scholarly journals Significance of English Writing Skills in the Development of Researchers

2021 ◽  
pp. 178-198
Author(s):  
NANDA KISHORE K V
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Information Need ◽  
English Writing ◽  
The World

Medwell, J., Wray.et.al (2020) It is clear that English Language has become more dominant around the world. when writing a sentence, it is important to recognize that the front of the sentence. It has more information. At the front of the sentence we ned to focus on key thoughts. Whatever the writer feels about the important information need to write at the beginning

scholarly journals A Survey on importance of English skills for Academics and future growth of scholars

2021 ◽  
pp. 1-18
Author(s):  
Adla Padma
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Writing ◽  
Initial Stage ◽  
The World ◽  
Teachers And Students ◽  
Global World ◽  
Future Growth

Nishanthi, R. (2018) In this paper, what is the importance of English language for researchers, Teachers and students to improve their communication around the world. Initial stage faced lot of struggles to learn English, but practicing more get the fluency and increase opportunities in global world. It can be useful for different purposes like education, Transportation, Travel, Business, Entertainment and many more. English is a international tongue, because of that everyone should practice and learn the Language by that we can grow up our personal and professional life's[1].Li, F., Ren, J., & Zhao, H. (2016) Author conducted a survey on English writing skills and related problems to analyze the difficulties of students in writing skills.

scholarly journals Evaluation of error correction in writing process

2019 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Cuong Phu Nguyen
Keyword(s):  
University Students ◽  
Error Correction ◽  
Positive Attitude ◽  
Writing Process ◽  
Writing Skills ◽  
Mutual Understanding ◽  
English Writing ◽  
The World ◽  
Popular Language ◽  
Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

scholarly journals Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

2020 ◽  
Vol 10 (11) ◽  
pp. 805-812
Author(s):  
Mohamed A. Elkot ◽  
◽  
Rabea Ali
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Handheld Devices ◽  
Control Group ◽  
English Writing ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigated the impact of developing learning app via handheld devices based on some self-regulated learning strategies for improving English writing skills and motivation among intensive English language preparatory program students. The sample was chosen from English language preparation program students at college of sciences and Arts. The random sample consisted of (n=40) students. Those students were divided into two similar groups, Experimental and Control groups. To collect the data of the study, the Authors used a pre-posttest, interviews with the students and a motivation scale. T-test was used to compare between the two groups at the pre and post-test. The results revealed an observed improvement in writing skills, motivation, and attitudes for the benefit of experimental group. Moreover, the findings revealed that there were statistical differences between pre and post-test for the experimental group. No differences were found, according to the control group.

scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

scholarly journals The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model

2021 ◽  
Vol 4 (1) ◽  
pp. 403-411
Author(s):  
Tungga Pramudya Utama ◽  
Sumardi Sumardi ◽  
Slamet Supriyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Writing Skills ◽  
Learning Model ◽  
Teaching English ◽  
School Students ◽  
English Writing

The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.

scholarly journals THE USE OF MIND MAPPING AND FLOW CHARTING IN TEACHING ENGLISH WRITING SKILL OF INTROVERTED STUDENTS

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 46
Author(s):  
Daniar Sofeny ◽  
Irmayan Irmayan
Keyword(s):  
Writing Skills ◽  
Quantitative Approach ◽  
Average Score ◽  
Teaching English ◽  
Mind Mapping ◽  
English Writing ◽  
Writing Test ◽  
The World ◽  
Writing Skill ◽  
Mapping Techniques

Introverted student is a type of student who has a personality related to the world in his own mind. Based on some researches results, they showed that the type of introverted students is getting lower in achievement compared to the extroverted type. For this reason, the researchers tried to apply the techniques in order to improve the introverted students’ achievement in learning English. The researchers focused on the writing skill. So, the writing techniques, namely Mind Mapping and Flow Charting are used in this research to improve their writing skill. This study was aimed to know the effectiveness of using Mind Mapping in teaching English writing skill of introverted Students, to know the effectiveness of using Flow Charting in teaching English writing skill of introverted Students, and to determine the better technique between Mind Mapping and Flow Charting in teaching English Writing Skill of Introverted Students.  The research technique used was descriptive comparative with a quantitative approach. The results of this study indicated that both techniques are equally effective. The results of the average writing test for the use of Mind Mapping techniques is 56.5, while for the use of Flow Charting techniques is 49.6. From the results of the average score, it can be concluded that flow charting techniques are more effectively used to improve the students writing skills with introverted types.

Improving English Writing Skills of Non-Native Undergraduate Learners with The Help Of Movies Supported By Online Technologies

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Aydin Aliyev
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Educational Technologies ◽  
Authentic Materials ◽  
Writing Classes ◽  
English Writing ◽  
Online Technologies ◽  
English Classes

The purpose of this study is to find out the effectiveness of integrating into teaching English writing movies whichare supported by online technologies. Using movies in English classes has become the interest of many teachersand educators, as films are believed to be very effective, appealing and motivating authentic materials. Filmicapproach somehow creates a natural English language teaching (ELT) environment in the classroom and makesthe instruction of English enjoyable, particularly in terms of learners. Mixing motion pictures and onlinetechnologies both of which have a very crucial role in students’ life, would be fun and innovative. This studyfocused on teaching writing through the use of films and contemporary educational technologies amongundergraduate learners. The action research was designed at Qafqaz University in Azerbaijan among 32intermediate level students in the School of Languages. The learners were divided into experiment and controlgroups which were almost at the same English proficiency levels. The research involved a questionnaireconsisting of 10 questions with participation of 32 learners. The study is expected to be helpful for Englishteachers in terms of employing movies and online technologies effectively in writing classes, not to mention it islikely be a helpful material for further researchers in this field.

scholarly journals Facebook as a Platform for Using English Language Skills among the Indian Youth

2014 ◽  
Vol 18 (1-2) ◽  
pp. 1-17
Author(s):  
Sharda Acharya ◽  
Seemita Mohanty
Keyword(s):  
English Language ◽  
Language Use ◽  
Survey Design ◽  
Language Skills ◽  
Writing Skills ◽  
Social Networking Site ◽  
English Writing ◽  
Young Professionals ◽  
The Impact ◽  
English Language Skills

Today Facebook undoubtedly is one of the preferred Social Networking Site (SNS) platforms used by millions of people worldwide. Facebook users often use its unique creative applications and in the process also make use of smart abbreviations and ingenious expressions for everyday interactions. It is quite apparent that in such type of electronic communication and user-oriented media it is imperative to understand casual written English, which often does not conform to the rules of spelling, grammar and punctuation. It is generally being observed that repeated Facebook usage has the potential of providing the user new expressions of language through its various available features. Within the framework of such observations, this paper discusses the impact of Facebook on English language use of the youth in India. The study employed a survey design among young professionals, home-makers and graduate students, to fulfil the objectives. The results revealed a few surprising particulars. The key findings show that: i. as perceived by the youngsters themselves, by ‘facebooking’ there is mark deterioration in their English writing skills, ii. not many changes are seen in their day-to-day English language use despite their remaining abreast of the latest colloquial and casual English, and iii. Facebook is used by young people mainly for recreation purpose and any improvement that is seen in their English language skills is purely incidental. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10326   Journal of NELTA, Vol 18 No. 1-2, December 2013; 1-17

scholarly journals The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region

2021 ◽  
Vol 3 (1) ◽  
pp. 19-34
Author(s):  
Tahani R. K. Bsharat ◽  
Fariza Behak
Keyword(s):  
Social Media ◽  
Secondary Schools ◽  
English Language ◽  
Writing Skills ◽  
Negative Influence ◽  
Modern World ◽  
English Writing ◽  
Academic Qualification ◽  
Teaching Learning ◽  
Teachers Perspectives

Writing skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills

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