scholarly journals The Use of Genre-Based Cycle with L1 Rhetorical Structure in L2 Writing Class: An Exploratory Study

2016 ◽  
Vol 4 (4) ◽  
pp. 518
Author(s):  
Tzu-Shan Chang
Keyword(s):  
Teaching And Learning ◽  
Literacy Skills ◽  
L2 Writing ◽  
Rhetorical Structure ◽  
Writing Class ◽  
Writing Course ◽  
Before And After ◽  
Efl Students ◽  
Argumentative Essays ◽  
Writing Competence

<p><em>This paper demonstrates the systemic functional approach (SFL) with the L1 rhetorical structure in a genre-based writing class and then examines the effectiveness of this study’s approach in developing Chinese EFL writers’ competence in writing argumentative essays. This EFL writing course follows the SFL approach, the genre-based cycle of teaching and learning, to provide students with repeated opportunities to practice literacy skills gained in previous cycles until they master different genres. The genre-based cycle formed the writing instruction along with the L1 rhetorical structure as a strategy; Chinese EFL sophomores (n = 44) were instructed in this writing class. Qualitative and quantitative data were collected: </em><em>I</em><em>nterviews and ratings of students’ writing from two raters before and after the instruction. The results presented that most participants had made statistically significant progress in their writing competence, particularly in structuring paper. The incorporation of L1 rhetorical structure into the genre-based cycle offered participants a framework to organize their arguments in L2 writing. When EFL students’ home languages/cultures are treated as the resources within the context of a genre-based cycle, their prior knowledge of L1 rhetorical structure transits to more accurate construction of L2 essays.</em></p>

scholarly journals Culture and Innovation in Essay Writing Project: EFL Students’ Perceptions

2018 ◽  
Vol 8 (11) ◽  
pp. 1433
Author(s):  
Bambang Yudi Cahyono
Keyword(s):  
Teaching And Learning ◽  
Small Scale ◽  
State University ◽  
Essay Writing ◽  
Writing Project ◽  
Innovation Culture ◽  
Writing Course ◽  
Efl Students ◽  
Creative Products ◽  
Writing Competence

Two important concepts in education nowadays are “culture” and “innovation.” Culture is important as it goes along with the way people think, feel, and do and their phases of life, while innovation is important as it suggests development. In the context of education in the globalization, culture reflects identity, while innovation reflects creative products beyond conventional practices. This small-scale study examined EFL students’ perceptions on the essay writing project incorporating both culture and innovation. It involved 25 students attending an essay writing course in the English Department of a state university in Indonesia, Following the completion of the teaching and learning actvites: the students’ perceptions were elicited on the basis of three criteria: development of idea for writing, meaningfulness of the writing project, and writing competence of the students. The results showed that the EFL students perceived combination of local culture and innovation in the form of video making helped them developing essays. They also thought that the essay writing project was meaningful and they felt that their writing competence improved after following the writing project.

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

scholarly journals Discursive Representations of Digital Artifacts in an EFL Classroom: Analysing Discursive Voices of Pre-Service Teachers of English

2021 ◽  
Vol 74 (3) ◽  
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Control Group ◽  
Respective Control ◽  
Respective Control Group ◽  
Efl Teachers ◽  
Efl Students ◽  
Argumentative Essays ◽  
Discursive Representations

The present article presents and discusses a study that seeks to analyse discursive representations of digital artifacts in the teaching and learning of English as a Foreign Language (EFL) by pre-service EFL teachers (henceforth – participants). The study involves a corpus of argumentative essays on a range of topics in EFL didactics written by the participants and their respective control group which is comprised of non-teacher EFL students. The analysis of the corpus of essays reveals that whilst there are discursive representations of digital artifacts that are shared between the groups of participants and controls, there appear to be discursive representations of digital artifacts that are group-specific. These findings and their linguo-didactic implications are further described in the article.

scholarly journals PEER FEEDBACK THROUGH FACEBOOK GROUP; Does it bring about effect on students’ writing competence at MAN 1 Konawe Selatan?

2019 ◽  
Vol 4 (3) ◽  
pp. 280
Author(s):  
Aksan Saputra ◽  
Asrun Lio ◽  
Muhammad Khusnun Muhsin
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Peer Feedback ◽  
Sampling Technique ◽  
Total Sample ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Written Test ◽  
Writing Competence

This research is aimed at investigating whether or  not there was a significant effect of Peer Feedback through Facebook  Group  on  students’  writing  competence  at MAN 1 Konawe Selatan in writing recount text. The design  of  this  research  was  pre-experimental  design which involved only one class (class X MIA 1) as sample of this research. The total sample was 24 students which selected by using purposive sampling technique. The instrument of this research was a written test which focused on three aspects of writing namely organization, language use and mechanics. The researcher collected the data by giving pre-test and post-test in order to know students’ writing competence before and after treatment of Peer Feedback through Facebook Group had been applying. The researcher used the paired sample t-test in SPSS 16 Windows Software to analyze the result of this research. The  finding  shows  that  there  is  a  significant effect of Peer Feedback through Facebook Group on students’ writing competence. It is proven by the result of descriptive analysis where the mean score of pre-test was 51.66 and mean score of post-test was 67.29. Furthermore, the result of hypothesis testing showed that the value of Sig (2-tailed) was 0.000 which smaller than alpha value 0.05, means that H0 is rejected and H1 is accepted. Therefore, it can be concluded that there is a significant effect of Peer Feedback through Facebook Group on upgrading students’ writing competence in recount text at MAN 1 Konawe Selatan. Hence, teaching and learning writing use Peer Feedback through Facebook Group can be one of effective methods on upgrading students’ writing competence. Keywords: Peer Feedback, Facebook Group, Writing, Recount Text

scholarly journals Investigating writing difficulties in essay writing: Tertiary students’ perspectives

2021 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Suhaimah Bulqiyah ◽  
Moh. Arif Mahbub ◽  
Dyah Ayu Nugraheni
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Writing Difficulties ◽  
Essay Writing ◽  
Writing Course ◽  
Efl Students ◽  
Language And Education ◽  
Cognitive Problems

This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

scholarly journals The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education

2018 ◽  
Vol 10 (1) ◽  
pp. 975-981
Author(s):  
Fahmy Imaniar ◽  
Lies Amin Lestari ◽  
Ahmad Munir
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Writing Class ◽  
Efl Students ◽  
The Subject ◽  
The One ◽  
Almost All

Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.

scholarly journals Utilizing Edmodo in writing class: Why and how?

2020 ◽  
Vol 2 (1) ◽  
pp. 71-81
Author(s):  
Wensi Alka
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Network System ◽  
Online Application ◽  
Learning Time ◽  
Writing Processes ◽  
Writing Class ◽  
Writing Course ◽  
Writing Skill ◽  
Pedagogical Implication

ABSTRACT This paper comes up to discuss the theories and previous studies about using Edmodo in writing class. Using social network system in the Industrial era 4.0 helps teaching and learning activities become more effective because students can learn in and outside the class. Thus, it is helpful especially in writing class which require long learning time to use this kind of application. Therefore, utilizing an online applications in writing class can help students to improve their writing skill and to make learning time more efficient. One of online applications that is widely used in writing is Edmodo. Generally, this paper then will discuss about explanation of writing processes, problems in writing, explanation about learning media, description of online application, description of Edmodo,benefits of Edmodo, and how to apply Edmodo in writing course. Some previous research highlighting the effect of Edmodo on student’s writing skill is the next discussion. This paper finally gives conclusion and pedagogical implication as the closing. Keywords: writing class, online application, Edmodo  

scholarly journals Effects of L1 Use on L2 Text Quality: Rethinking Cognitive Process of Formulating L1 Texts during L2 Writing

2021 ◽  
Vol 14 (7) ◽  
pp. 44
Author(s):  
Kayo Tsuji
Keyword(s):  
First Language ◽  
L2 Writing ◽  
Text Quality ◽  
Daunting Task ◽  
Before And After ◽  
Argumentative Essays ◽  
L1 Use ◽  
Contrast Group ◽  
Experimental Group

The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students&rsquo; L2 texts, the researcher conducted a comparative study with 77 Japanese L2 learners. It examines differences amongst L2 argumentative essays resulting from four writing processes. The participants were divided into two focused groups, the experimental group formulating L1 texts and then translating into L2, and the contrast group composing texts directly in L2. Then, each group was divided into two sub-groups: One composing their texts using a writing framework, and the other with no framework. Over three L2 classes, each group experienced the writing process respectively. They submitted the essays before and after the processes. Two experienced L2 instructors assessed students&rsquo; pre- and post-texts, and compared the texts of each group cross-sectionally and longitudinally. The results show that participants in the experimental group with the framework significantly improved their L2 text quality. Thus, the teaching of argumentative writing should incorporate the process of L1 formulation with a framework into a process-focused approach to efficiently facilitate students&rsquo; L2 writing.

scholarly journals Solving the Students’ Problems in Writing Argumentative Essay Through the Provision of Planning

2017 ◽  
Vol 17 (1) ◽  
pp. 86
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawa ◽  
Mohamad Anan Latief
Keyword(s):  
Action Research ◽  
Research Design ◽  
Writing Process ◽  
Writing Performance ◽  
Essay Writing ◽  
Writing Class ◽  
Different Types ◽  
Efl Students ◽  
Classroom Action Research ◽  
Argumentative Essays

Most Indonesian students who are learning English often consider writing as not only the most difficult skill to master, but also a demanding activity. To help them cope these problems, the application of planning in the writing process seems to be a solution. This study attempts to find out howdifferent planning formats can improve EFL students’ writing performance in argumentative essays. The subjects of the studywere the fourth semester students taking essay writing class. The research was conducted from May to June 2015, consisting of three cycles in Classroom Action Research design by using different planning types, namely rough drafting and outlining strategy in which each cycle consisted of two meetings.The students’ compositions were measured by using primary trait scoring rubric for argumentative essay. The result of the study shows that the provision of planning is effective to improve the students’ performance in writing argumentative essay. The effectiveness of different types planningdepends on the students’ preference of which to use.

scholarly journals EFL Students’ Responses on Learning Academic Essays in Indonesian Higher Education

AL-TA LIM ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 37-46
Author(s):  
Syayid Sandi Sukandi ◽  
Riny Dwitya Sani
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Essay Writing ◽  
English Writing ◽  
Writing Course ◽  
Efl Students ◽  
Thesis Statement ◽  
Writing Instructors

This article provides investigation on EFL students’ responses related to learning writing academic essays in the context of higher education in one of private universities in Indonesia. The gap that is studied in this research is related to rarity of English writing instructors in identifying what their students’ responses towards their learning process after completing an essay writing course and how the responses present significant ideas on improving writing instructors’ pedagogical practices in writing classrooms. Scope of this research is teaching and learning English writing within the context of English as a foreign language. Field of this research is English composition studies. This research applies a quantitative non-experiment design, with descriptive as its method and questionnaire as its instruments. Findings show that students view English writing in neutral attitude; meanwhile, writing thesis statement in an academic essay is the most difficult part to write (40.59% of all respondents), and grammar and punctuation in writing essay is the most difficult aspect of essay writing (51.96% of all respondents). In brief, this research shows that recognising which aspect of the academic essay that is difficult for the students and which element is hard for them is crucial for adjusting pedagogical practices for English writing instructors and improving quality of their teaching gradually in Indonesia

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