scholarly journals A Study on English Writing Pattern Under the Impact of High-context and Low-context Cultures

2019 ◽  
Author(s):  
Yumei Zou
Keyword(s):  
English Writing ◽  
The Impact

scholarly journals The Impact of Digitally Regulated Peer Corrective Feedback (CF) on Students' English Writing

2020 ◽  
Vol 8 (11) ◽  
pp. 5388-5394
Author(s):  
Bambang Agus Darwanto ◽  
Herman Dwi Surjono ◽  
Dyah Setyowati Ciptaningrum
Keyword(s):  
Corrective Feedback ◽  
English Writing ◽  
The Impact

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 The Influence of Technology on English Language and Literature

2020 ◽  
Vol 13 (7) ◽  
pp. 1 ◽  
Author(s):  
Irum Abbasi
Keyword(s):  
Social Media ◽  
Short Stories ◽  
English Language ◽  
Way Of Life ◽  
Digital Literature ◽  
English Writing ◽  
English Dialect ◽  
Technology Users ◽  
Impact Of Technology ◽  
The Impact

In the current global scenario, the Internet is increasingly becoming a central informational medium that is transforming the way we learn, teach, and communicate. Social media offers a public platform that allows an exchange of thoughts and ideas through posts, tweets, and comments, albeit with word or character count restrictions. Evidently, creativity cannot be curtailed through content length restrictions. The emergence of a new genre of short-stories called short-short stories and the birth of a new English dialect called Text-speak prove that every cloud indeed has a silver lining. The popularity of social media exchanges signify that technology users have accepted quick social media interactions as a new way of life and have also adjusted their writing to match the content restrictions. Educators and parents are concerned that the attitudes and habits of tech-savvy generation are muddying Standard English as Text-speak is infiltrating students assignments blurring the distinction between formal and informal writing. The phenomenal popularity of short stories that can fit in a tweet or text is an example of how adversity can be turned into an opportunity. Literary purists, however, are concerned that digital literature is shrinking and short-stories are severing their characteristic elements to comply with the restrictions. This paper delineates the impact of technology on daily English writing and literature.

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 Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement

2017 ◽  
Vol 10 (10) ◽  
pp. 43
Author(s):  
Kanyakorn Sermsook ◽  
Jiraporn Liamnimitr ◽  
Rattaneekorn Pochakorn
Keyword(s):  
Corrective Feedback ◽  
Writing Assignments ◽  
Student Writers ◽  
Writing Improvement ◽  
English Writing ◽  
Writing Class ◽  
Grammatical Errors ◽  
Teachers And Students ◽  
Efl Students ◽  
The Impact

This paper aims to provide information about teacher corrective feedback that would be helpful for EFL students’ writing improvement. It focuses on feedback provided to correct grammatical errors made by student writers as the author finds that this type of errors can obstruct the effectiveness of students’ pieces of writing and may result in written miscommunication. Both direct and indirect teacher feedback types are discussed. Some pedagogical suggestions have been made based on the findings. It is hoped that this review article can help teachers and students in a writing class achieve the goal of producing grammatically correct English writing assignments.

The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Amy Kong ◽  
Mark Feng Teng
Keyword(s):  
Peer Review ◽  
Self Efficacy ◽  
Self Regulation ◽  
Training Session ◽  
After School ◽  
English Writing ◽  
Peer Reviews ◽  
Writing Course ◽  
The Impact ◽  
Different Sources

AbstractThere is a huge scarcity of documentation of instances in which students do not follow the peer review training guidelines. One factor in these unanticipated scenarios could be learners’ self-efficacy (SE). The current investigation illustrates how different sources of SE contribute to students’ agentic orientations during peer review. For this purpose, six secondary-one students were paired to implement peer reviews in an after-school English writing course, after receiving peer review training. The data from three dyadic peer review sessions, stimulated recalls, and pre-/post-interviews were triangulated with quantitative data from 20 learners. The results showed that the students’ low SE for self-regulation (SESR) for peer review at the outset overshadowed the impact of training and influenced the use of strategies by them during the peer reviews. Whereas those with high SESR followed the instructions from the training session and regulated the peer reviews professionally, those with low SESR ignored these guidelines, which resulted in constrained agency and promoted their skepticism of peer review in the end. However, by comparing their own performances as reviewers with those of their peers, the students’ SE for regulating future peer review also changed. This paper underscores SE as an important construct in peer review for L2 young learners.

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