scholarly journals TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF DISCOURSE-BASED ACTIVITIES IN TEACHING WRITING SKILLS TO ENGLISH MAJORS - THE CASE OF UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY

2019 ◽  
Vol 128 (6B) ◽  
pp. 143
Author(s):  
Nguyễn Hoàng Bảo Khanh ◽  
Đỗ Thị Xuân Dung
Keyword(s):  
Communicative Competence ◽  
Writing Skills ◽  
Teaching Writing ◽  
Foreign Languages ◽  
Culturally Appropriate ◽  
Efl Writing ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
English Majors ◽  
Crucial Part

Discourse competence has been widely acknowledged as a crucial part of communicative competence (Canale & Swain, 1980; Usó-Juan & Martínez-Flor, 2006; Celce-Murcia, 2007). Given this fact, the communicative approach to EFL teaching inevitably involves developing learners’ discourse knowledge. Particularly, in teaching EFL writing skills, the integration of discourse knowledge and implementation of discourse-based activities plays an essential role as it allows learners to compose written products that are grammatically correct, logically organized, and culturally appropriate. This paper explores EFL teachers’ perceptions towards the application of discourse-based activities in teaching writing to English majors at University of Foreign languages, Hue University. Results obtained from the study unveils that the use of discourse-based activities is deemed to have valuable potentials for the overall development of learners’ writing skills, especially in terms of the organizational and communicative aspects.

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

scholarly journals Holistic vs. Analytic Scoring between Expository and Narrative Genres: Does the Assessment Type Matter?

2021 ◽  
Vol 4 (1) ◽  
pp. 215-220
Author(s):  
Sahail M. Asassfeh
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Holistic Scoring ◽  
Efl Writing ◽  
Analytic Scoring ◽  
Efl Teachers ◽  
Research Findings ◽  
Efl Students ◽  
The Difference ◽  
Writing Instructors

  The unprecedented emphasis on EFL students' development of their writing skills has invited researchers and EFL instructors to look for the most effective methods of teaching writing and assessing it. Within this context, two main dominant assessment types have been used by EFL writing instructors: holistic and analytic scoring with ambiguous research findings about the use of each. Moreover, ambiguity has also been surrounding variability in raters' scoring across genre types. This study aims at uncovering the difference between using the two scoring schemes across two genres in EFL writing: expository and narrative. Two texts each representing a genre type from 10th grade EFL writers' compositions were presented to a sample of 90 in-service EFL teachers for holistic scoring. Two months later, the same texts were presented to the same teachers for analytic scoring in order to compare between the grades assigned in each round for arriving at results. Results suggest significant differences between the scores obtained according to the grading method. Also, narrative essays received higher scores in both assessment types. These results are discussed, and recommendations are derived.

scholarly journals An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

2021 ◽  
pp. 343-359
Author(s):  
Fatima Yousef Alzahrani ◽  
Eatedal Mohammed Alghamdi ◽  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Foreign Language ◽  
Writing Skills ◽  
Efl Writing ◽  
Efl Learners ◽  
12Th Grade ◽  
Efl Teachers ◽  
Research Findings ◽  
Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

scholarly journals An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

2021 ◽  
Author(s):  
Fatima Yousef Alzahrani ◽  
Eatedal Mohammed Alghamdi ◽  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Foreign Language ◽  
Writing Skills ◽  
Efl Writing ◽  
Efl Learners ◽  
12Th Grade ◽  
Efl Teachers ◽  
Research Findings ◽  
Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

scholarly journals Practitioners’ Perspectives on the Application of Integration Theory in the Saudi EFL Context

2017 ◽  
Vol 10 (6) ◽  
pp. 93
Author(s):  
Mansoor S. Almalki ◽  
Abdul Fattah Soomro
Keyword(s):  
Foreign Language ◽  
Lesson Plan ◽  
Writing Skills ◽  
Teaching Writing ◽  
Integration Theory ◽  
Traditional Model ◽  
Reading And Writing ◽  
Written Responses ◽  
Efl Context ◽  
Efl Teachers

There is a close connection between reading and writing. Several studies suggest integrating reading in the instruction of teaching writing skills to English as a Foreign Language (EFL) learner.  This study seeks to determine the extent Saudi EFL teachers support, apply and understand the theory of integration between reading and writing. To achieve the research objectives, the researcher compiled two lesson plans; one based on the integration theory and the other, based on a traditional model to see which lesson plan teacher-participants chose to teach writing. The data was then collected through questionnaire containing both closed and open-ended questions to determine the implications of the results in relation to the objectives of the research. The major findings of this research project were that, for the ten EFL teachers surveyed, most of the teachers indicated that they usually taught writing as a separate skill apart from reading, and the written responses from the open-ended questions that was analyzed indicated that the teachers taught writing in the traditional way. The results from the ten participants’ responses also suggested that almost none of the participants were familiar with the concept of integrating reading and writing for the purposes of teaching writing. However, most of the respondents did comment that they agree with the idea of integrating reading in the instruction of teaching the writing skills and given a choice of a lesson plan, most of the teachers choose the integrated lesson plan.

scholarly journals Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience

2005 ◽  
Vol 23 (1) ◽  
pp. 76 ◽  
Author(s):  
Oleg Tarnopolsky
Keyword(s):  
Creative Writing ◽  
Skill Acquisition ◽  
Writing Skills ◽  
Teaching Writing ◽  
Dramatic Improvement ◽  
Efl Writing ◽  
English Writing ◽  
Peer Reviewing ◽  
Writing Course ◽  
Attention To Students

This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and genre approaches to teaching writing; (b) paying special attention to students’ development of the skills of description, narration, and discussion in creative writing; (c) development the skills of commenting and critique; (e) emphasizing peer-reviewing, peer-commenting, and peer-evaluating students’ written works in the course; (e) and ensuring learners’ autonomy in writing by introducing free-choice writing. This technique allowed students to achieve dramatic improvement in their writing skills. The article describes how its introduction not only intensifies students’ development, but also generates positive motivation for writing in English as a foreign language.

scholarly journals Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

2021 ◽  
Vol 12 (2) ◽  
pp. 399-413
Author(s):  
Khaled Abkar Alkodimi ◽  
Arif Ahmed Mohammed Hassan Al-Ahdal
Keyword(s):  
Mother Tongue ◽  
Teaching Writing ◽  
Educational Institutions ◽  
Tertiary Level ◽  
Educational Aims ◽  
Teachers Perceptions ◽  
Daunting Task ◽  
Efl Teachers ◽  
Teaching Of Writing ◽  
Pedagogical Changes

Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers’ stated aim. Thus, teachers’ perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners’ ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.

scholarly journals Exploring EFL Writing Teaching Through the Integrated Skills Approach: A Case Study in the Saudi Context

2021 ◽  
Vol 12 (5) ◽  
pp. 800-809
Author(s):  
Waad Aljahdali ◽  
Abdullah Alshakhi
Keyword(s):  
Teaching Practices ◽  
Writing Skills ◽  
Teaching Writing ◽  
Future Research ◽  
Second Phase ◽  
Structured Interviews ◽  
Writing Classes ◽  
Efl Writing ◽  
Diary Writing ◽  
Preparatory Year

This study aims to explore the teaching practices of EFL writing that employ the integrated skills approach. It investigates the benefits and challenges associated with teaching writing that uses the integrated skills approach. The study also aims to provide solutions to the challenges faced by the EFL teachers in teaching writing skills. This study uses a qualitative approach by utilizing two instruments: diary writing of event logs in the first phase, and semi-structured interviews in the second phase. The data were collected in a Saudi university at a Preparatory Year Program (PYP). The sample included four general track teachers. After the analysis of the data, the findings revealed that the integrated skills approach can facilitate students’ output; however, students’ lower-level of proficiency, a large number of students in writing classes, and time constraints can negatively affect the teaching practices. Suggestive measures were proposed to eliminate the negative aspects that might hinder the implementation of the integrated skills approach while teaching writing skills. Based on the findings, pedagogical implications and directions for future research have been put forward.

scholarly journals The Role of CLIL Science Teachers in Teaching Writing Skills

2016 ◽  
Vol 54 ◽  
pp. 87-98
Author(s):  
Marcin Jurkowski ◽  
Zbigniew P. Możejko
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Science Teachers ◽  
Writing Skills ◽  
Teaching Writing ◽  
Foreign Languages ◽  
Science Classes ◽  
Communicative Processes

Content and Language Integrated Learning CLIL is becoming more and more valued as an educational solution to teaching foreign languages. The role ascribed to meaning content in communicative processes seems to explain the increasing popularity and spread of integrative approaches to teaching foreign languages across Europe and in the world. The explanation of the effectiveness of CLIL can also be sought in our understanding of how second language acquisition takes place. The theoretical part of the paper outlines the links made between the outcomes of second language acquisition research and CLIL and sheds some light on the role of meaning in communicative processes. The empirical study investigates the role of teachers in CLIL science classrooms in the context of writing scientific reports and the role of English of CLIL science classes in teaching referencing skills. The results of the research indicate to the roles that CLIL science teachers should play in the development of writing skills, including the use of referencing styles. There is also some evidence to suggest that in order for the successful integration of content and language to occur, some form of cooperation between language and CLIL content teachers should exist, especially in the context of teaching referencing skills.

scholarly journals The Importance of Writing Scoring Rubrics for Saudi EFL Teachers

2021 ◽  
Vol 4 (4) ◽  
pp. p16
Author(s):  
Hayat Rasheed Alamri ◽  
Rania Daifullah Adawi
Keyword(s):  
Mixed Method ◽  
Writing Skills ◽  
Assessment Method ◽  
Self Assessment ◽  
Writing Classes ◽  
Efl Writing ◽  
Peer Editing ◽  
Scoring Rubrics ◽  
Efl Teachers ◽  
Assessment Techniques

This mixed-method study explored the perspectives of Saudi EFL teachers concerning the use of Writing Scoring Rubrics (WSRs) to correct students' written work and instruct EFL writing classes. The study sample included 106 Saudi EFL teachers, who answered the twenty-one close-ended questions and the first open-ended question, with twenty-five answering the second open-ended question. The findings reveal that the teachers frequently employed in-class correction and feedback to correct their students' written work, with nearly one-third used assessment techniques that included WSRs, self-assessment, peer editing, journals, and portfolios. The results of the second question indicate that Saudi EFL teachers generally engage students in creating customized WSRs. The findings also revealed that Saudi EFL teachers consider WSRs beneficial to both students and teachers and might be viewed by some experienced EFL teachers as a practical correction or assessment method that improves students' writing. Therefore, this study contributes to a growing body of literature highlighting the importance of WSRs in teaching and assessing writing skills.

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