. Irwin
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Writing Skills ◽  
Careful Consideration ◽  
Genre Theory ◽  
Standard English ◽  
Theory Approach ◽  
Report Writing ◽  
Systemic Functional Linguistic ◽  
Teaching Learning

This paper examines the application of a systemic-functional linguistic (SFL) Genre Theory approach to an L2 classroom in Spain, where English systems and their formal and functional characteristics were explicated in the teaching-learning process in order to help students improve their writing skills. It analyses various facets of the effectiveness of this approach through a careful consideration of student report writing, first by analysing the assessors’ marking parameters and concentration, and second by thoroughly going through the papers themselves to summarise the nature and quantity of the various writing issues, paying particular attention to areas in which the existing assessment was questionable, incorrect, or not indicating errors in standard English.

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

scholarly journals Pedagogical Implication of Clause Expansion Mastery through E-Learning Instruction to Improve Academic English Writing Skills

2021 ◽  
Vol 13 ◽  
Author(s):  
I. Nurhamidah ◽  
S. Purwanto ◽  
C. Anwar ◽  
D. F Wulandari ◽  
A. Murtiningrum
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Academic English ◽  
English Writing ◽  
Academic Texts ◽  
Systemic Functional Linguistic ◽  
Pedagogical Implication ◽  
Post Test ◽  
Learning Instruction ◽  
E Learning

The current study investigated the pedagogical implication of Clause Expansion (CE) mastery to improve academic English writing skills. Fifteen students  participated in the study. A two-cycle action research design was used to justify how the mastery of clause expansion contributed to the development of academic writing skills.  Prior to intervention, they were assigned to write academic texts based on IELTS writing test. Then, they were given a three-week task-based e-learning instruction on CE., based on Systemic Functional Linguistic Framework of Clause Expansion.In the process of Explicit Instruction (EI) of CE, they were exposed in academic writing exercises to apply their knowledge on CE in various grammatical contexts in which it is required as Input Flood (IF).  Another test was administered to see how it progressed from the pre-test. Then, another three-week task-based e-learning module, was given for their second online learning activities. A post-test was administered to see how it contributed to their overall writing skills. It turned out that CE mastery under e-learning special instruction did significantly improve their writing skills. They become more confident in writing academic texts. It is highly recommended that CE be taught as an integral part of a writing course.

Research Report Writing

2021 ◽  
pp. 225-255
Keyword(s):  
Data Analysis ◽  
Academic Writing ◽  
Ethical Issues ◽  
Research Output ◽  
Writing Skills ◽  
Research Report ◽  
Unethical Conduct ◽  
Report Writing ◽  
Research Activities ◽  
Critical Aspects

This chapter discusses the critical aspects necessary to produce a research report from a study undertaken. Since research is based on a systematic endeavour which seeks to establish valid findings, the chapter addresses notions of criticality that ought to be espoused by the inquirer and the need to present findings being mindful of the demands related to academic writing. Furthermore, the chapter outlines the structures and steps that are necessary to produce a good enough proposal, ethical issues, gaining consent and ultimately how to produce a dissertation report at the end of all research activities and data analysis. It is noted in this chapter that a good proposal is most likely to end as a plausible research output. An informative study need not be diminished by a lack of academic writing skills, poor organisation, and unethical conduct.

scholarly journals Improving Academic Writing Skills through Contextual Teaching Learning for Students of Bosowa University Makassar

2017 ◽  
Vol 2 (2) ◽  
pp. 268
Author(s):  
Syahriah Madjid ◽  
Emzir Emzir ◽  
Sabarti Akhadiah
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Civil Engineering ◽  
Writing Skills ◽  
Learning Effects ◽  
Intensive Training ◽  
Writing Strategy ◽  
Engineering Department ◽  
Contextual Teaching ◽  
Teaching Learning

The purpose of this research is for helping students to improve their academic writing skills by changing the existing strategies which were considered ineffective at solving this kind of problem. This research was about how to improve student’s academic writing skills through contextual teaching and learning. The clientele of this research was the students of Civil Engineering Department of Bosowa University of Makassar. To gain the final result in this research there are three periods were needed. The result for the first period is only 26.67% or only 8 from 30 students could pass the standard qualifying. The students which passed the standard qualifying becomes 80% from 30 students in next period and in the final period the result was already succeeded, all of the students could pass the standard qualifying. Those experiments prove that this research showed that contextual teaching and learning effects can be used in helping students improve their academic writing skills. This research recommends the lecturer to conduct intensive training in the process of planning to write, the evaluation of sources of references, and the development of writing based on academic writing strategy.

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 On the Rocky Road to Academia: Stumbling Blocks for Finnish Engineering Students with English as a Second Language

2020 ◽  
Vol 10 (6) ◽  
pp. 36
Author(s):  
Hanna Niemelä ◽  
Johanna Naukkarinen
Keyword(s):  
Second Language ◽  
Communication Skills ◽  
Situated Learning ◽  
Academic Writing ◽  
Learning Process ◽  
Engineering Students ◽  
Textual Analysis ◽  
Writing Skills ◽  
Academic Education ◽  
Scientific Publications

Communication skills, especially academic writing skills in English, are vital for a successful career in the global scientific community. Finnish engineering students, however, seem to encounter problems when preparing their scientific publications in English as a second language (ESL) for international forums. Thus, these skills should be enhanced at all levels of academic education to promote students’ development as experts in their field. The paper describes challenges faced by engineering students in academic writing and seeks solutions to promote students’ learning process. In addition to communication issues, the paper enlightens the environment and conditions in which the engineering students operate. By an interpretive study, the paper examines texts written by Finnish engineering students. The qualitative textual analysis is based on Systemic Functional Linguistics. Further, the paper discusses learning of academic writing from the perspective of situated learning. Based on the textual analysis, the paper identifies challenges and problems in academic writing, namely unfamiliarity with publication practices, grammar and terminology problems, unawareness of academic discourse strategies, such as hedging and the use of cohesive devices, and challenges with handling feedback. To enhance students’ competences in academic communication within their discipline, guidance and training of communication skills should be integrated into relevant technical and academic contexts throughout the engineering studies. Thus, in addition to thesis writing, argumentation and writing skills and the use of databases can be enhanced for instance by writing course reports in the form of academic papers. Individual consultation also plays a key role in the situated learning process.

scholarly journals Edublogs: a Media to Improve Students’ Writing Skill in Recount Text

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 52
Author(s):  
Diki Riswandi ◽  
N Ngadiso ◽  
Abdul Asib
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Writing Skills ◽  
Average Score ◽  
Generic Structure ◽  
Self Reflection ◽  
Writing Skill ◽  
Collection Data ◽  
Teaching Learning

This study designed to improve students’ writing skills through Edublogs of one Senior High Schools in Indonesia. Based on the preliminary observation, there were problems found in the field such as students’ poor writing skills and low interest toward writing, inappropriate teacher’s style in teaching, the role of media and the unsuitable utilization of internet facility. Regarding to the result of the observations, students had some problems in recount text writing those are the generic structure, the purpose and the language features. In addition, they had no capability to make a self-reflection on their mistakes in their own writing. It happens since their English teacher has a tendency to to directly correct their mistakes.This current research was an action research study consisting of two cycles. There are 23 students involved in this study. The data of this study were qualitative and quantitative. The qualitative data were obtained, the first, by observing the teaching and learning process during the implementation of the actions and the second, by interviewing the students and the collaborator about the actions implemented. Furthermore, the qualitative data were in the form of field notes and interview transcripts. Meanwhile, the quantitative data were gained by assessing the students’ writing skills through the pretest and posttest. The qualitative data were analyzed using the qualitative data analysis those are data collection, data reduction, data display, and conclusion drawing and verification. The results of this study show that Edublogs is an effective media that can be used to improve students’ writing skills qualitatively and quantitatively. Qualitatively, using Edublogs, teaching and learning process became more interesting. The students enjoyed the writing process. The students’ problems in writing can be reduced by using Edublogs in teaching-learning process by applying writing stages through Edublogs. Quantitatively, the average score gained by the students in cycle one was 67.37 while in cycle two is 72.58. The results, however, show that students’ writing skill improves significantly through blogging activity. Thus, it can be concluded that the students are more enthusiastic and more interested in writing English.

scholarly journals Improving Students’ Writing Skills through the Application of Synectic Model of Teaching Using Audiovisual Media

2019 ◽  
Vol 1 (3) ◽  
pp. 176 ◽  
Author(s):  
Ufi Ruhama ◽  
Dewi Ismu Purwaningsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Writing Skills ◽  
Audiovisual Media ◽  
Writing Skill ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Metaphoric Thinking

Writing might be difficult for some people (Alwasilah, 2007). Some students can speak English fluently and confidently, although since they have difficulties in conveying their ideas in writing. Thus, it needs the effective and efficient model of teaching to improve the teaching learning process. Synectic model of teaching is a model applied to enhance students’ ability to write. This model combines various forms of metaphoric thinking to see old ideas in different ways. In this research, the researcher used audiovisual media to support learning. The purpose of this research is to find out students’ improvement in writing descriptive texts using synectic model of teaching. The sample of the research was 36 students of class IXD in MTsN 2 Pontianak. The research was Classroom Action Research using Kemmis and MC Taggart model with two cycles. The result shows that there is improvement in students writing skill. The mean score of pre-test is 56.01, posttest 1 is 66.5, and posttest 2 is 87.46. It means the application of synectic model of teaching using audiovisual media is able to increase students’ ability in writing descriptive text.

Application of Principles of Testing: A Study in the Context of Third Year Engineering Graduates

2017 ◽  
Vol 3 (1) ◽  
pp. 14
Author(s):  
Prativa Rani Saha ◽  
R Kalpana
Keyword(s):  
Beneficial Effect ◽  
Learning Process ◽  
Writing Skills ◽  
Language Testing ◽  
Language Test ◽  
Test Paper ◽  
Component Reliability ◽  
Essential Component ◽  
Teaching Learning

Language testing has been an elemental part of the teaching- learning process, though views on language testing have always been changing. This paper presents the various components required to construct and use a language test. It primarily aims at highlighting the importance of validity, reliability, and washback and focuses if a test paper is valid, reliable and has washback effect. A test should measure what it intends to measure and for this validity, of a test is a very essential component. Reliability of a test refers to how a test should be measured and is also concerned with the consistency of scoring and the accuracy of the organization of the test, hence reliability also is an important factor for a test. Further, any item should ideally have a positive washback effect i.e., the test must have a beneficial effect. Any test setter has to consider these three qualities of a test discussed above. The paper aims at highlighting about these important aspects of test i.e. validity, reliability and washback and elucidates how these three aspects could be integrated in testing writing skills.

scholarly journals IMPROVING WRITING SKILLS; AN IMPLEMENTATION OF “THINK PAIR SHARE” FOR ISLAMIC JUNIOR SCHOOLS STUDENTS

2020 ◽  
Vol 8 (3) ◽  
pp. 287
Author(s):  
Suhrowardi Suhrowardi
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Classroom Interaction ◽  
Writing Skills ◽  
Student Writing ◽  
Self Confidence ◽  
Writing Class ◽  
Post Test ◽  
Teaching Learning

The objectives of this study are to capture the implementation of Think Pair Share (TPS) in teaching-learning process, to identify the improvement of the students' writing skills, and to find out the strengths and the weaknesses of Think Pair Share (TPS) in the teaching-learning process of the seventh-grade students of MTS AL Islahuddin Kediri. This research is a classroom action research. The researcher used qualitative and quantitative data. The qualitative data was interview and observation. The quantitative data was tested. The step to analyze the qualitative data used data reducing, data display, and conclusion drawing. The step to analyze the quantitative data used mean formula. The result of the research shows that there are positive improvements in either student" writing skills or the class situation during the teaching-learning process.  It can be seen from the result of the test which is improved,  from the students" writing score and the post-test conducted after the action. The mean scores of students" writing scores are increased. Besides, the situation of the class is more conducive before implementing it. From the class situations improvement, it can be drawn some strengths and the weaknesses of the Think Pair Share (TPS) implementation in writing class. The strengths include that the Think Pair Share (TPS) can build critical thinking, motivation, classroom interaction, easy to discuss, -self-confidence, and active learners. The weaknesses are required special attention in classroom use, and it needs a mediator.

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