The Effects of Using English Webtoon on EFL Learners’ Personal Narrative Writing

From the perspective of sociocultural theory (SCT), knowledge of an L2 is constructed and internalized through interaction. This is at odds with the "computational model" of learning that focuses on psycholinguistic processes isolated from social context. The present study was an attempt to investigate whether scaffolding, one of the key constructs of SCT, had any significant effect on complexity and accuracy of Iranian EFL leaners' narrative writing. Thirty eight (n=38) Iranian EFL learners learning English at a language institute within two intact groups (Experimental group=18, control group=20) took part in the study. The treatment lasted for one semester during which the participants wrote four narrative writings based on their course book. The writings of the two groups were rated in terms of syntactic complexity and accuracy. The results of the study showed that scaffolding turned out to have a significant effect on complexity and accuracy of Iranian EFL learners' narrative writing. In other words, the participants in the experimental group who experienced different kinds of scaffolding i.e. expert scaffolding, reciprocal scaffolding and self-scaffolding, could write more complex and more accurate narratives, as compared with those in the control group for whom scaffolding was not practiced. Keywords: EFL, scaffolding, sociocultural theory, language teaching.

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Using Visualisation to Enhance Intermediate EFL Learners' Narrative Writing

International Journal of TESOL Studies ◽

10.46451/ijts.2020.06.03 ◽

2020 ◽

Keyword(s):

Narrative Writing ◽

Efl Learners

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THE ABILITY OF THE SECOND YEAR STUDENTS OF SMK NEGERI NIBAAF IN WRITING NARRATIVE TEXT

Journal Of Educational Experts (JEE) ◽

10.30740/jee.v3i2p60-68 ◽

2020 ◽

Vol 3 (2) ◽

pp. 60

Author(s):

Florida Tay Kabosu ◽

Imanuel Kamlasi

Keyword(s):

Qualitative Method ◽

Language Use ◽

Personal Narrative ◽

Narrative Text ◽

Narrative Writing ◽

Writing Test ◽

School Year ◽

Second Year ◽

Difficult Part ◽

The Way

Abstract:In this research discussed about how the students the ability writing narrative text of the personal narrative tex in the story. This study aims to answer the problems: have the students mastered to write narrative text. What aspect writing of narrative text is still difficult for them to master to write. To what level is their ability on writing narrative text categorized. In this study, the writer use descriptive qualitative method and the way to get the data, the writer use the writing test. The populations of this study is the second grand students of SMK Negeri Nibaaf in the school year 2019/2020 consisting of class XII TRRH 21 students, but only 10 students were choosen as sample of this study. The result of finding show that the second ability in composing narrative writing with the instrument given is categorized good. It is SMK Negeri Nibaaf have abilities in composing a good narrative writing. It can be seen from the averange score of content is 4,1 vocabulary is 3,6 and language use is 3,8. After analized the data and got the result, the are some conclusion are all the students have mastered narrative writing. on the basic of the averange score good, vocabulary is difficult part of aspect of narrative writing. the students level of mastery is categorized good. It is based on the data that there are 4 of 10 on this level of mastery. Therefore, the second students of SMK Negeri Nibaaf have mastered in writing.Keywords: Ability, writing, narrative.

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Cohesion in the Narrative Writing of Young EFL Learners: Correct and Incorrect Use of Local Cohesive Ties

Atlantis Journal of the Spanish Association for Anglo-American Studies ◽

10.28914/atlantis-2021-43.1.09 ◽

2021 ◽

Vol 43 (1) ◽

pp. 154-177

Author(s):

Pedro Antonio Férez Mora ◽

◽

Yvette Coyle ◽

Juan Antonio Solís Becerra

Keyword(s):

Foreign Language ◽

Noun Phrases ◽

Narrative Writing ◽

Written Narratives ◽

Efl Learners ◽

Old Spanish ◽

Proficiency Levels ◽

Young Learners ◽

Verb Forms ◽

Local Cohesion

This study examines the correct and incorrect use of local cohesive ties and local cohesion errors in the written narratives of eleven- to twelve-year-old Spanish learners of English as a Foreign Language (EFL) at different proficiency levels. The study was carried out with pairs who collaboratively wrote a narrative text in response to a picture prompt. The young learners’ written texts were examined to identify their correct and incorrect use of four categories: lexical, referential, conjunctive and temporal cohesion. The results show that higher and lower proficiency learners are significantly different in their use of the causal conjunction because, personal pronouns and noun phrases containing possessive, definite, indefinite and zero determiners. The two groups also differ in their incorrect use of pronouns, simple verb forms and noun phrases containing definite, indefinite and zero determiners. Attention is drawn to the need to explore the diversity in young learners’ use of cohesion and some pedagogical implications are drawn.

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Role Playing in Storytelling Classes and Its Impact on Iranian Young EFL Learners’ Narrative Writing

Journal of language and Education ◽

10.17323/2411-7390-2018-4-4-65-76 ◽

2018 ◽

Vol 4 (4) ◽

pp. 65-76

Author(s):

Mojgan Rashtchi ◽

Mosayeb Moradzadehb

Keyword(s):

Multivariate Analysis ◽

Analysis Of Variance ◽

Role Playing ◽

The Other ◽

Target Language ◽

Narrative Writing ◽

Writing Style ◽

Control Groups ◽

Efl Learners ◽

Age Range

The present study aimed to investigate the effect of role playing in storytelling classes on Iranian young EFL learners’ narrative writing. Forty-seven pre-intermediate young EFL learners who were within the age range of 9 and 16 participated in this study. They were members of four intact classes, which consisted of two classes of boys and two classes of girls. One class of boys and one class of girls were randomly assigned to the experimental groups and the other two to control groups. The researchers used the role-playing technique for storytelling classes in the experimental groups and only reading stories aloud for storytelling classes in the control groups. After the treatment, the Multivariate Analysis of Variance (MANOVA) was run to compare the four groups’ improvement on narrative writing. The results signified that the use of role playing in the storytelling classes had a significant impact on the narrative writing of Iranian young EFL learners as compared to the reading stories aloud technique. Furthermore, the findings showed that using role playing in storytelling classes enhanced learners’ understanding of the narrative writing style and patterns of the target language.

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