scholarly journals Exploring EFL Teacher's Interventions on Peer Feedback: a Case Study in a Writing Classroom

2018 ◽  
Vol 2 (2) ◽  
pp. 194
Author(s):  
Andri Suherman
Keyword(s):  
Peer Feedback ◽  
Tertiary Level ◽  
Writing Classroom ◽  
Efl Writing ◽  
Efl Learners ◽  
Teacher Interventions ◽  
Research Article ◽  
Grammatical Errors ◽  
Efl Teachers

This research article aimed to investigate the effect of interventions deployed by teachers in peer feedback in the context of Indonesian EFL writing classrooms. The participants in this case study were 16 Indonesian tertiary-level EFL learners. It explored types of teacher’s interventions on peer feedback, analyzed whether the learners use peer feedback to improve their writing, and explored how the learners appreciate peer feedback. The research methods used were questionnaire, teacher interventions, and interviews. The findings revealed three main points; (1) the teacher’s interventions were mostly on grammatical errors, inappropriate vocabularies, and content structures, (2) facilitated by the teacher’s interventions, more than 50% of the peer feedbacks were integrated by the students in their revision, (3) the students generally confirmed the usefulness of interventions deployed by the teacher on peer feedback. The implications of this study were to provide practical insight to EFL teachers into how peer feedback, supported by teacher interventions, can be develop to benefit learning, and to inform EFL teachers with some suggestions to carry out peer feedback to improve learners’ skill of writings.

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

scholarly journals Investigating Chinese EFL College Students’ Writing Through the Web-Automatic Writing Evaluation Program

2019 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Zongwei Song
Keyword(s):  
College Students ◽  
Writing Strategies ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Vocabulary Richness ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
Efl College Students

WWE-pigai is a kind of upgraded automated writing evaluation (AWE) system and there are 444,877,400 essays submitted and corrected on this platform. Some previous research on AWE system indicates that students do not tend to utilize AWE feedback to revise essays and improve writing abilities. The major objective of this study is to investigate Chinese EFL college students’ writing through the comparison of WWE-pigai and traditional writing method. The study lasts two terms and 120 Chinese colleges students participate in the research. The findings reveal that WWE-pigai can motivate EFL students to revise and resubmit their essays more than ten times, improve the scores, increase students’ grammar accuracy and vocabulary richness. The surface-level spelling errors (including punctuation mark misuse) are the most common for freshmen. WWE-pigai is not very effective to correct certain grammatical errors besides spelling and conjugation errors. For certain grammatical errors that the students cannot correct by themselves, the assistance of EFL teachers is necessary. We argue that the results reached through this study can offer useful implications for the usage of EFL writing strategies.

scholarly journals An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

2021 ◽  
pp. 343-359
Author(s):  
Fatima Yousef Alzahrani ◽  
Eatedal Mohammed Alghamdi ◽  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Foreign Language ◽  
Writing Skills ◽  
Efl Writing ◽  
Efl Learners ◽  
12Th Grade ◽  
Efl Teachers ◽  
Research Findings ◽  
Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

scholarly journals An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

2021 ◽  
Author(s):  
Fatima Yousef Alzahrani ◽  
Eatedal Mohammed Alghamdi ◽  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Foreign Language ◽  
Writing Skills ◽  
Efl Writing ◽  
Efl Learners ◽  
12Th Grade ◽  
Efl Teachers ◽  
Research Findings ◽  
Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

scholarly journals EFL LEARNERS � FACED PROBLEMS IN LISTENING COMPERHENSION

2017 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Seli Siti Syadiah
Keyword(s):  
Learning Strategies ◽  
Listening Comprehension ◽  
Qualitative Case Study ◽  
Private University ◽  
Efl Learners ◽  
Effective Learning ◽  
Efl Teachers ◽  
Efl Students

This research focuses on the EFL learners� problems in listening comprehension. The present research attempts to investigate listening problems encountered by a group of low level at seniors of a private university in Kuningan. This qualitative case study involved 10 participants who took TOEFL course in 7th semester. The data was gathered by means of questionnaires and interviews. The result of the research showed that accent, pronunciation, speed of speech, insufficient vocabulary, different accent of speakers, lack of concentration, anxiety, and bad quality of recording were the major listening comprehension problems encountered by EFL students. This research also found that most students (60%) used compensation strategy to overcome the problems by guessing the answer, while the others (30%) used memory strategy by using their knowledge or experiences, and the rest 10% of the students used affective strategy by motivating themselves to try answering the questions. Knowing students� learning difficulties may enable EFL teachers to develop the effective learning strategies and ultimately improve their English listening abilities. Suggestion is made for addressing problems regarding how students can help themselves and the teachers can help their students to overcome the listening comprehension problems encountered by the students.Keywords: EFL Learner, listening comprehension, listening problem

scholarly journals Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882038 ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Academic Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Resources ◽  
Writing Classroom ◽  
Efl Writing ◽  
Student Writers

This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers’ development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students’ written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.

scholarly journals Salience of Student Written Feedback by Peer-Revision in EFL Writing Class

2017 ◽  
Vol 10 (12) ◽  
pp. 151 ◽  
Author(s):  
Zhu Lei
Keyword(s):  
Qualitative Case Study ◽  
Peer Feedback ◽  
Written Feedback ◽  
Case Study Approach ◽  
Efl Writing ◽  
Peer Revision ◽  
Study Approach ◽  
Writing Class ◽  
Writing Revision

The study investigates the incorporation and effectiveness of student written feedback and their attitudes towards peer feedback in writing class. Taking a qualitative case study approach, this study followes closely a class of thirty-two English juniors over one semester. Data sources include composition drafts, student written feedback and interviews. The data collected demonstrates that students generally accept peer feedback and incorporate most of their peers’ comments and suggestions into their writing revision and that peer feedback provides them with more chances to discuss with their peers and understand their peers’ suggestions on the composition improvement.

scholarly journals Investigating intralingual and interlingual errors of algerian middle school efl learners in their written compositions: a case study

2017 ◽  
Vol 9 ◽  
pp. 58-74
Author(s):  
Noria Ghezzou ◽  
Sofiane Mammeri
Keyword(s):  
Middle School ◽  
Error Analysis ◽  
Extensive Reading ◽  
Efl Writing ◽  
Efl Learners ◽  
Verb Agreement ◽  
Written Compositions ◽  
Interference Error

The present paper investigates the intralingual and interlingual errors of Algerian Middle School EFL learners in their writing compositions. The purpose of the study is to identify the major errors and classify them according to their types and sources. Besides, it aims at suggesting some solutions to this problem. The sample of the study consists of 1/3 of fourth year learners of Youcef Ben Berkane Middle School of Akbou – Bejaia, Algeria. Accordingly, a corpus of 62 written compositions is collected and analyzed qualitatively and quantitatively. The findings revealed that all the participants significantly make errors in their written compositions. Besides, most of the learners make errors at the levels of spelling, tense, punctuation, subject-verb agreement, sentence fragment, articles, prepositions, and French interference. In view of that, it is also shown that the main source of the learners’ errors is intralingual followed by interlingual transfer. However, promoting extensive reading, integrating reliable writing activities in the classroom and practicing handwriting are some of pedagogical implications suggested to overcome the learners’ repeated errors.Key Words: EFL, Writing, Language Interference, Error Analysis, Bejaia, Algeria. 

scholarly journals The Effects of Dynamic Assessment on Reading Skill Performance: A Study of Indonesian EFL Learners

2020 ◽  
Vol 4 (2) ◽  
pp. 151
Author(s):  
Andri Suherman
Keyword(s):  
Reading Comprehension ◽  
Dynamic Assessment ◽  
Reading Skill ◽  
Efl Learners ◽  
Paired Samples ◽  
Skill Performance ◽  
Efl Teachers ◽  
Post Test ◽  
Different Characteristics

<p>This research article aimed to analyze the effects of Dynamic Assessment (DA) on EFL learners' reading comprehension. The participants in this case study were five Indonesian tertiary-level EFL learners. It investigated whether mediation in DA improve the learners reading comprehension performances and analyzed the extent to which mediation in DA benefit learning. The research methods used were pre-test, mediation, and post-test. The findings revealed two main points. First, the result of the post-test showed an overall improvement for all five students. As indicated by the effect size (0.96) and the result of paired samples t-test (<em>p</em>-value = 0.0028), it can be concluded that the effect of DA on the participants’ reading skill performance was highly significant. Second, mediation in DA appeared to benefit learning with different characteristics in each student. The implications of this study were to provide practical insight to EFL teachers into how mediation can be developed to improve learners' reading skills and to inform EFL teachers with some suggestions to carry out mediations to benefit learning.</p>

scholarly journals Using Collaborative Learning Strategies to Improve Creativity in EFL Writing: Attitudes and Actual Use

2019 ◽  
Vol 5 (1) ◽  
pp. 69-76
Author(s):  
Luqman M Rababah
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Collaborative Teaching ◽  
Writing Classroom ◽  
Efl Writing ◽  
Efl Teachers ◽  
Actual Use ◽  
Research Questions ◽  
Convenience Sampling

This qualitative study aims at exploring the collaborative learning strategies adopted by EFL teachers. The study also investigates the actual use of these strategies among the participants. Ten EFL teachers have been chosen based on the convenience sampling. To answer the research questions, the present study has made use of two instruments, namely interviews and observations.  The interview results revealed that the participating teachers expressed their opinions on how they used collaborative learning strategy for promoting their students’ creativity in EFL writing. Classroom observations revealed that all the teachers who claimed to employ this strategy used a combined set of collaborative teaching activities. Additional research should be conducted and results should be interpreted and spread in the field for effective professional development.

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