scholarly journals Learning Techniques and Writing Processes Adopted by EFL University Students in a Writing Task

2020 ◽  
Vol 7 (2) ◽  
pp. p1
Author(s):  
Dr. Mohammad Dayij Suleiman Al.qomoul
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Argumentative Writing ◽  
Writing Processes ◽  
Learning Techniques ◽  
Efl Students ◽  
The Subject ◽  
Males And Females ◽  
Technical University ◽  
Writing Task

The study aimed at investigating the learning techniques and the writing processes adopted by EFL university students in a writing task. A total of sixty senior university EFL students at Tafila Technical University, 30 males and 30 females, participated in the study out of 120 students who form the subject of the study. The instrument of the study was actually a writing task given to the sample of the study. After collecting the data and analyzing it, results showed that EFL university students at Tafila Technical University have adopted learning techniques while practicing the argumentative writing task, but in a rather low percentage where the highest mean was 0.75 for the metacognitive techniques. It was also found that there were no statistically significant differences in using the learning techniques due to the gender, except for the effective techniques which were in favor of females over males. Results also showed that there were no statistically significant differences in the writing skills adopted due to the gender since all students males and females used similar writing skills to finish the writing task. It was also found that there was no statistically significant differences in the writing skills used attributed to the students’ proficiency, except for the nature of revision in which the proficient and less proficient students implemented while finishing the writing task.

scholarly journals Mobile-Assisted Mind Mapping (MAMMAT) as a Tool to Support University Students’ Argumentative Writing

2021 ◽  
Vol 15 (05) ◽  
pp. 43
Author(s):  
Rafidah Abd Karim ◽  
Airil Haimi Mohd Adnan ◽  
Abdul Ghani Abu ◽  
Noorzaina Idris ◽  
Izwah Ismail
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Peninsular Malaysia ◽  
Analysis Of Covariance ◽  
Mapping Technique ◽  
Control Group ◽  
Argumentative Writing ◽  
Mind Mapping ◽  
Test Items ◽  
Quasi Experimental

<p class="0abstract">This study examined the use of a mobile-based technological tool known as Mobile-assisted Mind Mapping Technique (MAMMAT) to support ESL university students’ argumentative writing skills performance. The participants of this study were 45 ESL university students from two lecture groups at a public university campus in Peninsular Malaysia. The study employed a quasi-experimental research design. The experimental group was taught utilizing the MAMMAT whilst the control group was taught utilizing the conventional method. The pre-test and post-test scores were analysed through analysis of covariance (ANCOVA). The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the groups when test items were measured. As a conclusion, the MAMMAT has supported ESL university students’ argumentative writing skills performance. The study implicates that the use of MAMMAT can support students’ argumentative writing in ESL classroom.</p>

scholarly journals EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language

2020 ◽  
Vol 13 (8) ◽  
pp. 120
Author(s):  
Enas Abdelwahab Eltom RahmtAllah
Keyword(s):  
English Language ◽  
Research Question ◽  
Writing Skills ◽  
Efl Learners ◽  
Writing Test ◽  
Study Results ◽  
Efl Students ◽  
The Subject ◽  
Undergraduate Programs

Writing is considered an essential learning tool for all content areas. However, to master and have excellent writing skills for EFL students of undergraduate programs is challenging. Cohesion and coherence are both crucial textual elements to master writing. The present study examined coherence in English essays written by 46 female Saudi EFL third year at Unaizah College of Sciences and Arts, Qassim University. Examination of essays by the subject group designed to answer the research question. 1.) To what extent are EFL students competent in achieving coherence in writing skills? Each student was asked to write two essays (a writing test that included two essay questions). The data were analyzed through SPSS. The study results demonstrated that learners are not competent in achieving coherence in their writing tasks. In light of these results, recommendations are presented. The results also recommend further studies to investigate coherence and action research to improve this crucial skill among undergraduate Saudi EFL learners.

scholarly journals Peer Feedback in Writing through Georgian EFL Undergraduate Students’ Eyes

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Mariam MERKVILADZE
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Peer Feedback ◽  
Primary Objective ◽  
Educational Institutions ◽  
Efl Students ◽  
The Subject

Throughout the years educators, educational experts, teachers and tutors have been in the constant search of effective ways of teaching and assessing writing. The views about assessment of writing have encountered changes over the years. Therefore, feedback has become one of the fundamental aspects of teaching and learning writing. Peer feedback is one of the special ways to share the knowledge about writing and at the same time to contribute to creating the learner-oriented classroom environment within which students become active participants of their own path of learning writing. The primary objective of the present study is to investigate Georgian higher educational institutions’ (HEIs’) undergraduate EFL students’ perception of peer feedback and its role in the process of developing their writing skills. The findings of the present study show that peer feedback is appealing for the learners, since they believe it develops their critical-thinking and self-reviewing skills and gives them the sense of active participation. However, the present research has also revealed that the elements of friendship-related bias need special attention and should be the subject of further research in that field. 

scholarly journals A Sentence a Day – How to Engage University Students in an Online Daily Writing Task

2018 ◽  
Author(s):  
Naomi James Sutcliffe de Moraes
Keyword(s):  
Social Network ◽  
Foreign Language ◽  
University Students ◽  
Participation Rates ◽  
Peer Communication ◽  
Online Activity ◽  
Efl Students ◽  
Daily Writing ◽  
Writing Task

This article describes a case study of the use of a social network to engage university students learning English as a foreign language in an online sentence-a-day writing task. The research was carried out with A2- and B1-level English as a foreign language (EFL) students at a Brazilian university. The specific objectives included promoting the daily use of the type of language used for peer communication and providing some feedback. An analysis of student participation rates, overall and for each type of online activity, is presented.

scholarly journals EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

2015 ◽  
Vol 7 (4) ◽  
pp. 19 ◽  
Author(s):  
Nasrah M. Ismail
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Language Learners ◽  
The Other ◽  
Academic Emotions ◽  
Saudi Students ◽  
Other Hand ◽  
Efl Students ◽  
Males And Females ◽  
English Achievement

<p>This paper investigates class academic emotions of anger, anxiety, enjoyment, hope, hopelessness, pride, boredom and shame in the academic situation and their contributions to Saudi EFL students’ English achievement. It also strives to find if there are any differences in class emotions and achievement according gender and streams (science and humanities). The sample consists of 315 (177 males &amp; 138 females) university students. The Pekrun, Goetz, Titz and Perry (2002) class-related emotions scale was used to determine class emotions of students. The findings revealed that there are no differences between science and humanities (M = 22.763, SD = 8.118) in achievement and class emotions except in boredom in favour of science stream. The results also indicated that there were no differences between males and females in class emotions except in the enjoyment in favour of females. It also revealed that there were significant differences between males and females in English achievement in favour of females. On the other hand, it was found that emotions explained 65.8 % in variance of the students’ academic achievement. Furthermore, the findings have implications for students, teachers, and curriculum developers who are to develop a curriculum well-suited with the needs of language learners.</p>

scholarly journals STUDENTS’ PERCEPTION ON THE USE OF ESTAFET WRITING GAME AND PICTURE BASED-CREATIVE WRITING TO NURTURE LOVE OF WRITING

2019 ◽  
Vol 3 (1) ◽  
pp. 17
Author(s):  
Erna Iftanti
Keyword(s):  
Creative Writing ◽  
University Students ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Teaching Quality ◽  
Quality Education ◽  
Writing Strategies ◽  
Instructional Activities ◽  
Efl Teachers ◽  
Efl Students

This To create a quality education, mainly on EFL instruction, the EFL teachers need to be empowered by  improving their teaching quality. The students, in addition,  should also be engaged during the instructional activities. Due to the fact that love of “writing” as one of the language skills is not yet established among the EFL university students, the effort of finding out an innovative way of helping them to establish love of creative writing is a must. One of the ways is collaborative writing through Estafet Writing Game and Picture-Based-Creative Writing strategies. Thus, this article aims at describing the students’ voices on the use of those strategies to establish love of creative writing. The study conducted through a reflective survey to 165 EFL university students reveals that most of the respondents prefer Estafet Writing Game to Picture-Based Creative Writing in terms of its effectiveness to build their creativity and and spontaneity of writing skills. To sum up, these strategies are pedagogically meaningful to improve the EFL students’ creative writing, because they can collaborate with their peers and promote their cooperative communication. Therefore, it is useful to establish love of writing and to stimulate their ideas for writing.

An Investigation of EFL Learners’ Mental Processes in L2 Writing: The Case of Iranian EFL Learners

2016 ◽  
Vol 6 (5) ◽  
pp. 1011
Author(s):  
Moussa Ahmadian ◽  
Soheil Rahimi ◽  
Abdolvahab Asefi
Keyword(s):  
Language Production ◽  
Human Communication ◽  
Efl Learners ◽  
Writing Processes ◽  
Think Aloud Protocols ◽  
Efl Students ◽  
Normal Human ◽  
Three Stages ◽  
The Given ◽  
Writing Task

Normal human communication manifests itself mostly either in written or spoken form. Examination of speech and writing processes enables psycholinguists to peek into the way people plan their language production. This article aimed to examine how EFL learners plan their writing activities. To this end, two groups of High proficiency (HPG) and Low proficiency (LPG) of 16 EFL students were asked to write an argumentative essay on the given topic. Based on the data obtained from their think-aloud protocols, retrospective interviews, and the comparisons of the two groups’ performance, it was found that both groups approached the writing task in a linear progression of three stages of Formulation, Execution, and Monitoring. However, there were differences in the ways the two groups planned their writing productions.

scholarly journals Student's perception on the use of estafet writing game and picture based creative writing to nature love of writing

Abjadia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 20
Author(s):  
Erna Intanti
Keyword(s):  
Creative Writing ◽  
University Students ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Teaching Quality ◽  
Quality Education ◽  
Writing Strategies ◽  
Instructional Activities ◽  
Efl Teachers ◽  
Efl Students

<p>To create a quality education, mainly on EFL instruction, the EFL teachers need to be empowered with improving their teaching quality. The students, on the other hand, should also be actively engaged during the instructional activities. Due to the fact that love of “writing” as one of the language skills is not yet established among the EFL university students, the effort of finding out an innovative way of helping them to establish love of creative writing is a must. One of the ways is collaborative writing through Estafet Writing Game and Picture-Based-Creative Writing strategies. Thus, this article aims at describing the students’ voices on the use of those strategies to establish love of creative writing. The study conducted through a reflective questionnaire survey to 165 EFL university students reveals that most of the respondents prefer Estafet Writing Game to Picture-Based Creative Writing in terms of its effectiveness to build their creativity and spontaneity of writing skills. To sum up, these strategies are pedagogically meaningful to improve the EFL students’ creative writing, because they can collaborate with their peers and promote their cooperative communication. Therefore, it is useful to establish love of writing and to stimulate their ideas for writing.</p><p> </p><p dir="RTL">لإنشاء تعليم جيد ، خاصة حول تعليم اللغة الإنجليزية كلغة أجنبية ، يجب تمكين معلمي اللغة الإنجليزية كلغة أجنبية من خلال تحسين جودة التدريس. من ناحية أخرى ، يجب أن يشارك الطلاب بنشاط خلال الأنشطة التعليمية. نظرًا لحقيقة أن حب "الكتابة" هو واحد من أكثر طلاب جامعة EFL فعالية ، فإن الطريقة الإبداعية لتأسيس الكتابة أمر لا بد منه. إحدى الطرق هي الكتابة التعاونية من خلال ألعاب ترحيل الكتابة واستراتيجيات الكتابة الإبداعية المبنية على الصور. وهكذا ، توضح هذه المقالة وصف أصوات الطلاب حول استراتيجيات تأسيس حب الكتابة الإبداعية. يكشف الاستطلاع الذي أجري من خلال استبيان استبيان عكسي لـ 165 من طلاب جامعات اللغة الإنجليزية كلغة أجنبية أن الطريقة الأكثر فاعلية لتطوير قدراتهم الإبداعية وتلقائية مهارات الكتابة. خلاصة القول ، هذه الاستراتيجيات ذات مغزى تربوي لتحسين الكتابة الإبداعية لطلاب اللغة الإنجليزية كلغة أجنبية ، لأنهم يستطيعون التعاون مع أقرانهم وتعزيز التواصل التعاوني. لذلك ، من المفيد إثبات حب الكتابة وتحفيز أفكارهم للكتابة.</p>

scholarly journals Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Fathiaty Murtadho
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Writing Instruction ◽  
Writing Skills ◽  
Argumentative Writing ◽  
College Level ◽  
Learning Tasks ◽  
Efl Students ◽  
Development Course

This action research examined the roles of writing instruction involving metacognitive and critical thinking strategy on the improvement of argumentative writing skills of college students in Indonesia. Argumentative writing is one of the pivotal topics among researchers investigating ways to improve college-level writing. This study involved 88 students of three parallel classes enrolled in the writing skill development course. Employing Kemmis and McTaggart’s (1988, 2014) model of action research, this study employed a three-cycle action study in one semester, covering four stages of learning tasks: understanding of the problem, monitoring of students’ learning activities, problem-solving, assessment, and conclusion drawing. Each cycle provided learning exercises of metacognitive and critical thinking to hone the students’ argumentative writing skills. Referring to critical skill criteria as a baseline, the analysis found that employing metacognitive and critical thinking processes in the instructional treatments enabled the students to improve their argumentative writing skills. The finding indicates a pivotal role of incorporating metacognition in writing instruction as a strategy to improve college-level writing skills.

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