scholarly journals INVESTIGATING THE PROBLEM ENCOUNTERED BY STUDENT’S IN WRITING THE RECOUNT TEXT

2021 ◽  
Author(s):  
Nur Aeni M ◽  
Muthmainnah --
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Written Expression ◽  
Work Of Art ◽  
Knowledge And Beliefs ◽  
Advanced Form ◽  
Simple Sentences ◽  
Advanced Writing

It has been realized that writing is one of English skills that must be mastered by the English language learners. Writing is a form of communication that allows students to put their feelings and ideas on paper, to recognize their knowledge and beliefs into convincing arguments, and to convey meaning through well constructed text. It’s most advanced form, written expression can be as vivid as a work of art. As children learn the steps of writing, and as they build new skills upon old, writing evolves from the first simple sentences to elaborate stories and essays. Spelling , vocabulary, grammar, and organization come together and grow together to help the student demonstrate more advanced writing skills each year. Jonah(2006:29) argues that writing can be used as an indirect means of communication to other convey information. Activities is not easy to write bacause writing should be able to produce something new and can give you an idea or ideas to the reader through writing.

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

scholarly journals Teacher Preparedness for a Changing Demographic of Language Learners

2011 ◽  
Vol 28 (2) ◽  
pp. 105 ◽  
Author(s):  
Nina Lee Webster ◽  
Angela Valeo
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Structured Interview ◽  
Teacher Preparedness ◽  
Knowledge And Beliefs

English-language learners (ELLs) are becoming common in classrooms with Ontario’s escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers’ (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice.

Direct Instruction in Written Expression: The Effects on English Speakers and English Language Learners with Disabilities

2010 ◽  
Vol 25 (2) ◽  
pp. 97-108 ◽  
Author(s):  
Kim Viel-Ruma ◽  
David E. Houchins ◽  
Kristine Jolivette ◽  
Laura D. Fredrick ◽  
Robert Gama
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Direct Instruction ◽  
English Language ◽  
Written Expression ◽  
English Speakers

Writing to Learn in Science: Accommodations to Support English‐Language Learners’ Writing Skills and Science Content Learning in Grade 5

2021 ◽  
Vol 74 (5) ◽  
pp. 617-630
Author(s):  
Courtney M. Lopas ◽  
Vassiliki (Vicky) I. Zygouris‐Coe ◽  
Rebeca A. Grysko ◽  
Su Gao
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Writing To Learn ◽  
Science Content ◽  
Content Learning ◽  
Grade 5

scholarly journals Pre-service education : preparing teachers for english language learners in the classroom

2021 ◽  
Author(s):  
Nina Lee
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Initial Step ◽  
Structured Interview ◽  
Knowledge And Beliefs ◽  
Faculties Of Education

English language learners (ELLs) in classrooms is becoming a common occurrence with Ontario's escalating immigration trends. This influx pressures teachers who encounter barriers and indadequate training for linguistically diverse needs. Teacher education has the potential to overcome these barriers through effective ELL training. This qualitative study explores current teacher preparation practices through pre-service teachers' (PT)perspectives. This study aims to address a Canadain literature void by exploring how prepared primary-junior PTs are to teach ELLs in Southwestern Ontario. Using a structured interview, six certified graduates shared descriptive experiences, knowledge and beliefs. The findings are organized as; 1)Faculties of Education. 2)PTs' Beliefs, 3)In Future Classrooms and 4)Beyond the Classroom. Although moving towards greater ELL awareness and inclusive mindsets, there is a good indication that well-intentioned teachers lack the competence necessary for effective classroom practice. This exploration is an initial step towards a better understanding of teacher preparation.

scholarly journals A Comparative Analysis of Traditional Flipping Versus Virtual Flipping

2021 ◽  
Vol 3 (4) ◽  
pp. 57-62
Author(s):  
Asiya Tabassum
Keyword(s):  
English Language Learners ◽  
Sample Size ◽  
Language Learners ◽  
Flipped Classroom ◽  
English Language ◽  
Writing Skills ◽  
Virtual Class ◽  
Post Test ◽  
The Impact ◽  
Traditional Class

Flipped classroom approach is the most sought after neoteric pedagogical approach in the present times. This approach is clinching prodigious recognition as it employs a blend of techniques and technologies. The present study compared flipping a traditional class and a virtual class. The study aims to weigh the effects of flipping writing skills course in a traditional class and virtual class on the performance, attitudes and perceptions of English Language Learners’. The research used a quasi-experimental design with pre-test and post-test with a control group. The group consisted of 24 English language learners attending the level four foundations program at Nizwa College of Technology. The same group was given instructions by flipping traditional class for 3 weeks and virtual class for 3 weeks. Independent and paired sample t-tests were implemented for interpreting the pre-test and post-test data. The results showed a statistically significant difference between the writing skills course's traditional flip and virtual flip. It was evident that the students in traditional flip surpassed the students in virtual flip in performance. Students in both modes showed positive attitudes towards the approach. This study would benefit educators in Oman in general and at NCT, particularly in adapting a very effective approach that would help them improve students’ performance by involving them and making them responsible for their learning. The limitations of the study were absenteeism, limited sample size. There was also a little reluctance from students towards this approach. Studies on flipped classroom approach in language learning classrooms are limited, but studies on flipping a virtual class are even more limited. Very few researchers investigated the impact of flipping a virtual class. More research is needed in this aspect. More long-term research is needed with different skills and a larger sample size to uncover the efficacy of flipping both traditional and virtual class.

Sign in / Sign up

Export Citation Format

Share Document