scholarly journals LOOKING INTO THE EFL STUDENTS TYPE OF FEEDBACKS ON PEER CORRECTION ACTIVITY

2016 ◽  
Vol 16 (1) ◽  
pp. 67
Author(s):  
Yunisrina Qismullah Yusuf ◽  
Tengku Maya Silviyanti ◽  
Rita Tauhidah
Keyword(s):  
Social Anxiety ◽  
Correct Answer ◽  
English Proficiency ◽  
Writing Skills ◽  
Class A ◽  
Writing Class ◽  
Efl Students ◽  
Student Writer ◽  
Direct Answer ◽  
Research Studies

This research studies the types of feedbacks made by EFL students in a writing class. A number of 25 students essays were collected and analysed. The results revealed that a number of 61 responding feedbacks were found in the types of support, sharing knowledge, negotiation, appreciation and criticism. Meanwhile, 142 correcting feedbacks were found in the types of coded, uncoded, a combination of coded and uncoded and direct answer. The type most used in responding feedback was support, which indicates that it is an important pursuit in these students learning to drive each other into improving their writing skills with confidence. Whilst the least used was criticism, and this indicates that it was not considerably favoured to be given in the peer correction feedbacks since they restrain encouragement and cause social anxiety. The type most used in correcting feedbacks was a combination of coded and uncoded. This signifies that to provide both mark and symbol on an error can avoid confusion between the student corrector and the student writer. The least used was direct answer, which signified that it was only done by students who had high English proficiency and confidence to provide the correct answer directly on the errors.

scholarly journals THE IMPLEMENTATION OF CONTENT-BASED APPROACH IN IMPROVING ACADEMIC WRITING SKILLS OF EFL STUDENTS

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Dwi Fita Heriyawati ◽  
Teguh Sulistyo ◽  
Agus Sholeh
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Writing Class ◽  
Grammatical Errors ◽  
Efl Students

This study aimed at investigating the benefits of the implementation of Content-Based Approach (CBA) in academic writing of EFL settings. Therefore, the approach was implemented in writing class in which 35 students participated as the respondents of the study. They were treated with CBA and their essays were then analyzed to examine the effects of the implementation of the approach on their writing products. Besides, this study investigated further the grammatical errors made by the students as reflected on their essays. The findings of this study proved that CBA is beneficial to improve students’ writing skills even though the students still produced grammatical errors.

scholarly journals Designing Morphosyntax Material for EFL Students: Indonesian Case

2019 ◽  
Vol 12 (6) ◽  
pp. 140
Author(s):  
Inayatul Mukarromah ◽  
Sutjiati Beratha ◽  
Ketut Artawa ◽  
Made Budiarsa
Keyword(s):  
Qualitative Study ◽  
English Proficiency ◽  
Mixed Design ◽  
Design Based Research ◽  
Complex Processes ◽  
Writing Problems ◽  
Writing Class ◽  
Writing Course ◽  
Efl Students

Students’ understanding about Morphosyntax is often low due to its complex processes. This study attempted to design a learning handout that would help students solve their writing problems particularly in Morphosyntax cases. This qualitative study was conducted at two Indonesian Universities, namely UNTAG Banyuwangi and IAIN Jember Indonesia. Six phases in Design Based Research (DBR) by Hoadley (2004) and four phases of DBR by Reeves (2012) were combined as the design of the research. Four classes with a total of 114 students participated and the lecturers of writing course and grammar course were involved. Following the mixed design of DBR by Hoadley and Reeves, this study produced a learning handout that, after tested at the second cycle, proved helpful to solve students’ Morphosyntax problems especially in Writing Class. The students facing writing problems decreased averagely 35-40% after they learnt writing using the produced learning handout. In this case, the needs to master more on Morphosyntax to support their English proficiency skills especially in writing has been solved.

scholarly journals Fostering EFL Students’ Paragraph Writing Using Edmodo

2019 ◽  
Vol 12 (10) ◽  
pp. 44
Author(s):  
Nuha Abdullah Alsmari
Keyword(s):  
Writing Skills ◽  
Placement Test ◽  
Control Group ◽  
College Level ◽  
Post Intervention ◽  
Saudi Students ◽  
Writing Class ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

The present study sought to investigate the effect of using Edmodo, a Web 2.0 tool, as a supportive blended learning tool in developing EFL Saudi students’ paragraph writing skills at Prince Sattam bin Abdul Aziz University, KSA. Eighty students majoring in English at the college level one participated in the study. The participants were randomly selected for an experimental group (taught by using Edmodo) and a control group (taught without using Edmodo). Two main tools were devised to collect data: Oxford Placement Test (OPT) and Test of Paragraph Writing Skills (TPWS). The data were analyzed descriptively and inferentially by running a t-test, using SPSS 16.0, to calculate the differences between the mean scores of the two groups pre- and post-intervention. The results showed statistically significant differences in the post-test in favor of the experimental group. Integrating Edmodo into the writing class was found to be highly beneficial in developing EFL students’ writing abilities, up to paragraph level. The use of Edmodo also enriched students’ knowledge and increased their motivation to learn.

scholarly journals The Use of Social Media in Designing The Writing Assessment for EFL Students

2019 ◽  
pp. 26
Author(s):  
Rita Suswati ◽  
Syarbaini Saleh
Keyword(s):  
Social Media ◽  
Writing Assessment ◽  
Educational Program ◽  
Writing Skills ◽  
State University ◽  
Writing Class ◽  
Efl Students ◽  
Use Of Social Media ◽  
Method R ◽  
Program Data

This research investigates social media as the assessment for EFL students at State University of Medan (UNIMED) of second semester English educational program. This research focuses on how social media influences the students’ competences in writing skills. The problems are how it influences their ability to develop their ideas in writing; develop the reading & writing materials; change the students’ opinion on social media in writing class. Questionnaire was designed to get the students’ thought on social media matter, their intention of social media for study, particularly in reading and writing topic and the influence of social media on their ability in developing the idea in writing class. The instruments used in this research were social media as Facebook, WhatsApp and Instagram as a text in reading & writing class. The population consisted of 80 students from two classes of English educational program. Data was analyzed using Research & Development Method (R&D) and the Linkert Scale to get the percentage of students’ perception. The findings of this paper indicate that students more enjoy and engage in writing class using social media as their assessments; using social media to develop ideas on a topic; and being more creative in writing skills. However, control and development are still needed on this topic.

scholarly journals A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

2016 ◽  
Vol 9 (6) ◽  
pp. 61 ◽  
Author(s):  
Hui-Hua Chiang
Keyword(s):  
English Learners ◽  
Technical College ◽  
English Proficiency ◽  
Preliminary Investigation ◽  
Future Research ◽  
Ambiguity Tolerance ◽  
Tolerance For Ambiguity ◽  
Efl Students ◽  
Study Population ◽  
The Relationship

<p>This article presents a preliminary investigation of the inter-relationships between English learners’ tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.<strong></strong></p>

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals Enjoying Learning Writing through Facebook Group

2019 ◽  
Vol 13 (2) ◽  
pp. 115
Author(s):  
Zulfadli Abdul Aziz ◽  
Husnul Khatimah
Keyword(s):  
Foreign Language ◽  
Thematic Analysis ◽  
Writing Skills ◽  
Situational Interest ◽  
Individual Interest ◽  
English Writing ◽  
Research Findings ◽  
Efl Students ◽  
Interactive Feedback ◽  
Group 1

This research showed many English as a Foreign Language (EFL) students in Aceh struggle in learning English writing as they had a lack of interest in it. This descriptive qualitative study aimed to find out in what ways Facebook Group might facilitate the enjoyment of the students in learning this skill. The data were collected using interviews and was analyzed through thematic analysis. The interview was done one by one at a time. Ten students from UIN Ar-Raniry were purposely chosen for the interviews in this research. The research findings show that there are four themes found that caused the participants enjoyment of the learning writing in the group: (1) it provides unlimited timing; (2) it facilitates the participants’ freedom and creativity; (3) it provides the interactive feedback; and (4) it helps them in brainstorming the ideas. These four themes directly enhance the students’ situational interest in learning writing that related to an environmental factor, but it results in the development of their individual interest. This research suggests that the teacher should combine the learning process in the classroom with the Facebook group media to fasten the enhancement of the learners’ writing skills. For the learners, it is suggested that they should utilize their social media such as Facebook group not only as their communication media but also for developing their learning in writing.

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