scholarly journals Interaction in collaborative writing between international and domestic students in an Indonesian university

2020 ◽  
Vol 7 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Dwi Rahayu
Keyword(s):  
Foreign Language ◽  
Structural Organization ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Domestic Students ◽  
Lexical Choice ◽  
Writing Class ◽  
Language Writing ◽  
Write Language ◽  
Spoken Interaction

This research investigates verbal interaction in collaborative writing between students from two countries with different L1 when writing an academic essay in a foreign language writing class. Eight students from Indonesia and China participated, and were divided into Indonesian-Indonesian pairs and Indonesian-Chinese pairs. Using the method of qualitative content analysis, the transcripts from their communication were coded inductively and then categorized. The findings denote that there are three categories in their spoken interaction: what to write (ideas), where to write (structural organization), and how to write (language-related). Similarly, all pairs focused their discussions on ‘what to write’ (ideas to be written in the essays). However, Indonesian-Indonesian pairs also discussed ‘the language-related aspects’ mostly about lexical choice and the meaning, more than the mixed pairs. The Indonesian-Chinese pairs conversed, in most of their time, about the content through sharing, explaining, and negotiating their ideas. As the implication, in order to produce an essay with the same length and type, the mixed pairs executed more time in their spoken interaction.

scholarly journals Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance

2016 ◽  
Vol 9 (8) ◽  
pp. 73 ◽  
Author(s):  
Li Zhan
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Student Perceptions ◽  
Teacher Feedback ◽  
Writing Teachers ◽  
College English ◽  
Content Organization ◽  
Writing Instructions ◽  
Writing Class ◽  
Language Writing

<p>This study sets out to investigate a teacher’s and her students’ perceptions of written teacher feedback in a college English as a foreign language (EFL) writing class in China. Essays, questionnaires, and interviews were employed to identify the types of feedback given by the teacher, the perceptions and preferences of students and the perceptions of the teacher. The teacher and her six students were interviewed, and sixty two students completed the questionnaires. The results are that the written teacher feedback covered content, organization, vocabulary, grammar and mechanics, and students reported that they benefited most from feedback on organization, which was focused on by the teacher but not specific enough and in a small amount. Moreover, the preferences of students were not expected by the teacher. Foreign language writing teachers were suggested to communicate more with their students about their feedback practices, and be aware of students’ perceptions and preferences, so that their writing instructions could be more effective.</p>

Digital stories: Bringing multimodal texts to the Spanish writing classroom

ReCALL ◽  
2016 ◽  
Vol 28 (3) ◽  
pp. 326-342 ◽  
Author(s):  
Ana Oskoz ◽  
Idoia Elola
Keyword(s):  
Foreign Language ◽  
Writing Classroom ◽  
Multimodal Texts ◽  
Writing Class ◽  
Digital Story ◽  
Language Writing ◽  
Multimodal Text ◽  
Digital Stories ◽  
Mode Size ◽  
Oriented Activity

AbstractDespite the availability and growing use of digital story software for authoring and instructional purposes, little is known about learners’ perceptions on its integration in the foreign language writing class. Following both a social semiotics approach and activity theory, this study focuses on six advanced Spanish learners’ perceptions about the production of a digital story in which they integrated a variety of modes (written, oral, images, sounds) and manipulated the semiotic resources within each mode (size, color, lines in the image mode), to convey meaning. Analyzing participants’ reflections, questionnaires, and online journals, results highlight learners’ (a) interpretation of the tools and artifacts and their effect on their understanding of a final product, (b) connections between short-term goal-oriented actions and the longer-term object-oriented activity of developing a multimodal text, and (c) linguistic reorientations when creating a digital story.

scholarly journals The Impact of Translation Strategies on Second Language Writing

Fachsprache ◽  
2021 ◽  
Vol 43 (3-4) ◽  
pp. 140-154
Author(s):  
Carine Graff
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Native Speaker ◽  
Translation Studies ◽  
Translation Strategies ◽  
Lexical Choice ◽  
Skopos Theory ◽  
Language Writing ◽  
The Impact

This paper seeks to demonstrate the importance of translation strategies as informed by Translation Studies in the foreign language (FL) classroom. The current study aims to map how translation, as perceived in Translation Studies, can be beneficial for students’ writing skills in the FL classroom. It focuses on undergraduate students in three French Composition classes: a control class in fall 2014, a second control class in fall 2015, and an experimental class in spring 2016, and explores how the students’ writing in the latter class improved after being exposed to translation strategies, such as explicitation, amplification, modulation, and approaches, such as Skopos theory. To determine whether translation strategies enable students to improve naturalness in L2 writing, their compositions and summaries were error coded using Kobayashi/Rinnert’s (1992) method of awkward form and wrong lexical choice, McCarthy’s collocation search, and Owen’s (1988) native speaker input. Statistical analyses were also performed. Results show that translation strategies are a useful tool to help students understand the foreign language and write more naturally.

scholarly journals Writing-4-Sharing

2004 ◽  
Vol 36 (2) ◽  
pp. 39-48
Author(s):  
Shiao-Chuan Kung ◽  
Ting-Wen Liang
Keyword(s):  
Collaborative Writing ◽  
Electronic Portfolios ◽  
Web Based ◽  
Peer Reviewing ◽  
Essential Components ◽  
Writing Class ◽  
Writing Course ◽  
Language Writing ◽  
Administrative Tasks ◽  
Pedagogical Goals

This paper describes a web-based application that facilitatesthe meeting of pedagogical goals of process-oriented writing.The system supports the teaching strategies used in an EFL(English as a Foreign Language) writing class and allows theconstruction of electronic portfolios. It allows for onlinesubmission, peer-review, marking and revision of papers andperforms administrative tasks. It also makes possible th1esmooth completion of collaborative writing, process writingand peer reviewing activities, all essential components of thecurriculum of an EFL writing course.

scholarly journals Paying attention to identity in advanced EAP writing class

2004 ◽  
Vol 4 (1) ◽  
pp. 315-328
Author(s):  
David Camps
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Mexico City ◽  
Academic Writing ◽  
Private University ◽  
Social Identities ◽  
Foreign Language Writing ◽  
Writing Class ◽  
Writing Course ◽  
Language Writing

The present article discusses how students in the advanced EAP (English as a foreign language) writing course at a private university in Mexico City become aware of choosing different identities in a written assignment, and how this decision can help them deal with the course requirements. After addressing the issue of identity in class and carrying out activities to develop social identities, and collecting samples of their writing, the students were questioned about their decision of projecting their identities in their papers in order to find out whether the understanding of the importance of identity in academic writing and its projection in their written essays would facilitate its writing. In addition, it was deemed interesting to learn about whether they found it easier to meet the demands and conventions of that particular essay by being aware of the possibilities of constructing their identities.

scholarly journals Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

2020 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Sabarun Sabarun
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Corrective Feedback ◽  
Teacher Feedback ◽  
Efl Writing ◽  
Writing Class ◽  
Language Writing ◽  
Students Attitudes ◽  
To Receive ◽  
Academic Year

<p>The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.</p>

Foreign Language Writing Anxiety: The Perceptions and Experiences of Freshmen Lebanese University Students

2021 ◽  
Vol 8 (3) ◽  
pp. 483-492
Author(s):  
ROLA LABABIDI
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Production ◽  
Numerical Data ◽  
Psychological Needs ◽  
Writing Anxiety ◽  
English As Foreign Language ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Shed Light

Writing is an essential skill for language production. However, many English as Foreign language learners (EFL) face many difficulties in writing. This study aims to shed light on the psychological aspect of writing; more specifically writing anxiety. Consequently, the main purpose of this exploratory mixed-method study is to explore and investigate the sources and manifestations of foreign language writing anxiety among Lebanese university students. The participants were Lebanese EFL university students (N=87). Data for this study was gathered from the use of the Second Language Writing anxiety scale(SLWAI), Sources of Writing Anxiety Inventory(SWAI), and semi-structured Focus group interviews (FG). Focus interviews with students were used to triangulate the derived data from the inventories. This study provides numerical data regarding the level of writing anxiety among students. The data from the FG interviews were transcribed and uploaded for thematic coding and further analysis. The results from this study shed light on the sources and manifestation of the writing anxiety among students. It also helps to disseminate several practical recommendations for the alleviation of writing anxiety among students. It is assumed that the findings will address the perceived psychological needs of Lebanese EFL learners and provide grounds for further research.

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