scholarly journals Chinese Students’ Ambivalent Perceptions of Grammar Correction in L2 Writing

2015 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Xu Shao ◽  
Jingyu Zhang
Keyword(s):  
Chinese Students ◽  
L2 Writing ◽  
Grammar Instruction ◽  
Writing Classes ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Grammar Correction ◽  
English Major ◽  
The One

<p><em>The efficacy of Grammar Correction (GC) in second language (L2) writing classes has been the subject of much controversy and the field seems to take Ferris’ (1999) generalization that students believe in GC and want to receive it for granted. To test Ferris’ generalization, this study examines Chinese students’ perceptions of GC in their English writing. The results of a questionnaire administered to six groups of three proficiency levels of university students majoring in or not in English show ambivalent perceptions towards GC. On the one hand, all learners believe GC has obvious effects and can improve their accuracy in L2 writing. On the other hand, they all agree that GC is not enough for improving learners’ writing ability and that the time spent on GC should be allocated on training other writing abilities. All groups of participants gave a negative to uncertain answer to GC, though different perception patterns figure in whether or not majoring in English: English-major groups’ mean expectation scores of GC increase while those of non-English-major groups decrease in keeping with their English levels. These results provide strong evidence for Truscott’s (1996) view that GC should be abandoned. We believe that the different perceptions of GC shown by English and non-English major students stem from the fact that the former receives a more systematic grammar instruction than the latter. The ambivalent perceptions of GC originate in the fact that grammar accuracy occupies an important proportion in various writing evaluation systems.</em></p>

scholarly journals Utilizing an Automated Tool Analysis to Evaluate EFL Students’ Writing Performance

2020 ◽  
Author(s):  
Anongnad Petchprasert
Keyword(s):  
Undergraduate Students ◽  
Assessment Tools ◽  
Evaluation Tool ◽  
Writing Performance ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Electronic Assessment ◽  
English Major ◽  
Written Form

Abstract Recently, the integration of linguistics and technology has been promoted and widely used in the field of linguistics and English writing for several purposes. One of those purposes is to evaluate EFL writing ability by using electronic assessment tools in language teaching or rhetorical studies. In this study, an automated writing evaluation tool (Coh-Metrix version 3.0) was used to indicate English-major students’ writing performance based on the six discourse components of the texts and to determine the associations between those six results of Coh-Metrix analyses. The 80 EFL texts produced for each scheme of writing tasks on two different topics were collected. The corpus analyses gathered from Coh-Metrix identify linguistic and discourse features that were interpreted to determine the 40 EFL undergraduate students’ English writing abilities. The students wrote and revised their essays in a hand written form in class and resubmitted their essays in digital forms with corrections made. The results showed that these writers demonstrated linguistic flexibility across writing prompts that they produced. The analyses also indicated that the length of the texts, the word concreteness and the uses of the referential and deep cohesion had impacts on the students’ writing performances across the writing tasks. Besides, the findings suggest practical value in using the Coh-Metrix to support teachers’ instructional decisions that could help to identify improvement of students’ writing skill.

scholarly journals Utilizing an Automated Tool Analysis to Evaluate EFL Students’ Writing Performances

2020 ◽  
Author(s):  
Anongnad Petchprasert
Keyword(s):  
Undergraduate Students ◽  
Assessment Tools ◽  
Evaluation Tool ◽  
Writing Assignments ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Automated Writing Evaluation ◽  
Electronic Assessment ◽  
English Major

Abstract Recently, the integration of linguistics and technology has been promoted and widely used in the field of linguistics and English writing research for several purposes. One of those purposes is to evaluate English as a Foreign Language (EFL) writing ability by using electronic assessment tools. In the current study, an automated writing evaluation tool (Coh-Metrix) was used to indicate English-major students’ writing performances based on the discourse components of the texts. The English texts generated for each writing task on two different topics were collected. The corpus analyses gathered from Coh-Metrix identified linguistic and discourse features that were interpreted to determine the 40 EFL undergraduate students’ English writing abilities. The students wrote and revised their essays in hand-written essays in class and resubmitted their essays in digital forms with corrections made. The results showed that these students demonstrated linguistic flexibility across writing assignments that they produced. The analyses also indicated that the length of the texts and the uses of the word concreteness, and the referential and deep cohesion had impacts on the students’ writing performances across the writing tasks. Besides, the findings suggest practical value in using an automated text analysis to support teachers’ instructional decisions that could help to identify improvement of students’ writing skill.

scholarly journals Utilizing an automated tool analysis to evaluate EFL students’ writing performances

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Anongnad Petchprasert
Keyword(s):  
Undergraduate Students ◽  
Assessment Tools ◽  
Evaluation Tool ◽  
Writing Assignments ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Automated Writing Evaluation ◽  
Electronic Assessment ◽  
English Major

AbstractRecently, the integration of linguistics and technology has been promoted and widely used in the field of linguistics and English writing research for several purposes. One of those purposes is to evaluate English as a Foreign Language (EFL) writing ability by using electronic assessment tools. In the current study, an automated writing evaluation tool (Coh-Metrix) was used to indicate English-major students’ writing performances based on the discourse components of the texts. The English texts generated for each writing task on two different topics were collected. The corpus analyses gathered from Coh-Metrix identified linguistic and discourse features that were interpreted to determine the 40 EFL undergraduate students’ English writing abilities. The students wrote and revised their essays in hand-written essays in class and resubmitted their essays in digital forms with corrections made. The results showed that these students demonstrated linguistic flexibility across writing assignments that they produced. The analyses also indicated that the length of the texts and the uses of the word concreteness, and the referential and deep cohesion had impacts on the students’ writing performances across the writing tasks. Besides, the findings suggest practical value in using an automated text analysis to support teachers’ instructional decisions that could help to identify improvement of students’ writing skill.

scholarly journals The Effectiveness of Correcting Grammatical Errors in Writing Classes: An EFL Teacher’s Perspective

2012 ◽  
Vol 1 ◽  
pp. 227-237
Author(s):  
Hye-Kyung Kim
Keyword(s):  
Error Correction ◽  
L2 Writing ◽  
Teaching Writing ◽  
Grammar Instruction ◽  
Writing Classes ◽  
Efl Writing ◽  
Grammar Correction ◽  
Grammatical Errors ◽  
Teacher's Perspective

The role of grammar instruction to help students reduce errors in L2 writing is under debate: Truscott (1996, 1999, 2007) claims that error correction is largely ineffective and harmful, whereas Ferris (1997, 1999, 2004) argues that students need feedback on their grammatical errors. Grammar correction is considered to be one of the most important forms of feedback. This paper examines the role of grammar correction in L2 writing on the basis of these controversies and discusses some pedagogical implications of error correction for teaching writing, with particular reference to my own experience of teaching EFL writing classes in South Korea.

scholarly journals Correct I or I Don’t Correct myself: Corrective Feedback on EFL Students Writing

2013 ◽  
Vol 7 ◽  
pp. 86-95
Author(s):  
Hussein Meihami ◽  
Bahram Meihami
Keyword(s):  
Experimental Investigation ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Control Group ◽  
Writing Classes ◽  
Writing Ability ◽  
Grammar Correction ◽  
Efl Students

The hot debate is in progress between giving corrective feedback (CF) to students to promote their writing ability and accuracy or not giving CF. This kind of dilemma that might be caused by the controversial researches that published over the last 20 years baffled teachers about giving or not giving the CF. After Truscott, J. (1996) gave a case against grammar correction in L2 writing classes and Ferris, D.R. (1999) gave a case for grammar correction the question got tougher. The essence of this experimental investigation is to explain giving written CF to the EFL students writing. For the purpose of this study, 160 EFL students of Azad University participated in an extracurricular course; there were three experimental groups and a control group. After the results were manifested, it was cleared that giving corrective feedback should be considered as a productive way in improving EFL students writing.

scholarly journals UTILIZING BLOG IN ELT WRITING TO NON-ENGLISH MAJOR UNDERGRADUATE STUDENTS OF WIRALODRA UNIVERSITY

2019 ◽  
Vol 3 (2) ◽  
pp. 314-328
Author(s):  
Natalia Anggrarini ◽  
Atikah Wati
Keyword(s):  
Undergraduate Students ◽  
Time Allocation ◽  
First Grade ◽  
Writing Ability ◽  
English Writing ◽  
English Major ◽  
Evolutionary Level ◽  
Information And Communication ◽  
Meaningful Interaction ◽  
Writing Activity

Revolutionary Industry 4.0 demands the advanced of technology supports not only in evolutionary level of information and communication, but also in education. Seeking to promote interest of English in higher level of education, this study aims to find out students’ experiences in utilizing Blog to learn English especially writing activity. some  researchers have About 15 of Non-English first-grade undergraduate students focusing on Mathematics Education Department will participate in this study. By conducting qualitative research method, questionnaires to 15 students are given to gain the data. The data from questionnaires then be interpreted for the experiences in utilizing blog in English writing activity. The result reveals that blog gave the students a place to share their ideas, exchange ideas, and improve their English as well as their writing ability. Utilizing blog in writing activity also gave them more knowledge about ICT especially in bloging. The findings also lead to some points for the teacher to consider before they utilize blog in writing activity. First, it is about time allocation and second is about involvement of larger number of students. The finding also suggest the teacher to provide longer time in doing blog project and big class is needed to have more meaningful interaction in the blog itself.

Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development

2016 ◽  
Vol 21 (2) ◽  
pp. 217-240 ◽  
Author(s):  
Xiaoyan Zhang
Keyword(s):  
Corrective Feedback ◽  
Writing Development ◽  
L2 Writing ◽  
Control Group ◽  
Input Language ◽  
English Writing ◽  
English Reading ◽  
Quasi Experimental ◽  
Group A ◽  
The One

The study examines whether there is any difference between the effects of a reading–writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners’ writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language accuracy of the writing resulting from the integrated task. It also explores the possible relationships among language, content alignment and language accuracy and the relationship between language alignment and content alignment. To this end, a quasi-experimental study was conducted to assess participants’ L2 writing development based on a pretest–posttest–delayed-posttest design implemented in four intact EFL freshman classes. Four groups were created: an English-reading–English-writing (EE) group, a Chinese-reading–English-writing (CE) group, a comprehensive CF group, and a control group, which engaged solely in writing practice. The results demonstrated that (1) the EE and CF groups outperformed the control and CE groups on the posttest and outscored the control group on the delayed posttest with respect to language, although there were no significant differences among the three experimental groups in overall, content, and organization scores; (2) the input language of the integrated reading–writing task had a significant effect on language accuracy in the resulting essays; and (3) there was no significant correlation between content alignment and language accuracy for the CE group, whereas for the EE group, a significant positive correlation was observed not only between content and language alignment, on the one hand, and language accuracy, on the other hand, but also between content alignment and language alignment.

scholarly journals The Negative Influence of Chinese L1 on English L2 Writing

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Ling Yu ◽  
Hongyu Chen
Keyword(s):  
Second Language ◽  
Noun Phrase ◽  
Negative Transfer ◽  
Chinese Students ◽  
Negative Influence ◽  
L2 Writing ◽  
English Writing ◽  
Verb Phrase ◽  
Sufficient Knowledge

L1 is, generally, believed to affect the acquisition of second language negatively. Because there is likely to be a negative transfer form L1 to L2, when the learner lacks sufficient knowledge for communicating his or her ideas in L2 and then draw upon the L1. The transfer includes both positive and negative transfer. However, the role of L1 is more often viewed as negative, causing negative transfer that results in a variety of errors. Generally, English and Chinese do not have many of the shared syntactical features. Hence the syntactic transfer is predictable when using the L2. This may lead to such errors as those in the noun phrase, in the verb phrase and various omissions. This paper analyses those errors in English writing, which represent the negative syntactic transfer from Chinese to English. Moreover, it discusses in details the particular causes for that transfer and propose improving the awareness of the syntactic distinction between these two languages in Chinese students.

scholarly journals Analysis of the Errors in the Chinese Students’ Composition

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Haiyan Lu
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
Writing Process ◽  
Chinese Students ◽  
Writing Ability ◽  
English Writing ◽  
Analysis Theory ◽  
Complicated Process ◽  
Made In

Writing is a complicated process and being able to write well is usually considered to be the last skill in language learning. Teachers firstly need to find out the errors the Chinese students made in their English writing process in order to improve students’ writing ability. Errors are common characteristic of language acquisition and learning. Via studying the types of errors on the basis of error analysis theory, the author hopes to seek an effective approach to the teaching of English writing.

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