scholarly journals A Comparative Study of e-Writing and Traditional Writing Classroom to Improve English Writing Ability and Motivate Autonomous Learning of Thai EFL Learners

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Pongpatchara Kawinkoonlasate
Keyword(s):  
Comparative Study ◽  
Autonomous Learning ◽  
Writing Classroom ◽  
Writing Ability ◽  
Efl Learners ◽  
English Writing

scholarly journals АВТОНОМНЕ ФОРМУВАННЯ ПРОФЕСІЙНО ОРІЄНТОВАНОЇ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ В ПИСЬМІ В МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

2020 ◽  
pp. 49-59
Author(s):  
Наталя Дмітренко ◽  
Keyword(s):  
Life Experience ◽  
Autonomous Learning ◽  
Learning Activity ◽  
Future Teachers ◽  
Writing Ability ◽  
English Writing ◽  
Study Results ◽  
Authentic Writing ◽  
English Competence ◽  
And Control

The aim of the article is to determine the features of learning to write in the conditions of autonomous learning of professionally oriented English communication and to create a system of exercises and tasks for autonomous formation of professionally oriented English competence in writing for future teachers of Mathematics. The study results showed that autonomous formation of professionally oriented English competence in writing is a type of autonomous learning activity, in the process of which future teachers of Mathematics develop a willingness to take responsibility for effective tasks and form the ability to apply knowledge, skills and abilities. The components of professionally oriented English competence are knowledge; skills and abilities; communication; autonomy and responsibility. The main aspects of the content of learning to write are substantive and procedural aspects. The formation of professionally oriented English competence in writing in the process of autonomous learning of future teachers of Mathematics is organized on the interrelated fundamentals: learning to write as a type of professionally oriented English communication based on modelling authentic writing situations; use of students’ experience in communicative activities in their native language; managing the writing process through the content of the activity; a systematic approach of learning to write, including mastering the means, methods, and strategies. Autonomous formation of professionally oriented English competence in writing of future teachers of Mathematics provides: purposeful and conscious planning of activity in writing; ability to establish independently the relationship between previously studied and new educational material; ability to monitor students’ writing and control the correspondence of the writing task to the obtained result; ability to structure and restructure the accumulated knowledge; flexibility and variability in the application of accumulated life experience, experience in learning foreign languages, as well as experience in English writing. The author of the article developed a system of exercises and tasks for autonomous formation of professionally oriented English competence in writing, which consists of three subsystems: a subsystem of exercises for the development of skills of mastering the strategies of professionally oriented writing; a subsystem of exercises for the formation of communicative writing skills; a subsystem of exercises for the development of writing abilities of future teachers of Mathematics.

scholarly journals An Analysis of Lexical Cohesion on the Students’ Writing

2021 ◽  
Vol 2 (2) ◽  
pp. 62-67
Author(s):  
Usman Sidabutar
Keyword(s):  
Writing Quality ◽  
Research Papers ◽  
Advanced Level ◽  
Writing Ability ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
English Writing ◽  
Writing Problems ◽  
Writing Research

This research aims at finding lexical cohesion in high and low-graded lexical cohesion types on the students' narrative writing. The researcher wants to reveal the reasons why the writing problems exist in lexical cohesion and also to find out what way that the students will use to solve the lexical types in writing narrative text. The present research uses the types of lexical cohesion as proposed by Halliday and Matthiensen (2014). The lexical cohesion items consist of repetition, synonymy, antonymy, hyponymy, and meronymy. The data of this research are derived from students' writing through writing research papers. This research was conducted in qualitative.  The results show that repetition becomes the highest occurrence in the students' writing as there are 240 occurrences (64%) in total types of lexical. Nevertheless, the least kind of lexical cohesion is hyponymy. There are only 20 occurrences (6, 6%). It can be seen that the meaning relation in the text occurs among the six types of lexical cohesion to make cohesive text. Besides that, the context of the text itself also refers to coherent text. It means that the text should consist of interrelated sentences to achieve good unity. Both are related to each other in creating well-structured text.  The students were sometimes difficult to connect one word with other words. There might be a reluctance of translating the classification of the real words of EFL. Pedagogically, the students need to get studying vocabularies professionally to upgrade the stage of English into an advanced level especially in teaching English writing ability. It was recommended to teachers or lecturers to take an in-depth look at the EFL learners' problems in writing English more than and the English lecturers practice the prompt way to master vocabulary as the core of enhancing the writing quality

Chinese EFL learners’ perceptions of their experience with portfolio-based writing assessment: a case study

2016 ◽  
Vol 39 (2) ◽  
Author(s):  
Li Qinghua
Keyword(s):  
Writing Assessment ◽  
Assessment Tool ◽  
Writing Strategies ◽  
Writing Ability ◽  
Efl Learners ◽  
English Writing ◽  
Essay Tests ◽  
Student Journals ◽  
Experimental Group

AbstractIn a case study investigating Chinese EFL university majors’ perceptions of a portfolio-based writing assessment (PBWA) project, English majors were sampled to find out whether the portfolio method made them more interested in writing and/or improved their writing process and writing strategies. Four sophomores were chosen from among an experimental group at a local university in China. Analysis of data from student journals, interviews and reflective essays showed that taking part in portfolio writing empowered them to take charge of their own learning and motivated them to write better. The students welcomed PBWA as a fairer assessment tool than timed, one-shot essay tests. They held more interest in English writing, improved their writing strategies and shifted their attention from products of writing to process of writing and, thus, preferred scores from PBWA as a more satisfactory indicator of their writing ability.

scholarly journals Enhancing EFL Learners’ Writing Skill via Journal Writing

2019 ◽  
Vol 2 (2) ◽  
pp. 96-116
Author(s):  
Hanif Maulaniam Sholah
Keyword(s):  
Journal Writing ◽  
Control Group ◽  
Writing Difficulties ◽  
Interactive Communication ◽  
Writing Classes ◽  
Writing Ability ◽  
Efl Learners ◽  
English Writing ◽  
Writing Skill ◽  
Experimental Group

English writing, for a number of EFL learners, appears to be challenging. Let alone, this language should be mastered by every learner since English is mean of communication between nation and nation, country and country all over the world. This paper aims to investigate whether learners can improve their writing ability and grow out of the writing difficulties by engaging in journal writing activity. 60 second-year students from the two writing classes are involved. One treated as the experimental group (EG) and the other as the control group (CG), at the Faculty of English Department Education of the IAI Al-Qolam Gondanglegi were invited to participate in the study, whose findings shows the benefits of journal writing as an extensive activity to enhance learners' writing motivation and foster their writing skill as well as to build a close interactive communication between teachers and learners.

Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

2017 ◽  
Vol 168 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Sakineh Jafari ◽  
Saeed Ketabi ◽  
Mansoor Tavakoli
Keyword(s):  
Decision Making ◽  
Statistical Analysis ◽  
Educational Experiences ◽  
Autonomous Learning ◽  
Learning Activities ◽  
Educational Materials ◽  
Advanced Learners ◽  
Efl Learners ◽  
Intermediate Learners ◽  
Learning Language

Abstract This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.

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