TEACHER WRITTEN FEEDBACK PREFERENCES OF UNIVERSITY PREPCLASS STUDENTS IN A FOREIGN LANGUAGE WRITING COURSE

2021 ◽  
Vol 11 (2) ◽  
pp. 55
Author(s):  
TUZCU-EKEN DERYA ◽  
Keyword(s):  
Foreign Language ◽  
Written Feedback ◽  
Foreign Language Writing ◽  
Writing Course ◽  
Language Writing ◽  
Feedback Preferences

scholarly journals In-Class versus Out-of-Class Flipped Classroom Models in English as a Foreign Language Writing

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Fatma SENGUL ◽  
Hanife BENSEN BOSTANCI
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Class Versus ◽  
Foreign Language Writing ◽  
Writing Course ◽  
Language Writing ◽  
Writing Models ◽  
Efl Students ◽  
Students Attitudes

As a consequence of these, EFL educators should use an out-of-class flipped classroom model for writing, if they give priority to their EFL students’ attitudes towards the writing models on account of having an effective 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.

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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