Developing Students’ Communicative Writing Skills through Blogging

2020 ◽  
Vol 4 (3) ◽  
pp. 1
Author(s):  
Nurul Fadilah ◽  
Akmal Akmal ◽  
Kamisah Ariffin
Keyword(s):  
Critical Thinking ◽  
Writing Skills ◽  
Point Of View ◽  
Language Teachers ◽  
Teaching Writing ◽  
Technology In Education ◽  
Communicative Skills ◽  
Positive Effects ◽  
General Improvement ◽  
Development Of Students

Blogs have gained popularity among language teachers as a tool to develop students' writing skills. However, using blogs in teaching writing has not been widely practised in Indonesia depite the positive effects on students' learning as reported in the literature. This paper examines the development of students' communicative writing skills through blogging. The data were collected from students' writing based on different themes posted in a class blog over a five-week period. Using Franker's ELT blog rubric as a framework for analysis, the findings were classified into four codes of communicative skills in writing: creativity, critical thinking, voice and comment. The findings indicate a general improvement on the students' communicative skills in writing based on these codes. Students also responded positively towards the use of blogging in developing their communicative skills in writing. Not only blogging helped to develop their minds critically and evaluatively, they were able to write their thoughts and respond to others' point of view freely without the presence of the instructor and fellow friends. Such findings indicate that with advance of technology in education, blogs can be an alternative medium for teaching writing in class, especially in this IR4.0 era.

Evaluating Product Writing Approach in the Context of Malaysian Classrooms: A Conceptual Paper

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Sarala @ Thulasi A/p Palpanadan ◽  
Fauziah Ismail ◽  
Abdul Rahim Salam
Keyword(s):  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Conceptual Paper ◽  
Product Approach

This paper aims to evaluate the practices of language teachers in teaching writing in the Malaysian classrooms. For this purpose, a detailed investigation into the existing literature was carried out. More specifically, the paper investigated the motivation of teachers for using product writing approach in teaching writing. The paper attempted to answer two questions: first, why teachers in the Malaysian classrooms prefer to use product writing approach dominantly, second, how model essays can be effectively used for developing students’ writing skills. The existing literature revealed that teachers prefer to use product approach for several reasons. Helping students to obtain good grades, covering course requirements on time and preparing students for examination are some of the reasons for adopting this approach. The study also discovered that product approach is not an effective way to teach writing skills because it makes the students passive and become dependent learners. This paper suggests that teachers should use model essays carefully according to students’ needs and capabilities.

scholarly journals A model of developing language teachers’ professional communicative skills of providing written teacher feedback

Rhema ◽  
2019 ◽  
pp. 118-135
Author(s):  
T. Ershova
Keyword(s):  
Writing Skills ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Teacher Feedback ◽  
Student Writing ◽  
Training Module ◽  
Communicative Skills ◽  
Reading And Writing ◽  
Special Training ◽  
Written Corrective Feedback

This article looks at the process of assessing L2 student writing and providing written corrective feedback as a part of language teachers’ professional and communicative competences. The author suggests a model of designing a special training module for pre-service teachers aimed at the development of corresponding professional reading and writing skills, as well as the analysis of the results of its approbation.

Teachers’ Intervention in Developing English Majors’ Critical Thinking When Teaching Writing in Chinese Universities

2017 ◽  
Vol 7 (12) ◽  
pp. 1290
Author(s):  
Mingzhu Hu
Keyword(s):  
Critical Thinking ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Writing ◽  
Chinese Universities ◽  
Self Calibration ◽  
Writing Problems ◽  
English Major ◽  
Development Of Students

Developing English major students’ critical thinking is very important to the development of students’ overall competence. Compared with other language skills, writing asks for more critical thinking skills, and in turn writing is a proper media for teachers to develop student’s critical thinking skills. From English major students’ writing pieces, we can tell that most of the writing problems are related with the deficiency of critical thinking skills. Therefore, in different stages of writing teaching, teachers should intervene in students’ learning and practicing by proper and purposeful directing and instructing so as to impel students to think critically and to write critically. And gradually students’ critical thinking skills of interpretation, analysis, explanation, inference, evaluation and self-calibration will get improved.

Developing Students’ Critical Thinking and Discourse Level Writing Skill Through Teachers’ Questions: A Sociocultural Approach

2019 ◽  
Vol 42 (2) ◽  
pp. 141-162
Author(s):  
Yaping Chen
Keyword(s):  
Critical Thinking ◽  
Writing Skills ◽  
Sociocultural Perspective ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Global Coherence ◽  
Writing Skill ◽  
Sociocultural Approach ◽  
Quantitative Design ◽  
Development Of Students

Abstract The present study adopts a quantitative design to explore the effects of pre-designed teachers’ questions as the mediation tool to scaffold the development of students’ critical thinking and their discourse level writing skills in English from a sociocultural perspective. The participants were 39 sophomores from two classes. The results showed that: (1) teachers’ questions targeting specific critical thinking skill in the classroom and in after-class conferences, as well as in written homework feedback were effective; (2) students backslid a little while internalizing teachers’ questions concerning critical thinking; (3) students improved reliably in terms of local and global coherence in their written production with the help of teachers’ questions. The findings indicate that teachers’ questions facilitate students’ development of critical thinking and enhance their discourse level writing skill.

scholarly journals The Effect of Cooperative Learning Activities on Enhancing the Writing Skills of Syrian EFL Learners at Arab International University

2020 ◽  
Vol 10 (7) ◽  
pp. 791
Author(s):  
Manal Shammout
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Writing Skills ◽  
Teaching Writing ◽  
Positive Effects ◽  
Learner Centered ◽  
Class Environment ◽  
Post Test ◽  
Quasi Experimental ◽  
Weak Points

This paper aims at enhancing writing skills by using cooperative learning strategies since recent methodologies in foreign language teaching have deviated the shift of focus from traditional teacher-oriented classes to more learner-centered contexts. Among the methods endorsed in teaching writing is the application of Cooperative Learning (CL). The use of CL has become an increasingly popular method to improve the learner’s linguistic, social and communicative competence. This research investigated the effects of CL to improve the writing skill of AIU students. A questionnaire was done to spot their problems and weak points. The quasi experimental design was used, with pre-test and post-test of two different kinds of essay as an instrument. Two different kinds of studies were employed qualitatively and quantitatively to analyze the data. The students’ writing was scored on the five writing components which were content, vocabulary, organization, grammar and mechanics see (Yusuf, Jusoh, & Yusuf, 2019). After analyzing the results of the post test, it was noted that there was a significant increase in the scores of students’ writing in comparison with their marks of the pretest as a result of implementing cooperative learning. Subsequently, the results lent credence to the positive effects of cooperative learning in enhancing writing performance and teachers were able to involve more students to participate and the class environment was very encouraging and intriguing. EFL participants in a cooperative learning ambience managed to foster the linguistic competence that they need to acquire which was also tackled in the paper.

scholarly journals MINI FICTIONS FOR WRITING EXPOSITORY ESSAYS

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawan
Keyword(s):  
Expository Text ◽  
Language Skills ◽  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Literary Works ◽  
Preparatory Stage ◽  
Three Stages ◽  
Stages Of Learning ◽  
High Degree

<p>Not many language teachers use literary works as teaching materials to teach language skills for their students. This is due to teachers’ common perception that literature has a high degree of difficulty to understand. As a result, the use of literary works is often ignored to teach language skills, especially writing. Basically, if teachers are able to select literary works in accordance with the purpose of teaching and use it well, literature can be a bridge to improve language skills, especially the skills of writing an expository text. This article aims to describe the stages of teaching to teach writing skills through mini-fiction for expository essay, tips on choosing fictions that can be used in the classroom, and the problems that may arise from the use of these mini fictions. There are three stages of learning to be conducted when teaching writing skills by using mini fictions, namely the preparatory stage, pre-writing, and writing phases. Using literary works will be able to sharpen the students' language skills and their ability to think critically.</p>

scholarly journals The Degree of Availability of Critical Thinking Skills among Arabic Language Teachers in Directorates Education in Karak Governorate, Jordan, from their Point of View: درجة توفر مهارات التفكير الناقد لدى معلمي اللغة العربية في مديريات التربية والتعليم في محافظة الكرك بالأردن من وجهة نظرهم

2021 ◽  
Vol 5 (37) ◽  
pp. 38-20
Author(s):  
Sudgeh Awad Falaah Tarawneh Sudgeh Awad Falaah Tarawneh
Keyword(s):  
Critical Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Years Of Experience ◽  
Validity And Reliability ◽  
Arithmetic Average ◽  
Academic Qualification

The current study aimed at identify the degree of availability of critical thinking skills among Arabic language teachers in the education directorates in Karak Governorate, Jordan, from their point of view, and to reveal the differences in that according to the variables of gender, academic qualification and the number of years of experience. and the researcher prepared a questionnaire consisting of (48) items distributed on (7) skills, namely: (analysis, induction, interpretation, conclusion), Calendar), and the indications for their validity and reliability were verified. Where a stratified random sample of (193) teachers was chosen from among the teachers of the Arabic language in the directorates of education in the governorate of Karak, The study found that the degree of availability of critical thinking skills among Arabic language teachers from their point of view was medium, with an arithmetic mean (3.42) and The skill of "deduction" came first, with an arithmetic average of (3.73), And with a high degree, while the “evaluation” skill came in the last place, with an arithmetic average of (2.93), and a medium degree. It also indicated that there are no statistically significant differences at the level of significance (α≤0.05) in the degree of availability of thinking skills. The critic among Arabic language teachers is attributed to gender, while it was found that there are statistically significant differences attributable to academic qualification and in favor of higher qualification (postgraduate studies), and the existence of statistically significant differences due to years of experience and in favor of those with higher experience.

An Exploration on Issues and Challenges in Teaching Writing Skills to Tertiary-Level Learners

2020 ◽  
pp. 98-107
Author(s):  
Jefferson K. ◽  
Ramya Sri R. ◽  
Radhakrishnan V.
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Inappropriate Use ◽  
Area Of Concern ◽  
Esl Classroom

Writing is considered a very important skill in language learning yet a very challenging task for students to master it. It is also a required skill for students to score good grades in their academics. Inappropriate use of words, incorrect, and illogical sentence structures and grammatical mistakes while writing, reflect poorly on the language proficiency of learners. This also creates issues later in their professional life. Addressing these challenges at the tertiary level has been an area of concern to English language teachers. The prime aim of this study is to explore the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom. This chapter also proposes a process-product based effective pedagogic practice which was experimented in the ESL classroom while teaching writing. The approach employed facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.

scholarly journals Teaching English Language at SSC Level in Private Non-Elite Schools in Pakistan: Practices and Problems

2018 ◽  
Vol 5 (1) ◽  
pp. 80 ◽  
Author(s):  
Dr. Muhammad Fareed ◽  
Saniya Jawed ◽  
Sidra Awan
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Analysis Data ◽  
Language Teachers ◽  
Teaching Writing ◽  
Teaching English ◽  
Elite Schools ◽  
English Language Teachers ◽  
Group Interviews ◽  
Compulsory Subject

<em>English language is taught as a compulsory subject up to graduate level in Pakistani educational system. Despite studying English for over 14 years, majority of students coming from non-elite schools, lack required command in English language skills to pursue their higher education and professional careers. With this background in mind, the current research focused on teaching English reading and writing skills and the problems faced while teaching these skills at Secondary School Certificate (SSC) level in private non-elite schools in Karachi. The sample of the study comprised 20 SSC level students, 12 SSC level English language teachers of non-elite private schools and 5 student notebooks. Data were collected through open-ended questionnaires, group interviews and notebook analysis. Data were examined using thematic analysis. The findings revealed that teaching English language reading practices include reading the text aloud, translating the chapter, providing the central idea and meanings of difficult words to the students. The major problems faced by the teachers in teaching reading skills are learners’ lack of interest in reading, lack of concentration and low reading comprehension skills. The study also revealed practices of teaching writing skills such as provision of model texts and relevant vocabulary items. The major problems while teaching writing skills are lack of pre-writing activities, learners’ deficient command over vocabulary, grammar, spellings and punctuation, lengthy syllabus and limited time.</em>

scholarly journals STUDENTS' POINT OF VIEW ON THE USE OF WHATSAPP GROUP TO ELEVATE WRITING ABILITY

2020 ◽  
Vol 1 (2) ◽  
pp. 31-37
Author(s):  
Evyta Tri Handayani ◽  
Dyah Aminatun
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Point Of View ◽  
Teaching Writing ◽  
Study Program ◽  
Writing Ability ◽  
Positive Effects ◽  
Learning Platforms ◽  
The Media

English has been an important language nowadays. The role of the English language also has become the qualification of many people. However, many students state that English is not an easy language to master especially in Indonesia. Teachers also find it as a challenge in teaching English in Indonesia. They must have the appropriate technique and media for the students. One of the media that can be used by teachers to teach and engage students’ participation in learning English is WhatsApp. This application is also popular among the students as instructional learning mobile medium, including as a teaching medium to teach writing for students. Besides it is easy to operate, many students are familiar with it. This research aimed to find out students’ perspectives towards the use of WhatsApp group in improving students’ writing ability. This study applied a descriptive qualitative study with 37 students of the English Education study program as the participants. The data instrument used in this research were questionnaire and interview. The findings show that teaching writing by using the WhatsApp group can bring positive effects and benefit during the teaching and learning process. Besides that, it can also develop students’ writing ability. This result is supported by students’ opinions which state many good responses to this media rather than bad responses. Moreover, the result also shows that the WhatsApp group is one of the appropriate learning platforms for education in Indonesia.

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