scholarly journals Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

2021 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
Academic Writing ◽  
Peer Assessment ◽  
Writing Performance ◽  
Efl Learners

scholarly journals Writing Apprehension in the Writing Class: Indonesian EFL Learners Context

DEIKSIS ◽  
2017 ◽  
Vol 9 (01) ◽  
pp. 34
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Academic Writing ◽  
Research Result ◽  
Survey Method ◽  
Writing Apprehension ◽  
Average Score ◽  
Writing Anxiety ◽  
Writing Performance ◽  
Efl Learners ◽  
Writing Class ◽  
Language Writing

The aims of Writing Apprehension in the Writing Class: Indonesian EFL Learners Context research is to find out the correlation between writing apprehension towards students’ writing skill. The research was located in Universitas Indraprasta PGRI Jakarta. This research was held from August 2015 to January 2016. The method of this research was quantitative approach using survey method. The analysis of the data used Pearson Product Moment Correlation. The population was the students of Unindra who took writing subject that consist of three classes; meanwhile the number of samples was 66 students who were chosen randomly. And the instruments are questionnaire by Cheng (2004) namely <em>The Second Language Writing Anxiety Inventory</em> (SLWAI) and English writing test. The data was analyzed quantitatively by using SPSS 17.0. The research result showed that writing performance was seemingly good with 72 average score; meanwhile, writing apprehension scored 69.98 which indicate that the students apparently do not feel very anxious during writing the paper. Moreover, the t score (-1.22) and the significant score (0.0311) were very on top of the sig. score (0.05). It can be said that H<sub>0</sub> is accepted and H<sub>a</sub> is rejected. We can draw a conclusion that there is no significant correlation between writing apprehension and writing performance for academic writing in higher education level.

Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education

2022 ◽  
pp. 27-53
Author(s):  
Eleni Meletiadou
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Peer Assessment ◽  
Self Regulation ◽  
Student Writing ◽  
Learning Needs ◽  
Strong Impact ◽  
Writing Performance ◽  
Post Test

Self-assessment (SA) is regarded as a prestigious method of formative assessment in higher education. The present study explored the use of SA as an inclusive practice aiming to help students improve their writing performance, self-regulation, and attitudes. Forty-four undergraduate students attended an academic writing module for one semester. Students had all used peer assessment (PA) during the previous semester and were then asked to use SA. The lecturer provided training, mentoring, and coaching throughout the implementation taking into consideration students' individual learning needs. Students' pre-test and post-test scores showed that SA improved undergraduate students' writing performance more than PA. The findings from students' pre- and post-implementation survey revealed that SA had a strong impact on students' self-regulation. Considering the findings from the students' focus group discussions final essays and self-reflective journals, SA was challenging but developed students' autonomy, critical thinking, and sense of personal accountability significantly.

The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

2016 ◽  
Vol 6 (4) ◽  
pp. 716 ◽  
Author(s):  
Hamid Reza Iraji ◽  
Mostafa Janebi Enayat ◽  
Mahyar Momeni
Keyword(s):  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Argumentative Writing ◽  
Use Of Self ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
Alternative Assessments ◽  
Efl Students

Alternative assessments have increasingly gained attention in L2 writing. One of the areas of research which has received much attention in the literature of ELT is the use of self- and peer-assessments and their effects on developing the writing ability of ESL/EFL learners. The purpose of this study was to find the effect of self- and peer-assessments on the argumentative writing performance of intermediate Iranian EFL learners. For this purpose, 36 intermediate EFL students were selected and homogenized based on the results of Oxford Quick Placement Test and an argumentative writing which served as the pre-test of this study. They were then randomly assigned into control and experimental groups to receive different treatments. The compositions of participants in the control group were assessed using traditional teacher-assessment while for the experimental group, self- and peer-assessments were used writing assessment. The results of post-test indicated that the use of self- and peer-assessments significantly affected the writing ability of the learners. Based on the obtained results, it was concluded that using alternative assessments for Iranian EFL students could be helpful in overcoming some of their argumentative writing difficulties. The results of this study have clear implications for both learners and teachers and other stakeholders of ELT. They can use these alternative assessments as a learning opportunity to lower the anxiety and improve the argumentative writing skill of the students. s, but they were permanently different in illocutionary acts. Finally, in terms of perlocutionary acts, the candidates were mostly intended to get the hearers know by their assertion, explanation, clarification, argumentation, etc.

scholarly journals A Corpus-Based Study on the Use of the Logical Connector ‘Thus’ in the Academic Writing of Turkish EFL Learners

2017 ◽  
Vol 10 (2) ◽  
pp. 64
Author(s):  
Serpil Ucar ◽  
Ceyhun Yukselir
Keyword(s):  
Likelihood Ratio ◽  
Academic Writing ◽  
Native Speakers ◽  
American English ◽  
Advanced Learners ◽  
Efl Learners ◽  
Log Likelihood ◽  
Log Likelihood Ratio ◽  
Effect Relation ◽  
Academic Genre

This research was conducted to investigate how frequently Turkish advanced learners of English use the logical connector ‘thus’ in their academic prose and to investigate whether it was overused, underused or misused semantically in comparison to English native speakers. The data were collected from three corpora; Corpus of Contemporary American English and 20 scientific articles of native speakers as control corpora, and 20 scientific articles of Turkish advanced EFL learners. The raw frequencies, frequencies per million words, frequencies per text and log-likelihood ratio were measured so as to compare varieties across the three corpora. The findings revealed that Turkish learners of English showed underuse in the use of the connector ‘thus’ in their academic prose compared to native speakers. Additionally, they did not demonstrate misuse in the use of the connector ‘thus’. Nevertheless, non-native learners of English tended to use this connector in a resultative role (cause-effect relation) more frequently whereas native speakers used it in appositional and summative roles more as well as its resultative role. Furthermore, the most frequent occurrences of ‘thus’ have been in academic genre.

scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Design Data ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P &lt; 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals A Study of Relationship Between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing

2018 ◽  
Vol 1 (2) ◽  
pp. p77
Author(s):  
Parisa Barkhodari
Keyword(s):  
Data Analysis ◽  
Significant Role ◽  
Word Association ◽  
Vocabulary Knowledge ◽  
Intermediate Level ◽  
Appropriate Use ◽  
Writing Performance ◽  
Efl Learners ◽  
Intermediate Learners

This study investigated the Relationship between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing. The purpose of this study was to see the role of depth of vocabulary knowledge in making appropriate choices among words in a semantic set in EFL learners’ writing performance. 70 lower-intermediate and upper-intermediate learners of English as a foreign language (EFL) from the language learners of English institute in Bandar Abbas, Iran participated in this study. Instruments for the data collection include Word Association Test (WAT), Vocabulary Knowledge Scale (VKS), and four writing tests. In the first phase, using MANOVA statistical procedure for data analysis, the role of depth of vocabulary knowledge in writing performance and appropriate use of words in a semantic set in overall writing quality was investigated. The second part of the study attempted to explore the role of appropriate use of words in a semantic set in the participants’ overall writing performance using independent sample t-test. Finally, attempts were made to identify the role of depth of vocabulary knowledge and appropriate use of words in a semantic set in the overall use of words in the participants’ writings using a two-way ANOVA as the data analysis technique. The results of the data analysis provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was revealed for the upper-intermediate group, d) the upper-intermediate learners could benefit from their knowledge of depth of vocabulary in using words, in general, correctly and appropriately. The findings promise some pedagogical implications for vocabulary and writing curriculum development, material development, and course designing.

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