scholarly journals An Iquiry -Based Learning Program for Developing Reflective Writing Skills and Reducing Writing Apprehension among EFL Post Graduates

2021 ◽  
Vol 22 (1) ◽  
pp. 581-622
Author(s):  
منی عثمان
Keyword(s):  
Writing Skills ◽  
Reflective Writing ◽  
Writing Apprehension ◽  
Learning Program

Using ePortfolios to Enhance Reflective Learning and Development

2011 ◽  
pp. 158-167 ◽  
Author(s):  
Bob Doig ◽  
Barbara Illsley ◽  
Joseph McLuckie ◽  
Richard Parsons
Keyword(s):  
Writing Skills ◽  
Institutional Context ◽  
Reflective Writing ◽  
Reflective Learning ◽  
Learning Activities ◽  
Learning And Development ◽  
Technical Design ◽  
Effective Use

This chapter argues that it is essential that ePortfolio development is driven by pedagogical considerations, thus ensuring the effective use of these technologies to support learning. Drawing on experience of implementing ePortfolios in an institutional context, the chapter considers how best to meet the needs of learners within a system of effective eLearning support and emphasises the key role of developing reflective writing skills if the ePortfolio is to be an effective way of learning. Creating and deploying key learning activities that effectively use ePortfolios is now a much greater constraint to the correct use of ePortfolios in learning than the technical design or capabilities of ePortfolio software.

scholarly journals THE MODEL OF STUDENTS ENGLISH CLUB CONTRIBUTION TO WRITING MOTIVATION AND PUNCTUATION AWARENESS IMPROVEMENT

2020 ◽  
Vol 3 (1) ◽  
pp. 71-80
Author(s):  
Nur Rahmiani ◽  
Norhayaty M. Malena
Keyword(s):  
Qualitative Research ◽  
Teaching Methods ◽  
Writing Skills ◽  
Learning Activities ◽  
Learning Program ◽  
Writing Motivation ◽  
Extracurricular Programs ◽  
Chain Of Evidence ◽  
A Chain

This work aims to analyze the existence of the English Club Project (ECP) for Vocational Midwifery Students (VMS) by developing an essay in terms of the output program relating to their professionalism. The program facilitates 30 students to build up motivation and awareness of punctuation in additional learning of writing skills. As it is developed from qualitative research, this article is based on the data collected through gathering diversified sources of evidence, organizing a chain of evidence, and having key-informants reviewing draft case study reports. The results present an additional learning model constructed by the representation of the ECP program. ECP is an informally productive community by providing activities and opportunities in increasing the motivation for writing and punctuation awareness. Students begin to understand that doing the writing is uncomplicated anymore after joining the extracurricular programs managed with structured and directed activities. Also, the facilitator provides valuable supports and integrates teaching methods with information and technology devices that made the learning activities quickly done—as for recommendations, strengthening the support to this model is necessary for the sustainability of this additional learning program.

English and Reflective Writing Skills in Medicine

2017 ◽  
Author(s):  
Clive Handler ◽  
Charlotte Handler ◽  
Deborah Gill ◽  
Professor Sir John Tooke
Keyword(s):  
Writing Skills ◽  
Reflective Writing

scholarly journals Lecturers’ perception on the implementation of approaches to teaching literature in EFL classrooms

2022 ◽  
Vol 9 (1) ◽  
pp. 349-364
Author(s):  
R. Bunga Febriani ◽  
Dwi Rukmini ◽  
Januarius Mujiyanto ◽  
Issy Yuliasri
Keyword(s):  
Literary Criticism ◽  
Writing Skills ◽  
Reflective Writing ◽  
Literary Analysis ◽  
Approaches To Teaching ◽  
Philosophical Approach ◽  
Teaching Literature ◽  
Literary Works ◽  
Study Results ◽  
Efl Classrooms

The selection of appropriate approach(es) to teaching literature in EFL classrooms becomes a necessity that they can result in good performance of the students, both in their critical thinking aspect and their language proficiency. The problem appears when the lecturer does not implement a suitable approach to literary analysis when teaching literature to the EFL students. These problems led to the student’s inability to perform as expected. The present study examines how lecturers perceive the implementation of approaches to teaching literature in EFL classrooms and their relations to improving the students’ reflective writing skills as the manifestation of the student’ responses to the literary works. Among the approaches studied were the Language-based approach, the Reader-Response approach, and the Philosophical approach. The study was carried out on six lecturers teaching the Literary Criticism course in the EFL classrooms at the university level. A questionnaire was distributed to the lecturers teaching this course at a university in Semarang, Indonesia, containing eight-question items regarding how they perceive the literary approaches and how effective they used them in improving the students’ reflective writing skills, in encouraging the students to think critically about the events in literary works and in relating the readings to some aspects of their own lives. The study revealed that each literary analysis approach in teaching literature has its benefits and characteristics. The study results also showed that each approach has its strengths and weaknesses that differ from one another.

The Effect of Instructors’ Immediate Behaviors and Clarity on Student Writing Apprehension

2019 ◽  
Vol 83 (1) ◽  
pp. 96-109
Author(s):  
Stephanie Kelly ◽  
Jorge Gaytan
Keyword(s):  
Business Students ◽  
Writing Skills ◽  
Writing Apprehension ◽  
Student Writing ◽  
Job Market ◽  
Communicative Behaviors ◽  
The Past ◽  
The U.S

The demand for writing skills is becoming increasingly prevalent within the U.S. job market. Yet, the biggest barrier to developing successful writing skills, writing apprehension, has received very little attention from scholars in the past 30 years. The present study sought to identify the influence of instructional communicative behaviors on business students’ writing apprehension. Specifically, the study tested a model in which instructors’ immediate behaviors and clarity indirectly influenced students’ writing apprehension through the mediation of perceived immediacy. The data were consistent with the hypothesized model.

The Effects of Faded Prompts and Feedback on College Students’ Reflective Writing Skills

2013 ◽  
Vol 22 (4) ◽  
pp. 571-583 ◽  
Author(s):  
Ching-Huei Chen ◽  
Min-Yu Chung ◽  
Wen-chi Vivian Wu
Keyword(s):  
College Students ◽  
Writing Skills ◽  
Reflective Writing

Writing Apprehension in Beginning Accounting Majors

1999 ◽  
Vol 62 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Kay A. Faris ◽  
steven P. Golen ◽  
David H. Lynch
Keyword(s):  
Writing Skills ◽  
Freshman Composition ◽  
Writing Apprehension ◽  
Writing Anxiety ◽  
Potential Barriers ◽  
Accounting Curriculum

With writing skills receiving increased emphasis in the accounting curriculum, edu cators need to explore the potential barriers to writing that students may experience. The primary purpose of this study was to determine whether accounting majors have higher levels of writing apprehension than students in other majors. Also stud ied was whether gender, age, and grades in Freshman Composition were related to the level of writing anxiety. A sample of students responded to items on the Writing Apprehension Test to measure their writing apprehension. The students also identi fied their gender, age, major, and grades in Freshman Composition. Significant differences do exist in level of writing apprehension based on grades in Freshman Composition but not based on a student's age or gender choice. Most important, accounting majors did show significantly greater appre hension than non-accounting majors.

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