scholarly journals Teaching Writing to Second Language Learners: Bench-marking Strategies for Classroom

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Syed Sarwar Hussain
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills ◽  
Teaching Writing ◽  
Qualitative And Quantitative Analysis ◽  
Statistical Software ◽  
Qualitative And Quantitative ◽  
Cross Tabulation ◽  
Mixed Approach

This study assesses teaching writing skills to the second language learners by utilizing bench-marking strategies of classroom. The study has used mixed approach of qualitative and quantitative analysis to evaluate learning and writing skills of second language among 400 students from different primary and secondary schools in Riyadh. The teachers were instructed to fill an assessment form to evaluate skills of students in learning second language through Bench-marking techniques of brainstorming, fable writing, speed writing, loop writing, and mini saga. The data was analyzed using a statistical software (SPSS) 20.0 version. Cross tabulation technique has been applied on the data collected through questionnaires to observe the appropriate responses of the teachers. The results revealed that 75% of the students were interested in learning writing in second language. Brainstorming technique (56.3%) was found to be most popular among the students and teachers. The majority of the teachers (84.4%) believe that acquiring writing skills is the toughest task for the second language learners. Moreover, brainstorming (p=0.000), narrating fables (p=0.002), and loop writing (0.000) were significant among students for learning second language. It has been concluded that the technique of brainstorming was effective among the students to learn writing skills in second language.

scholarly journals Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners

2019 ◽  
Vol 12 (1) ◽  
pp. 1399-1412 ◽  
Author(s):  
Qismullah Yusuf ◽  
◽  
Zalina Jusoh ◽  
Yunisrina Qismullah Yusuf ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills

scholarly journals Flowchart: Scaffolding Narrative Writing in an English as a Second Language (ESL) Primary Classroom

2020 ◽  
Author(s):  
Melanie Selvaraj ◽  
Azlina Abdul Aziz
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching Writing ◽  
Flow Chart ◽  
Narrative Writing ◽  
Pedagogical Strategies ◽  
Multiple Issues ◽  
Primary School Pupils

Learning to write can be a nightmare, be it on the natives or second language. Various approaches, methods, and techniques were tested by researches to improve the writing skills of learners with multiple issues in mastering the craft. Nevertheless, the standards of writing achievements among second language learners are remarkably frustrating. In Malaysia, teaching writing to the primary school pupils is one of the biggest concerns as pupils expected to compose narratives as assessment in the public primary education. Concerning this, this research aimed to measure the effectiveness of the flow chart to improve pupils' narrative writing and to investigate pupils’ achievement levels in each narrative writing component. Besides, it identifies the pedagogical strategies that lead to the scaffolding of narrative writing. Action research carried out with 12 intervention sessions in two cycles. Each Cycle involved three stages: planning, action, and reflection. A total of 25 Year Four urban primary school pupils participated in this study. The researcher obtained the data via pre and posttest, analysis of pupils’ narrative writing, and classroom observations. The findings showed that there was a significant improvement in pupils’ posttest scores and narrative writing assessment components. This study is essential to improve narrative writing achievement and benefit teachers who teach narrative writing in primary and secondary schools to enhance pupils’ performances. Studies in the future should include pupils from rural area schools with low proficiency levels to compare the findings in employing flow chart in narrative writing.

Predictors of spelling and writing skills in first- and second-language learners

2015 ◽  
Vol 29 (1) ◽  
pp. 69-89 ◽  
Author(s):  
Gina L. Harrison ◽  
Lauren D. Goegan ◽  
Rachel Jalbert ◽  
Kelly McManus ◽  
Kristin Sinclair ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills

scholarly journals Second Language Learners’ Family Background and Their English Writing Competence: The Case of a Private Tertiary Institution in Ghana

2015 ◽  
Vol 3 (4) ◽  
pp. 466
Author(s):  
Edward Owusu ◽  
John Agor ◽  
Evershed Kwasi Amuzu
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Academic Writing ◽  
Second Language Learners ◽  
Family Background ◽  
Writing Skills ◽  
Tertiary Institution ◽  
Writing Competence ◽  
At Home

<p><em>This work assesses the effects of</em><em> </em><em>family background of second language learners on their academic writing competence in English. A cursory</em><em> </em><em>study of some examination scripts of first-year students reveals some poor writing skills of students in areas such as concord, spelling, capitalization, and fragmentation errors.30 participants were selected from a class of 121 students</em><em> </em><em>from the Ghana Baptist University College, a private</em><em> </em><em>institution in Kumasi, Ghana. Initially, the class of 121 was sorted out into three groups—those who said they used only English at home, those who said they used only Ghanaian language(s) at home, and those who said they used both English and Ghanaian language(s) at home. Each group was further divided along gender lines and 5 students from each of the 6 sub-groups were picked randomly. The participants</em><em> </em><em>were then made to write a sit-in assessment on a topic and were graded by an independent assessor. The findings of the study reveal that the performance of the bilingual English and</em><em> </em><em>Ghanaian language learners outweighed those of their contemporaries. The study also revealed a positive correlation between attitudes of parents about English and learners’ academic writing skills. These have pedagogical and theoretical implications for the teaching and learning of English as a second language in Ghana. Language proficiency involves the development of skills in listening, speaking, reading, and writing. All these four aspects of language development are equally vital in the language learning process, but the current paper focuses on the development of writing skills by second language learners of English in Ghana.</em></p><p><em><br /></em><em></em></p>

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