scholarly journals Assessing Perceptions and Practices of Continuous Assessment in English Focus EFL Writing Classes: Secondary School EFL Teachers in Focus

2019 ◽  
Vol 6 (1) ◽  
Keyword(s):  
Secondary School ◽  
Continuous Assessment ◽  
Writing Classes ◽  
Efl Writing ◽  
Efl Teachers

scholarly journals The Importance of Writing Scoring Rubrics for Saudi EFL Teachers

2021 ◽  
Vol 4 (4) ◽  
pp. p16
Author(s):  
Hayat Rasheed Alamri ◽  
Rania Daifullah Adawi
Keyword(s):  
Mixed Method ◽  
Writing Skills ◽  
Assessment Method ◽  
Self Assessment ◽  
Writing Classes ◽  
Efl Writing ◽  
Peer Editing ◽  
Scoring Rubrics ◽  
Efl Teachers ◽  
Assessment Techniques

This mixed-method study explored the perspectives of Saudi EFL teachers concerning the use of Writing Scoring Rubrics (WSRs) to correct students' written work and instruct EFL writing classes. The study sample included 106 Saudi EFL teachers, who answered the twenty-one close-ended questions and the first open-ended question, with twenty-five answering the second open-ended question. The findings reveal that the teachers frequently employed in-class correction and feedback to correct their students' written work, with nearly one-third used assessment techniques that included WSRs, self-assessment, peer editing, journals, and portfolios. The results of the second question indicate that Saudi EFL teachers generally engage students in creating customized WSRs. The findings also revealed that Saudi EFL teachers consider WSRs beneficial to both students and teachers and might be viewed by some experienced EFL teachers as a practical correction or assessment method that improves students' writing. Therefore, this study contributes to a growing body of literature highlighting the importance of WSRs in teaching and assessing writing skills.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

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>

scholarly journals Discourse markers in non-native EFL teacher talk

2017 ◽  
Vol 7 (4) ◽  
pp. 649-671 ◽  
Author(s):  
Gloria Vickov ◽  
Eva Jakupčević
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Classroom Discourse ◽  
Secondary School Students ◽  
Discourse Markers ◽  
School Students ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Discourse Organization ◽  
Primary And Secondary School

The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

scholarly journals Teachers’ Integration of Information and Communication Technology (ICT) Tools into Writing Classes: A Qualitative Study

2019 ◽  
Vol 5 (1) ◽  
pp. 77-82
Author(s):  
Luqman M Rababah
Keyword(s):  
Convenience Sample ◽  
Public And Private ◽  
Writing Classes ◽  
Efl Writing ◽  
First Semester ◽  
Information And Communication ◽  
Ict Tools ◽  
Integration Of Ict ◽  
Ict Infrastructure ◽  
Academic Year

Integration of ICT is invaluable in writing classes as it affects the writing abilities of students positively and improves their EFL writing. This study has made use of qualitative design. Ten EFL teachers have been chosen based on the convenience sample to answer the research questions. Using the observation tool, this study has been carried out in the first semester of the academic year 2018/2019. The participants were all from private secondary school stages in Irbid, Jordan where the ICT infrastructure is available in the classrooms. The observations revealed that the observed teachers integrate various media and technologies in their instruction in classrooms. Further studies are recommended to compare between public and private schools in terms of the integration of ICT tools.

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

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