scholarly journals A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students

2021 ◽  
Vol 12 (3) ◽  
pp. 450-463
Author(s):  
Emtenan Agili ◽  
Bhagya Prabhashini C
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Minor Importance ◽  
Cognitive Awareness ◽  
Individual Cognition ◽  
Efl Students ◽  
Efl Classrooms

Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers’ perspective to see if anything is lacking in the implementation of ‘teaching writing strategies’ for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore ‘the implementation of writing strategies of faculty’ during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.

scholarly journals A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students

2021 ◽  
Author(s):  
Emtenan Agili ◽  
Bhagya Prabhashini C.
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Minor Importance ◽  
Cognitive Awareness ◽  
Individual Cognition ◽  
Efl Students ◽  
Efl Classrooms

Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers’ perspective to see if anything is lacking in the implementation of ‘teaching writing strategies’ for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore ‘the implementation of writing strategies of faculty’ during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.

scholarly journals Teaching strategies and its influence on students’ English writing skills at Secondary School Certificate

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Qudsia Fatima
Keyword(s):  
Learning Outcomes ◽  
Private Schools ◽  
Teaching Strategies ◽  
English Language ◽  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Writing ◽  
Student Centered ◽  
English Writing

Teaching strategies perform a great role in students’ learning at every level of education. This paper presents achievement in English writing skills and the practices of teaching used by teachers. Sequential explanatory design was chosen for this study. Sample was selected from private schools of Lahore city offering SSC. Four private schools were selected through simple random sampling technique. In each school one section of SSC was selected as sample. Students and teachers of the selected classes were included in sample. Research instruments comprised of  test and interview protocol. Essay type test was developed and administered to measure the English writing skills of students. Test was developed by using intended learning outcomes of curriculum of English language. Criteria for developing rubrics for scoring of test was based on the student learning outcomes from curriculum of SSC. Interviews were conducted to explore the teaching strategies for developing writing skills. Findings revealed that teachers of SSC mostly use lecture questioning, feedback, self-review and pair work for developing writing skills. They rely on textbook as an important resource. They do not give emphasis on student centered methods for teaching writing because it takes much time.

Impact of the Alignment between Learning Outcomes and Assessment on English as a Foreign Language Students’ Writing Skills Development (Ishik University Language Preparatory School Case)

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Venera ULKER
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Writing Skills ◽  
Private University ◽  
Teaching Writing ◽  
Control Group ◽  
Preparatory School ◽  
Efl Students ◽  
Alignment Model ◽  
Development Levels

The purpose of this study is to investigate the effectiveness of alignment between carefully selected learning outcomes and assessment on the development of English as a Foreign Language (EFL) learners’ writing skills. An experimental research study was carried out with 36 undergraduate EFL students at the private university in Erbil, Kurdistan Region of Iraq. The premise of the study was to compare the development levels of two sample groups. The control group received instruction in the traditional way, while the experimental group, in addition to the regular program, was taught with the implementation of the suggested learning approach focused on outcomes and assessment alignment. Study findings revealed that the alignment approach has a significant impact on the improvement of writing skills. The current study is believed to be useful for educators to apply learning outcomes and assessment alignment model for teaching writing, and also can be the basis for further research in the field. 

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

The Impact of Weblog on Omani Learners' Writing Skills in the English Language

2018 ◽  
Vol 9 (4) ◽  
pp. 33-51 ◽  
Author(s):  
Yahya Ashour Mohammed Alkhoudary
Keyword(s):  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Quality ◽  
Promising Tool ◽  
Computer Mediated ◽  
Before And After ◽  
Teachers And Students ◽  
The Impact

The aim of this study is to investigate the impact of utilizing weblog on facilitating teaching writing at Buraimi University College (BUC) and to explore the extent to which a blog as a computer-mediated tool enhances learners' writing skills in English as a foreign language e(EFL), English as a second language (ESL). Vygotsky's model will be adopted in this study. Furthermore, a process approach is employed to involve students in writing. A mixed-method of qualitative and quantitative was embraced. Three instruments were used to answer the research questions of the study. The participants consisting of 60 students, were placed into two groups: 30 students for experimental group (Ex.G.) and 30 for the controlled group (Cont. G.). Also, 30 EFL teachers (15 males and 15 females) were selected randomly. Pre-and post-tests were assigned to both groups before and after incorporating weblog as a teaching tool. Questionnaires were distributed to (Ex. G) to check the effect of using a weblog on students' writing quality. Interviews were also conducted with both teachers and students. The findings reveal that the students of weblog group significantly outperform their counterparts. This study concludes that integrating weblogs in teaching is of paramount importance to language learners and a promising tool in higher education.

scholarly journals KEEFEKTIFAN STRATEGI MENULIS TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN MENGARANG NARASI DI KELAS IV SD NEGERI 003 TASIK JUANG

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Yunismar Yunismar
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Writing Skills ◽  
Class Action ◽  
Writing Strategies ◽  
Narrative Writing ◽  
Fourth Grade Students ◽  
Writing Strategy ◽  
Guided Writing ◽  
Planning Action

This research is motivated by the low learning outcomes of students' narrative writing skills at SDN 003 Tasik Juang. This research was conducted in class IV with a total of 25 students. The purpose of this study is to improve students' narrative writing skills by implementing guided writing strategies. This research is a class action research consisting of two cycles with stages of planning, action, observation and reflection. The results showed in learning 1 the number of students who completed as many as 19 people with a percentage of 76% and as many as 6 people who did not complete with a percentage of 24%. In learning 2 the number of students who completed as many as 21 people with a percentage of 84% and as many as 4 people who did not complete with a percentage of 16%. In learning 3 the number of students who completed as many as 22 people with a percentage of 88% and as many as 3 people who did not complete with a percentage of 12%. In the last study, the number of students who completed as many as 23 people with a percentage of 92% and as many as 2 people who did not complete with a percentage of 8%. Based on the results of this study it can be concluded that the implementation of the guided writing strategy has proven to be effective in improving the learning outcomes of narrative writing skills of the fourth grade students of SDN 003 Tasik Juang.

scholarly journals A Comparative Analysis of Writing Strategies and Performance in a Saudi University

2018 ◽  
pp. 425-443
Author(s):  
Miriam Alkubaidi
Keyword(s):  
English Language ◽  
First Language ◽  
Writing Strategies ◽  
Writing Proficiency ◽  
Writing Performance ◽  
Frequent Use ◽  
Significant Difference ◽  
Efl Students ◽  
And Performance ◽  
The Relationship

There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners

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 The attitudes of Teachers of Learning Disabilities in English Language Toward Using Virtual classes to Teach English Writing

2021 ◽  
Vol 2 (4) ◽  
pp. 9-18
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Validity And Reliability ◽  
Intensive Training ◽  
Teachers And Students ◽  
Virtual Classes ◽  
E Learning ◽  
Teachers Attitudes

This study investigated the attitudes of teachers of learning disabilities in English toward the use of virtual classrooms and e-learning in teaching writing skills to students with learning disabilities. The study adopted the descriptive approach and was applied to a sample of 65 teachers from Irbid city, Jordan. A questionnaire was developed to achieve this purpose after being checked for validity and reliability. The results showed that teachers’ attitudes toward virtual classes varied between high and moderate. For the realm of e-learning in general, the attitudes were high while for the realm of the effect of virtual classes in teaching writing skills were moderate. The study recommended providing intensive training to teachers of LDs in English language on the usages of e-learning and supporting teachers and students with the appropriate tools

scholarly journals A Systematic Review of the Challenges and Solutions of ESL Students‟ Academic Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1169-1171
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Esl Students ◽  
Learning Collaborative ◽  
Cognitive Approach ◽  
Malaysian Students

Research studies on ESL writing are more interested in providing operational writing strategies for academic writing. However, there are not many studies on challenges faced by students and their solutions. The main aim of this paper is to provide a systematic literature review of academic writing studies which focused on investigating students’ academic writing challenges and their solutions. The papers used in this study were published from 2010 until 2019. A systematic search of literature proposed in this paper employs the exploratory approach for identifying and evaluating twenty-seven articles published in the authentic Journals. The themes of the review are divided into two categories, one which is related to ESL Malaysian students and another category is regarding non-Malaysians, this is due to the context of the study which will be conducted in Malaysia and therefore a review of studies done on Malaysian student academic writing is justified. The review shows there is a broader context of ESL students’ academic writing challenges and factors influencing students’ academic writing skills. In addition, as mentioned above, the review clearly shows the highlight of previous studies was on strategies which help improve students writing skills. As a conclusion, the review signifies that there are three major enormous challenges faced by ESL students in academic writing, such as teaching methods, students’ attitude towards English, and language ability. And the solutions to the challenges are to employ active learning English language teaching methods, for example, Task-Based learning (TBL), Blended learning, Collaborative learning and cognitive approach, in teaching writing.

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