scholarly journals Exploring EFL Writing Teacher Confidence as A Response to Emergency Remote Teaching: A Preliminary Survey using TPACK Framework

2021 ◽  
Vol 7 (2) ◽  
pp. 145
Author(s):  
Hanna Sundari ◽  
Fakhrurrazi M. Amin ◽  
Nur Syamsiah ◽  
Anita Anita
Keyword(s):  
Preliminary Survey ◽  
Efl Writing ◽  
Writing Teacher ◽  
Teacher Confidence

scholarly journals A Profile of an Effective EFL Writing Teacher (A Technology-based Approach)

2012 ◽  
Vol 5 (5) ◽  
Author(s):  
Zohreh Seifoori ◽  
Mohammad Amin Mozaheb ◽  
Amir Biglar Beigi
Keyword(s):  
Efl Writing ◽  
Writing Teacher

scholarly journals DO COMPREHENSIVE AND SELECTIVE CORRECTIVE FEEDBACK REALLY WORK FOR L2 WRITING ACCURACY? AN OVERVIEW FROM INDONESIAN CONTEXT

2020 ◽  
Vol 8 (1) ◽  
pp. 69-77
Author(s):  
Herlinawati ◽  
Ali Saukah ◽  
Nur Mukminatien ◽  
Uzlifatul Masruroh Isnawati ◽  
Adolf Bastian
Keyword(s):  
Corrective Feedback ◽  
L2 Writing ◽  
Efl Writing ◽  
Writing Teacher ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
Research Questions ◽  
Writing Accuracy ◽  
Communicative Context ◽  
True Experiment

Purpose of the study: Investigating the effect of corrective feedback on Indonesian students' writing accuracy was the aim of this present study. Methodology: The methods used were a true experiment with a pretest-treatment-posttest-delayed posttest design was employed to address the research questions and a two-way ANOVA to examine. Main Findings: The data collected was the grammatical accuracy scores from the three groups (comprehensive corrective feedback/CCF, selective corrective feedback/SCF, and non-grammatical feedback/NGF). Applications of this study: Indonesian EFL students’. Novelty/Originality of this study: EFL writing teacher is suggested to accommodate the integrated teaching of grammatical features in a communicative context.

Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education

2016 ◽  
Vol 39 (3) ◽  
pp. 203-232 ◽  
Author(s):  
Lawrence Zhang
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Teacher Preparation ◽  
L2 Writing ◽  
Pedagogical Practices ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Efl Writing ◽  
Writing Teacher ◽  
The Usa

The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemented in Singapore, especially that of a genre-based pedagogy. Nestled in the context of globalization, I focus on New Zealand, positing that globalization has exacerbated the challenge in teaching ESL writing because of large numbers of students who are seeking higher education in western countries in English as the medium of instruction, and yet their first language is not English. I conclude the paper with recommendations that professionalizing L2 writing (even in school settings) is a mission for all those who are in this enterprise. Proper teacher preparation programs for training L2 writing teachers should be in place in order for this to happen. China needs to critically appraise, and learn from, successful experiences such as Singapore and many institutions in the USA and Canada. New Zealand is yet to formalize ESOL writing teacher preparation programs, where English-as-an-L2 writing-teacher education for primary and secondary schools is still not a priority in most teacher-education institutions.

Zoos as settings for psychological research: A preliminary survey.

1978 ◽  
Vol 33 (1) ◽  
pp. 88-88 ◽  
Author(s):  
Georgette K. Maroldo ◽  
Joan Parker
Keyword(s):  
Psychological Research ◽  
Preliminary Survey

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

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