scholarly journals The Effect of Process Genre Approach of Teaching Writing on Students’ Paragraph Writing Performance: The Case of Grade 11 Abay Minch Preparatory School Students

2019 ◽  
Vol 7 (7) ◽  
Author(s):  
Haile Kassahun Bewuket ◽  
Aman Matebie
Keyword(s):  
Teaching Writing ◽  
School Students ◽  
Preparatory School ◽  
Writing Performance ◽  
Grade 11

Action Research Of Portfolio Assessment In Writing In English As A Foreign Language While Teaching Preparatory School Students In Georgia

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Ramazan GOCTU
Keyword(s):  
Foreign Language ◽  
Portfolio Assessment ◽  
Teaching Writing ◽  
School Students ◽  
Preparatory School ◽  
Efl Writing ◽  
New Approach ◽  
Approach To Teaching ◽  
One Year ◽  
Insight Into

The goal of the article is to gain an insight into students’ view on portfolio assessment of English as a foreignlanguage (EFL) writing. Eleven students from Preparatory School at International Black Sea University who had notbeen successful in language study either at school or during one year at preparatory school and, correspondingly,needed a radically new approach to teaching writing. During a two-month summer course in writing portfolioassessment of their writing skills was applied to them for formative assessment. This time the students passed thetesting. Then they were interviewed to find out whether the students thought it was more efficient than the weeklytesting they had had the previous year of studies. The respondents’ answers revealed several reasons why studentswere more satisfied with portfolio assessment than with testing.

scholarly journals Digital Storytelling as a Creative Teaching Method in Promoting Secondary School Students’ Writing Skills

2019 ◽  
Vol 13 (07) ◽  
pp. 117 ◽  
Author(s):  
Pei Rong Lim ◽  
Norah Md Noor
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Writing Skills ◽  
Teaching Writing ◽  
School Students ◽  
Writing Performance ◽  
Use Of Technology ◽  
Post Test

Abstract - With the current needs of shaping 21st-century classroom in schools, the use of technology has now become compulsory for teachers to incorporate in the classroom. The exposure to technology is highly necessary for the current generation to prepare them for the future ahead. Digital storytelling is one of the tools available in the market for learning. There is no much research yet found in Malaysia that investigates the usefulness of the digital storytelling in promoting secondary school students’ writing skills. Therefore, this research tries to implement one digital storytelling tool in teaching Writing for English Form 1 and tries to identify the elements of digital storytelling tool that might be able to promote students’ writing skills. This research involved fifteen Form 1 students. The data was collected through four (4) time series tests in a pre-experimental research study. The students’ performance in each treatment were marked according to the Rubrics to Assess Digital Stories and were analysed using Friedman Ranks Test. The finding shows that there is an improvement in students’ performance after four treatments of using the Digital Storytelling tools. For the elements of digital storytelling tool that affected after using the digital storytelling tool, the student respondents always applied six elements: ‘Overall Purpose of the Story’, ‘Dramatic Questions’, ‘Choice of Content’, ‘Pacing of the Narrative’, ‘Quality of the Images’ and ‘Good Grammar and Language Usage’. Furthermore, there is an improvement in student respondents’ post-test marks after four treatments of using Storybird. The study shows a relationship between elements of digital storytelling tool in the four treatments and students’ writing performance in post-test. All of the elements shows a significant relationship with students’ writing performance except for ‘Dramatic Questions’.

scholarly journals The Relationship Between Iraqi EFL Preparatory School Students' Self-Esteem and Writing Performance

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Akram Jabar Najim Nasser ◽  
Bushra Saadoon Mohammed Al-Noori
Keyword(s):  
Significant Positive Correlation ◽  
Self Esteem ◽  
The Self ◽  
Average Level ◽  
School Students ◽  
Preparatory School ◽  
Writing Performance ◽  
Positive Correlation ◽  
The Relationship ◽  
Performance Scale

This study aims to find out The Relationship Between Iraqi EFL Preparatory School Students' Self-Esteem And Writing Performance. To achieve this aim, the researcher used the self-esteem scale prepared by (Bruce R. Hare, 1985). It has been translated into Arabic (Al-Hamidi Muhammad Al-Adhidan, 2003). The scale consists of 30 items, and the written performance scale of (Alaa, 2018), which consists of three questions. After applying the scales to the research sample of 200 students from preparatory school students in Wasit governorate center, and after processing the data statistically using the SPSS statistical package, the results showed the following: - The preparatory school students recorded a good level of self-esteem. -The Preparatory school students scored an average level in writing performance. -There is a significant positive correlation between self-esteem and writing performance. -There are no differences in the relationship between self-esteem and writing performance according to the gender variable, male, female. Based on these results, the researcher reached a set of conclusions and made a number of recommendations and suggestions.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

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