scholarly journals 'GRAMMARLY' AS A TEACHERS' ALTERNATIVE IN EVALUATING NON -EFL STUDENTS WRITINGS

2021 ◽  
Vol 6 (2) ◽  
pp. 141-152
Author(s):  
Tira Nur Fitria
Keyword(s):  
Qualitative Method ◽  
Complex Sentence ◽  
Passive Voice ◽  
Writing Classes ◽  
Efl Writing ◽  
Inappropriate Use ◽  
Efl Students ◽  
Automatic Software ◽  
Writing Errors ◽  
Online Software

 In evaluating students’ EFL writing, lecturers nowadays can implement corrective evaluation by using an online automatic software. Grammarly is automated online software that is comonly used in EFL writing classes. It is an internet proofreading service that evaluates the correctness grammarl, spelling, punctuation, and vocabulary as well as detects plagiarism. This paper reports research aimed at exploring the use of Grammarly software for evaluating non-EFL students’ writings. This research employed descriptive-qualitative method with students of ITB AAS Indonesia as the data sources. The results of analysis show that in correcting students' language errors, lecturers can evaluate and analyze in details without a lot of correcting efforts or improvements. Grammarly can be considered as a useful tool for lecturers who need to correct non-EFL students’ writings. Grammarly will automatically check or detect the work being typed from various related aspects. Various writing errors made by the students were found in Grammarly’s reports, both in the aspect of correctness and clarity. Correctness is concerned with the mechanical norms in writing, whereas clarity deals with concise and direct language use. The spelling errors found in students’ writings are text inconsistencies, misspelled words, and improper formatting whereas for grammatical there are subject-verb disagreement, passive voice misuse, as well as unclear, wordy, and incomplete sentences. Meanwhile, the errors in punctuation are shown by inappropriate use of punctuation marks in compound/complex sentence, comma misuse within clauses, and improper formatting. It can be concluded that Grammarly can be an alternative for lecturers’ in evaluating non-EFL students' writings.

Efficacy of Three Different kinds of Error Feedback on EFL Students’ Writing in China

2015 ◽  
Vol 3 (3) ◽  
pp. 155-164
Author(s):  
Zhuxiu Tan ◽  
Chen Jiliang
Keyword(s):  
Tertiary Education ◽  
Language Abilities ◽  
Writing Classes ◽  
Advanced Learners ◽  
Efl Writing ◽  
Chinese Context ◽  
English Writing ◽  
Effective Feedback ◽  
Efl Students

Feedback is very important for learners to improve their writing but providing effective feedback is not an easy job for the teachers who teach English writing. This is particularly true in tertiary education in Chinese context. Teacher’s explicit feedback (TEF), implicit feedback (TIF) and the guided peer review (GPR) are three types of feedback commonly used by English teachers in the EFL writing classes in China. This paper aims to examine the effects of these three different types of feedback on college students’ writings in Chinese context by using a pretest and posttest treatment, questionnaires and a case study. The qualitative results reveal that the three types of feedback are all valued by students and do help to improve their writing. GPR and TIF are preferred mostly by advanced learners but GPR triggers more self-initiated revisions and more unsuccessful revisions are found in the TIF class. TEF is mostly favored by students with lower language abilities and more successful revisions are reported in this class. These findings are consistent with the results of the pretest and posttest from the three classes. The quantitative data show that GPR contributes the highest mean score to students’ writing, and TEF the second while TIF the last. The implications of these findings are also discussed.

scholarly journals Corrective Feedback in the Saudi EFL Writing Context: A New Perspective

2019 ◽  
Vol 9 (3) ◽  
pp. 325
Author(s):  
Sami Ali Nasr Al-wossabi
Keyword(s):  
Teaching Methods ◽  
Corrective Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
Effective Learning ◽  
Efl Context ◽  
Perceptions And Attitudes ◽  
Efl Students ◽  
Students Attitudes ◽  
New Perspective

Corrective feedback (CF) in writing classes has been a central issue in the field of SLA. Various SLA studies recommended that raising the awareness towards EFL students' perceptions and attitudes of CF practices might lead to more effective learning of writing skills and more successful teaching methods in the L2 classroom (Ellis, 2009; Ferris, 2007; Lee, 1997; Pawlak, 2014). The present paper proposes a new perspective towards the use of CF practices in writing classes at the Saudi EFL context. The study, therefore, aims at collecting necessary data on students' attitudes towards the proposed practices of CF and finding out whether such practices would be positively or negatively perceived by students. It also aims at finding out whether or not such practices are beneficial for students. The results showed approval on the use of the proposed practices of CF among the majority of participants. Participants were motivated and exhibited patent ability for self-correction.

scholarly journals Assessing the Quality of Paraphrases Written by Third Year Costa Rican EFL Students

2020 ◽  
Author(s):  
Randolph Zúñiga Coudin ◽  
José Miguel Vargas Vásquez
Keyword(s):  
Three Dimensional ◽  
College Level ◽  
Passive Voice ◽  
Lexical Development ◽  
Factors Affecting ◽  
Inappropriate Use ◽  
Composition Course ◽  
Efl Students ◽  
Rate Of Success

The aim of this study was to assess factors affecting the quality of paraphrases written by college level EFL learners. A three-dimensional paraphrasing competence model by McCarthy, Guess, and McNamara (2009) was followed to assess the texts for seman- tic completeness, lexical difference, and syntactic difference. The selected method was a mixed method approach. The quantitative analysis was used to measure the rate of success of each paraphrasing competence whereas the qualitative analysis aimed to de- scribe the perceived difficulty of the competences and the reasons behind it. The subjects were 17 EFL students enrolled in a third year English composition course at the Univer- sity of Costa Rica. The corpus of the study consisted of 51 paraphrases. Following three rounds of examinations and the analysis of students’ perceptions, the lexical dimension emerged as the most challenging area interfering with paraphrase quality, with seman- tic completeness also emerging as difficult. Other factors affecting paraphrase quality were inappropriate use of passive voice, style and register, and inaccurate lexical substi- tutions. The study concluded with recommendations to improve instructional cycles by reinforcing reading comprehension and lexical development, and by assessing the differ- ent dimensions of paraphrasing separately.

scholarly journals Thematic Progression in Acehnese EFL Learner-Produced Texts

2019 ◽  
Vol 20 (1) ◽  
pp. 1
Author(s):  
Risdaneva Risdaneva ◽  
Syarifah Dahliana
Keyword(s):  
Content Analysis ◽  
Qualitative Method ◽  
Writing Classes ◽  
Efl Learners ◽  
English Writing ◽  
Thematic Progression ◽  
Analysis Technique ◽  
Efl Students ◽  
Progression Patterns

This study reports the thematic progression of the EFL learner- produced texts in Acehnese context. The study employed qualitative method focusing on the content analysis. The content analysis technique was incorporated to analyse the corpora of 40 learner-produced texts. The findings of the study highlight both prevalent and problematic thematic progression patterns in the students’ texts. The EFL learners are inclined to use the constant theme pattern with less consistency of accuracy in longer paragraphs. With regard to the problematic patterns, the students tend to find difficulties in developing the ideas throughout the texts. This is shown through the emergence of many brand new themes and empty rhemes which result in incohesive and incoherent texts. The overall findings suggest that introducing the theme- rheme pattern concept to the students in English writing classes can be useful for improving the cohesion of the EFL students’ writings. 

scholarly journals Integrating Wiki in Hybrid EFL Writing Class: Exploring Indonesian Students’ Perceptions of Its Benefits and Challenges

2021 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Astrida Hafni ◽  
Rahmah Fithriani
Keyword(s):  
New Technology ◽  
Technology Enhanced Learning ◽  
Writing Classroom ◽  
Learning Approaches ◽  
State University ◽  
Online Questionnaire ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Class ◽  
Efl Students

This case study put forward a hybrid learning practice in English as a foreign language (EFL) writing classroom through the integration of Wiki.  The purpose of this study was to investigate Indonesian students’ perceptions of the benefits and challenges of Wiki integrated in a hybrid EFL writing class. Seventy-nine EFL students enrolled in Advanced Writing 1 classes at a state university in Medan, Indonesia, were recruited to be the participants. The data for this study were collected using three instruments, namely; observation, online questionnaire for all participants, and interview with 10 voluntary participants. The collected data were later analyzed using content analysis.  The results revealed that overall, the participants found Wiki integration in EFL writing classes advantageous because it allows them to have meaningful interactions with their peers while also improving their writing skills. They, however, also identified some functional difficulties when navigating the platform, highlighting the necessity to adapt their past learning processes in order to adopt new, technology-enhanced learning approaches.

scholarly journals An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students

2017 ◽  
Vol 10 (3) ◽  
pp. 101 ◽  
Author(s):  
Kanyakorn Sermsook ◽  
Jiraporn Liamnimitr ◽  
Rattaneekorn Pochakorn
Keyword(s):  
First Language ◽  
Writing Classes ◽  
English Writing ◽  
English Grammar ◽  
Sentence Construction ◽  
Students First ◽  
English Major ◽  
Efl Students ◽  
Writing Errors

The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students’ sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students’ first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students’ writing errors is genuinely needed.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

TINDAK PENGANCAMAN DAN PENYELAMATAN WAJAH ANIES BASWEDAN DAN BASUKI “AHOK” TJAHAJA PURNAMA

Jurnal KATA ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 356
Author(s):  
Saiko Rudi Kasenda
Keyword(s):  
Qualitative Method ◽  
Common Ground ◽  
Large Range ◽  
Politeness Theory ◽  
Crucial Point ◽  
Passive Voice ◽  
Positive Image ◽  
The Face ◽  
Face Saving ◽  
The One

<p><em>This article is aimed to investigate face threathening acts and face saving acts demonstrated by Anies Baswedan dan Basuki Tjahaja Purnama as the candidates of DKI Jakarta governor during the debate held in April 2017. Face threatening act and face saving act are analyzed because they are able to show not only their positive image but also the negatve one in front of not only to each candidate but also to the audience watching the debate. Politeness theory from Brown and Levinson (1987.) are employed to analyze both candidates’ face threatening acts and saving acts since this theory provides detailed descriptions of a large range of strategies that can be used to deeply understand both face threatening acts and face saving act performed by the candidates. The context surrounding the debate becomes a crucial point to analyze how politeness strategy is applied to show face thratening act and face saving act. Through qualitative method, this study found that 1) Bald on-record is the strategy used by the candidates to show face threatening and they are intended to show contradictions, to disagree, to insult, to interrupt, to speak out-of-topic, to challenge, and to exaggerate. 2) Both candidates use positive and negative strategies to show face saving act intended to show contradictions, to assert common ground, to show agreement, to joke, to apologize, and to avoid disagreement. 3) The face threatening act and saving acts can be considered as the efforts to defend their argumentations and to preserve their positive faces, 4.) The use of the word “kita” and passive voice can be seen as markers in both candidates’ utterances to minimize the imposed face threatening act and to signal solidarity to each candidate and to audience, 5) While Anies is revealed to be the one who more frequently uses face threatening act, Basuki is the candidate who uses face saving act more often during the debate. The study is expected to enrich the study in the field of pragmatics focusing on the use of politeness strategy. </em></p><p> </p><p>Artikel ini bertujuan untuk menginvestigasi tindak pengancaman muka wajah dan tindak penyelamatan wajah yang ditunjukkan oleh Anies Baswedan dan Basuki Tjahaja Purnama pada Debat Pilkada gubernur provinsi DKI Jakarta 2017.<strong> </strong>Tindak pengancaman wajah dan penyelamatan wajah diteliti pada makalah ini karena dapat merepresentasikan citra positif maupun citra negatif kandidat pilkada Gubernur DKI tidak hanya dihadapan masing-masing kandidat tetapi juga kepada masyarakat umum yang menyaksikan. Teori kesantunan dari Brown dan Levinson digunakan untuk menganalisis tindak pengancaman muka dan tindak penyelamatan muka kedua kandidat karena teori ini memiliki penjelasan yang komprehensif tentang berbagai strategi yang dapat dipergunakan untuk memahami secara mendalam bagaimana tindak pengancaman dan penyelamatan wajah ditunjukkan oleh kedua kandidiat. Konteks topik debat yang diangkat dipahami untuk dapat menganalisis tindak pengancaman dan penyelamatan wajah oleh Anies dan Basuki.  Melalui metode kualitatif, studi ini menemukan bahwa 1) Bald on-record adalah strategi yang sering digunakan untuk menunjukkan tindak pengancaman muka dan ditujukan untuk menyatakan kontradiksi, menyatakan ketidaksetujuan, menyinggung, menginterupsi, berbicara di luar topik pembicaraan, menantang kandidat lain, dan memberikan pernyataan yang berlebihan. 2) Tindak penyelamatan muka dilakukan dengan strategi kesantunan positif dan negatif seperti menyatakan kontradiksi, menegaskan common ground, memberikan persetujuan, membuat lelucon, meminta maaf, dan menghindari ketidaksetujuan. 3) Tindak pengancaman muka dan penyelamatan muka dapat dianggap sebagai cara untuk mempertahankan argumentasi kedua kandidat dan untuk melindungi wajah positif masing-masing.4) Penggunaan kata “kita” dan kalimat pasif dimaksudkan untuk meminmalisiri ancaman sekaligus sebagai sinya solidaritas.5) Anies ditunjukkan sebagai kandidat yang lebih sering menggunakan tindak pengancaman muka, sedangkan Basuki adalah kandidat yang lebih sering menunjukkan penyelamatan muka selama debat berlangsung. Studi ini diharapkan dapat memperkaya pemahaman di bidang pragmatik khususnya tentang penggunaan strategi kesantunan</p>

scholarly journals Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs

2016 ◽  
Vol 9 (11) ◽  
pp. 38 ◽  
Author(s):  
Hsin-Yi Cyndi Huang
Keyword(s):  
Peer Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Courses ◽  
Empirically Supported ◽  
Alternative Approach ◽  
Theoretical Hypothesis ◽  
English Major ◽  
Southern Taiwan ◽  
Group Interviews

<p>With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 2013). To provide an authentic and motivating writing environment, a blog task was designed and integrated into three writing courses for 57 applied English or English major students at two southern Taiwan universities. Using the triangulated approach, this study collected data from three different angles (students’ questionnaires, students’ focus group interviews, and the teacher’s observation log) to investigate whether participant perceptions empirically supported the theoretical hypothesis that blogging contributes to writing performance. The findings showed that both the teacher and students had a positive attitude towards the blog task and may indicate that blogging is a useful alternative approach but may also be regular incorporated in writing classes to enhance EFL writing motivation. Nevertheless, blogs may not be the most suitable tool for all types of writing tasks and the most appropriate medium for all components of feedback. The conclusions of this study are consistent with previous findings on the practicality and potential of using blog software to promote peer feedback as well as to facilitate effective writing instruction.</p>

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