ANXIETY AS IT PERTAINS TO EFL WRITING ABILITY AND PERFORMANCE

2015 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
NODOUSHAN MOHAMMAD ALI SALMANI ◽  
Keyword(s):  
Efl Writing ◽  
Writing Ability ◽  
And Performance

scholarly journals Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
M. Zaini Miftah
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Efl Writing ◽  
Online Tool ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes ◽  
Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

Parallel Corpora in EFL Writing Classrooms

2020 ◽  
Vol 10 (2) ◽  
pp. 23-39
Author(s):  
Noorchaya Yahya ◽  
Hind Alotaibi ◽  
Dina Abdel Salam El-Dakhs
Keyword(s):  
Writing Assignments ◽  
Efl Writing ◽  
Writing Ability ◽  
Parallel Corpora ◽  
Self Evaluation ◽  
Significant Difference ◽  
Writing Tests ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study reveals the impact of using parallel corpora on EFL students' writing, and how students perceive it. Female undergraduates (n=46) in an EFL writing course in Saudi Arabia were divided randomly into experimental and control groups taught by the same instructor, using the same materials. Students in the experimental group were introduced to three parallel corpora and encouraged to use them in their writing. Tests at the beginning of the semester showed no difference in English proficiency or writing ability between groups. Over the semester, students in both groups also wrote 5 writing assignments and took three writing exams. To examine students' perceptions of parallel corpora, students in the experimental group were asked to write a self-evaluation report and answer an evaluation questionnaire. Quantitative and qualitative analysis showed significant improvement in their writing but no significant difference between groups. However, students' perception of parallel corpora was generally positive.

scholarly journals The Use Of Numbered Heads Together (Nht) Method To Improve Student’s Writing Recount Text At First Grade Students Of MA Darul Aminin NW Aikmual In Academic Year 2014/2015

2019 ◽  
Vol 4 (5) ◽  
Author(s):  
Suparlan Suparlan
Keyword(s):  
Data Gathering ◽  
First Grade ◽  
Grade Student ◽  
Writing Ability ◽  
Writing Test ◽  
Field Note ◽  
The Subject ◽  
The Mean ◽  
And Performance ◽  
Academic Year

This study is purpose to find out the use of numbered heads together (NHT) method to improve student’s writing recount text at first grade student of MA Darul Aminin NW Aikmal in academic year 2014/2015. There were 35 students of MA Darul Aminin NW Aikmual as the subject of the study. The type of this study was classroom action research. This action study was done in two cycles. Each cycle consist of four steps; Planning, Acting, Observing, and Reflecting. The data gathering used observation table check list and field note to obtain information about teacher, the student’s activities and performance during the implementation of NHT method and quantitative data was gained from student’s result writing test. The data analyzed use qualitative and quantitative approach. Based on the data analyzed was gotten that first, the students’ ability in writing recount texts could be improved by using NHT method. Before the study was done, the mean score of students from 50.14 to 75.31 with percentage (25.71%) to (78.12%) is higher than criteria minimum (KKM). The students got score up than 70 there were 25 students with percentage 78.12%. Second, the students’ activeness increased from cycle 1 to cycle 2. Finally, it can be taken conclusion that there was the significant effect of Number heads Together (NHT) method to increase the students’ writing ability in recount text at first grade student of MA Darul Aminin NW in academic year 2014/2015.

scholarly journals Students' Perceptions: Using Writing Process Approach in EFL Writing Class

2021 ◽  
Vol 13 (2) ◽  
pp. 988-997
Author(s):  
Utami Dewi
Keyword(s):  
Writing Process ◽  
Structured Interview ◽  
Process Approach ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Ability ◽  
Alternative Approach ◽  
Writing Class ◽  
Writing Process Approach ◽  
Revising Strategies

The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

scholarly journals Anxiety and Writing Ability of Filipino ESL Learners

2020 ◽  
Vol 3 (7) ◽  
pp. 126-132
Author(s):  
Ryan P. Kabigting ◽  
Allan S. Gumangan ◽  
Dhonna P. Vital ◽  
Ella Shiela V. Villanueva ◽  
Evelyn S. Mosuela ◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
English As Second Language ◽  
Writing Anxiety ◽  
Writing Ability ◽  
Language Writing ◽  
And Performance ◽  
Written Test ◽  
Relationship Of ◽  
Esl Learners

The study aimed at describing how L2 anxiety of writing affected the Filipino English as Second Language (ESL) learners’ ability in writing. It also showed the anxiety rates, foremost type; then, the learners’ writing ability. Thirty-three grade 10 ESL learners participated in. The utilization of Second Language Writing Anxiety Inventory (SLWAI) which was proposed by Cheng, and a written test as one of the requirements of their subject was done for data collection. 82% of learners marked high anxiety in writing, 18% was moderate anxiety, and none was recorded low anxiety. The leading type of anxiety in writing was cognitive; then the somatic; lastly, the avoidance behavior.  In the writing ability, learners were satisfactorily rated and male and female writing ability did not significantly differ. A negatively low correlated, inverse relationship of SLWAI and performance was found between anxiety in writing and Filipino ESL learners’ ability in writing using a second or foreign language. This implies that the greater the learners were anxious in writing, the lesser the achievement that a learner may have.

scholarly journals The Use of Instagram in the Teaching of EFL Writing: Effect on Writing Ability and Students’ Perceptions

2018 ◽  
Vol 6 (2) ◽  
pp. 112
Author(s):  
Astiti Dwi Handayani ◽  
Bambang Yudi Cahyono ◽  
Utami Widiati
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Test Scores ◽  
Instructional Medium ◽  
Efl Writing ◽  
Writing Ability ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students

<p class="Body"><em>This study examined the effect of the use of Instagram on EFL students’ writing ability. It involved 34 EFL students of an Indonesian university. The students were taught to write opinion essays with Instagram as the instructional medium. The treatment was given in six meetings, excluding the writing pre-test and post-test. The students were asked to make an opinion essay in the pre-test and post-test. They were also asked to respond to a questionnaire designed to verify their perceptions on three aspects: their competence in writing, interest in the use of Instagram in the teaching and writing, and learning process. The results of the data analysis showed that there was a significant difference between the pre-test the post-test scores. Based on the findings of this study, some recommendations are given for teachers and future researchers regarding the use of Instagram on the teaching of EFL writing.</em></p><p class="Body"><em><br /></em></p>

scholarly journals Truscott’s Claims in Giving Corrective Feedback: Does it Matter in EFL Writing Context?

2013 ◽  
Vol 8 ◽  
pp. 8-23
Author(s):  
Hussein Meihami
Keyword(s):  
Corrective Feedback ◽  
Complex Structures ◽  
Accuracy Improvement ◽  
Efl Writing ◽  
Writing Ability ◽  
Grammatical Errors ◽  
Efl Students ◽  
Direct Feedback ◽  
Writing Practice ◽  
Do So

Giving Corrective Feedback in students’ writings has got the center of attention in the recent years. The question of whether to give CF to students or not to do so has become a controversial quest. In this research three Truscott’s claims on giving CF were investigated to EFL students’ writing. For the purpose of this investigation Direct Feedback has been used to draw the conclusion on Truscott’s claims. These claims are: (a) correction may have value for non-grammatical errors but not for errors in grammar; (b) students are inclined to avoid more complex constructions due to error correction; and (c) the time spent on CF may be more wisely spent on additional writing practice to improve writing ability. The obtained results indicated that giving CF to students’ grammatical errors has a significant result on their accuracy improvement. The research also showed that students don’t tend to avoid Complex Structures due to the CF provided on these structures. And finally it indicated that in a class without any provided CF and just with doing exercises on a specific subject the accuracy of students decrease during a writing program.

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