scholarly journals Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
English Language Learning ◽  
Esl Teachers ◽  
International Language ◽  
The World ◽  
Language Writing

English is an international language and in demand today. English is by far the most widely used language around the world. However, English language writing has always been a challenge for second language students to master. Developing students’ ability in writing is one of the major challenges faced by the ESL teachers in most schools nowadays. Nevertheless, writing has always been a major difficulty faced by students in English language learning, especially in elementary schools. Not only that, teachers are also facing some challenges in teaching writing skills for students in elementary schools. Thus, this study aims to explore the challenges faced by both the students and teachers in learning as well as teaching writing skills in elementary schools.

scholarly journals Analyse and challenges of teaching writing among the English teachers

2021 ◽  
Vol 6 ◽  
Author(s):  
Md. Harun Rashid ◽  
Tao Ye ◽  
Wang Hui ◽  
Wei Li ◽  
Wang Shunting
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Linguistic Competence ◽  
Teaching Writing ◽  
Student Writing ◽  
Esl Teachers ◽  
Language Writing ◽  
University Classrooms ◽  
Supporting Teachers ◽  
Descriptive Method

Teaching is a one of the productive skills in the English language writing, involves developing students' linguistic competence, which many ESL teachers find difficulties. The study's main goal is to examine the challenges faced by ESL teachers in teaching writing skills to students in university classrooms. This study aims to identify problems faced by teachers of Arts faculty in the Universities level. The researcher used questionnaires to survey teachers' concerns about teaching writing skills. The researcher used a descriptive method to report the problems encountered by the sampled teachers in teaching writing skills. The survey had 12 questions. This study's findings not only revealed the problematic factors but also suggested some practical solutions. This study's findings and recommendations may help teachers reflect on their teaching practices and assist authorities in supporting teachers' efforts to improve student writing skills.

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

scholarly journals Students’ Attitude Towards English Language Learning

2019 ◽  
Vol Volume 2 Nomor 3 ◽  
Keyword(s):  
Qualitative Research ◽  
Elementary Schools ◽  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
English Language Learning ◽  
Know How ◽  
Qualitative Research Methodology ◽  
Young Learner ◽  
Teaching Learning

This study is try to find out the students’ attitude towards English language learning in Jombang elementary schools. Attitude is one of the factors that influence the language acquisition. The study used qualitative research methodology. The data were gathered by using questionnaire. The findings showed that most of the students have positive attitude towards English. But, there is a finding that showed the students’ competence in learning English is poor. Positive attitude did not influence their competence in acquiring English. Some suggestions for government to make a guide or curriculum of English teaching –learning in elementary school. So that the teachers know how to teach English for young learner appropriately.

scholarly journals Using cellphone-based games in EFL instruction

2020 ◽  
pp. 97-115
Author(s):  
Sandy T. Soto ◽  
◽  
Ligia Fernanda Espinosa Cevallos ◽  
José Pomavilla ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cell Phones ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Learning Standards ◽  
English Classes ◽  
English Class ◽  
Use Of Technology ◽  
The World

The advent of technology has influenced education, even in the most remote parts of the world. Nowadays, it is totally normal for a person to have some technological devices such as laptops, iPads, tablets, and especially cell phones. Ecuador is not far from this reality. Moreover, in the English Language Learning Standards, the Ministry of Education suggests using technological resources in teaching (eg internet, software, computers and related devices). Given this warm welcome to the use of technology in Ecuador’s English classes, as well as the number of students using cell phones in Ecuador, this chapter is intended to provide basic information on the use of cell phone games within English class.

scholarly journals English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

2021 ◽  
Vol 12 (2) ◽  
pp. 22-30
Author(s):  
Haida Umiera Hashim ◽  
Melor Md Yunus ◽  
Helmi Norman
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
English Language Learning ◽  
Number Of Children ◽  
Learning Journey ◽  
The World

To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.

scholarly journals Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill

2019 ◽  
Vol 1 (1) ◽  
pp. 21-29
Author(s):  
Haryanti Haryanti
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Education ◽  
Writing Skills ◽  
Independent Learning ◽  
English Language Learning ◽  
English Learning ◽  
Learning Skill ◽  
Phrasal Verb ◽  
Time To Learn

ABSTRACTIndependent English Language Learning is very important to do by students, especially students in higher education level, because they are often required to read many English references and use English on many occasions, for example in writing essays. Also, it is because the opportunity or time to learn English in the class is very limited. Therefore, students badly need to learn English independently outside the classroom. This study was designed to investigate the students’ perception of the use of “English Phrasal Verb” videos in enhancing their independent learning. There were six participants interviewed and observed to get information about the benefits of using “English Phrasal Verb” videos and the effectiveness of it in training the students to be independent learners. The study found that the students’ pronunciation and vocabulary mastery had improved as well as their listening and writing skills due to the use of videos and assignment given. It also revealed that the use of videos had successfully been a trigger for the students to find other English learning videos and learn them independently outside the classroom.ABSTRAKBelajar Bahasa Inggris secara mandiri sangat penting dilakukan oleh siswa, khususnya mahasiswa, karena mereka sering diminta untuk membaca banyak referensi Berbahasa Inggris dan untuk menggunakan Bahasa Inggris di banyak kesempatan, contohnya dalam menulis esai. Selain itu, karena terbatasnya kesempatan atau waktu untuk belajar Bahasa Inggris di kelas, mahasiswa sangat dianjurkan untuk belajar Bahasa Inggris secara mandiri di luar kelas. Penelitian ini didesain untuk menginvestigasi persepsi mahasiswa terhadap penggunaan video tentang frase kata kerja Bahasa Inggris (Phrasal Verbs Videos) dalam meningkatkan kemampuan belajar mandiri mahasiswa. Dalam penelitian ini, terdapat enam peserta yang diwawancarai dan diamati untuk mendapatkan informasi mengenai keuntungan menggunakan video dan keefektifan penggunaan video tersebut dalam melatih mereka menjadi pembelajar mandiri. Penelitian ini menemukan bahwa penguasaan kosakata dan kemampuan pengucapan Bahasa Inggris mahasiswa meningkat begitu juga dengan kemampuan mendengar dan menulis mereka karena penggunaan video yang dimaksud dan tugas yang diberikan. Selain itu, penelitian ini juga menemukan bahwa penggunaan video telah sukses mendorong mahasiswa untuk menemukan video-video belajar Bahasa Inggris lainnya dan untuk mempelajari video-video tersebut secara mandiri di luar kelas. How to Cite: Haryanti. (2019). Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill. IJEE (Indonesian Journal of English Education), 6(1), 21-29. doi:10.15408/ijee.v6i1.12613

scholarly journals "Yay! I didn’t know that I was a poet:" The Efficacy of Writing Poetry in ESL Classes from a Translingual Approach

2021 ◽  
pp. 18-27
Author(s):  
Mohamed Yacoub
Keyword(s):  
English Language ◽  
Teaching Writing ◽  
Esl Teachers ◽  
The World ◽  
Approach To Teaching ◽  
Esl Classroom

Abstract Writing poetry is an effective way of teaching in the ESL classroom, especially when approached through the lens of the translingual perspective. This paper introduces the translingual approach to teaching and how ESL teachers of writing can benefit from this approach to teach writing poetry. The paper then provides two practical examples of how to approach teaching writing poetry in the ESL classroom from a translingual perspective. The purpose of this paper, hence, is to argue that writing poetry in the ESL classroom can be a fertile environment that houses different hybrid norms that students bring to the classroom, provides good moments for negotiation, and valorizes creativity. This paper concludes that the translingual approach to writing poetry is less intimidating and more of a hybridity-tolerant way for students to learn English language and to experience the world differently. Poetry becomes a fertile environment for students to perceive language as a hybrid of norms and to learn how to negotiate meanings, structures, and grammar. Keywords: Creative, efficacy, ESL classroom, negotiations, poetry, translingualism, writing

scholarly journals Psychological aspects of acquisition of writing skills in English language

2020 ◽  
Vol 2 ◽  
pp. 115-118
Author(s):  
Shabnam Ismayilova ◽  
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
English Language ◽  
Writing Skills ◽  
Writing Anxiety ◽  
Affective Factors ◽  
Teaching Language ◽  
Self Confidence ◽  
Language Writing ◽  
Integral Role

Affective factors play an integral role in English language learning. If we want to be successful in teaching language writing, we need to look into these socio-psychological factors of students. There is a correlation between self-efficacy and writing anxiety that directly influences students’ writing performance. Students’ self-confidence in writing can minimize the anxiety. Pedagogically, methods are chosen specially by teachers, because of acquisition and learning of writing skills of students.

An emergent English-mediated identity and a Chinese variety of WE

2020 ◽  
Vol 11 (1) ◽  
pp. 70-95
Author(s):  
Asha Tickoo
Keyword(s):  
Language Learning ◽  
English Language ◽  
World Englishes ◽  
English Language Learning ◽  
English Learning ◽  
Chinese Community ◽  
Shared Experience ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
The World

Abstract This paper will document an English-learning influenced transformation of self, as a shared experience amongst a community of its Chinese users. The study examines 84 English narratives on the English language learning (ELL) experience of undergraduate L1 speakers of Mandarin at three proficiency levels: Year II, Year III and Year IV. Identity, expressed in learners’ positioning on ELL, is assessed in its explicit, propositionally represented form, and its linguistically marked implicit counterpart. Implicit positioning is examined at the macro-discoursal level by acknowledging the choice of the narrative configuration, and therefore the perceptual mould, adopted for the capture of the ELL experience. It is also assessed at the micro-discoursal, sentential level in (1) the registered sense of agency over the learning, (2) the assumed responsibility for statements about the learning, and (3) the character of definition given to the learning. The cross-proficiency level assessment will show that overt and implicit positioning are in consonance in capturing a gradual adoption of an English-mediated access to the world, with resulting altered affiliations, affinities, and sense of being. The study traces the emergence of a Chinese community uniquely defined, in its own perception, by the use of the English language; hence its significance to the World Englishes enterprise.

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