scholarly journals Enhancing EFL Learners’ Writing Skill via Journal Writing

2019 ◽  
Vol 2 (2) ◽  
pp. 96-116
Author(s):  
Hanif Maulaniam Sholah
Keyword(s):  
Journal Writing ◽  
Control Group ◽  
Writing Difficulties ◽  
Interactive Communication ◽  
Writing Classes ◽  
Writing Ability ◽  
Efl Learners ◽  
English Writing ◽  
Writing Skill ◽  
Experimental Group

English writing, for a number of EFL learners, appears to be challenging. Let alone, this language should be mastered by every learner since English is mean of communication between nation and nation, country and country all over the world. This paper aims to investigate whether learners can improve their writing ability and grow out of the writing difficulties by engaging in journal writing activity. 60 second-year students from the two writing classes are involved. One treated as the experimental group (EG) and the other as the control group (CG), at the Faculty of English Department Education of the IAI Al-Qolam Gondanglegi were invited to participate in the study, whose findings shows the benefits of journal writing as an extensive activity to enhance learners' writing motivation and foster their writing skill as well as to build a close interactive communication between teachers and learners.

scholarly journals The effectiveness of Topic-Based Writing on EFL Learners’ Writing Skill

2020 ◽  
Vol 1 (3) ◽  
pp. 290-299
Author(s):  
Nguyen Thi Dung
Keyword(s):  
Language Learning ◽  
Process Writing ◽  
Control Group ◽  
Writing Difficulties ◽  
Writing Classes ◽  
Efl Learners ◽  
Writing Skill ◽  
Research Findings ◽  
Experimental Group ◽  
Writing Activity

Being accepted as out of the four essential language skills in the language learning process, writing seems to be difficult for numerous EFL learners. This research is an endeavor to explore if learners can grow out of the writing difficulties with topic-based writing activity. 78 third-year students at the Faculty of Foreign Languages of Phan Thiet University in Phan Thiet City, Binh Thuan Province participated in the study. These students were in the two writing classes, one class was treated as the experimental group (EG) and the other as the control group (CG). Research findings exposed the benefits of topic-based writing activity in nurturing learners' writing motivation and enhancing their writing skill. Furthermore, this activity gave students good chances to widen their knowledge on the topic, enrich their emotion on disadvantaged people, and build a friendly learning environment outside the classroom. The necessity and usefulness of the application of topic-based writing activity was predominantly recognized among students.

The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

2016 ◽  
Vol 7 (5) ◽  
pp. 923 ◽  
Author(s):  
Sima Farhadi ◽  
Nader Asadi Aidinloo ◽  
Zahra Talebi
Keyword(s):  
Language Learners ◽  
Control Group ◽  
Writing Performance ◽  
Intermediate Students ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Experimental Group

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction.  Eventually,  a post  test  designed to evaluate  their  writing  ability  with the focus of  metadiscourse markers  was  administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

scholarly journals The Use of Macromedia Flash Animation to Enhance Students’ English Writing Skill at the Seventh Grade of SMP Yapis 1 Fakfak-West Papua

2016 ◽  
Vol 2 (2) ◽  
pp. 45
Author(s):  
Wa Lisda ◽  
Muhammad Asfah Rahman ◽  
Haryanto Atmowardoyo
Keyword(s):  
Control Group ◽  
Seventh Grade ◽  
Writing Ability ◽  
English Writing ◽  
Significant Difference ◽  
West Papua ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research is conducted to find out: (1) whether the use of  Macromedia Flash Animation  enhance  students'  writing  skill  or  not;  (2)  the  students'  interest  in English writing class using Macromedia flash animation; (3) whether student's interest have relationship to student's writing ability or not. The research employs the quasi-experimental method. The sample consists of 51 students which belongs to two groups; 27 students in the experimental group and 24 students in the control group. The data are collected by writing test (pre-test and post-test) and questionnaire which is analyzed through SPSS 20.0. In conducting the research, the researchers applies Macromedia Flash Animation as the medium to the experimental group while the teacher in the control group uses power point presentation. The research results indicated that Macromedia Flash Animation can enhance students' English writing skill at the seventh-grade students of SMP Yapis 1 Fakfak-West Papua in academic year 2014/2015. Although the mean score of the experimental group is higher than the mean score of the control group, it does not show a significant difference (73.93>70.33). Therefore, based on pair test, the result shows that the mean score of pre-test and post-test in the experimental group are significantly different (55.41-73.93). Moreover, based on the students' response on  the  questionnaire,  it  is  found  that  the  mean  score  is  80.15  which  was categorized “interested”. The Pearson’s r for correlation shows that the correlation coefficient between students’ interest and students’ writing ability is 0.891, with the sig. (2 tailed) value is less than 0.05 indicates that there is a strong, significant and positive correlation between students’ interest and students’ writing ability. Specifically,  the  research  result  indicates  that  Macromedia  flash  animation  is interesting and effective to enhance students’ writing skill. Key words: Macromedia flash animation, writing skill, interest.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals 3 Steps Writing Strategy: Imitating-Reworking-Developing to Attract Interest in Writing Descriptive Writing in Improving Students Writing Ability

2019 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Lisa Rakhmanina
Keyword(s):  
Control Group ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Law Faculty ◽  
Writing Strategy ◽  
Post Test ◽  
And Control ◽  
Descriptive Writing ◽  
Experimental Group

This study aims to find out whether 3-step-writing strategy could have a significant impact on the students 'writing results in descriptive writing and also to find out whether there is an impact of the interaction between 3-step-writing strategy on students' writing interest. The population in this study were Law Faculty students in the 2017-2018 academic year with a total of 25 students. In this study, sampling using purposive techniques that took two classes as samples and divided into two groups, namely: Experimental Group and Control Group. The Experimental Group learned to Write Descriptive by using 3-step-writing strategy. Data was collected by conducting tests (pre and post-tests) and questionnaires. The data obtained were analyzed using the T Test and Two-Way Anova Test with the help of the SPSS 22 Program. It showed significant different on students` English Writing achievement from pre-test to post-test and also from experimental and control group. Students also showed great interest on English Writing of Descriptive text by applying 3-step-writing strategy. It means that 3-step-writing strategy could improve students` English writing skill and could also  empower students to learn more.

Pedagogical utility of oral discussion versus collaborative drafting

2019 ◽  
Vol 18 (4) ◽  
pp. 464-477
Author(s):  
Laya Heidari Darani ◽  
Nafiseh Hosseinpour
Keyword(s):  
Small Group ◽  
Control Group ◽  
Content Type ◽  
Efl Learners ◽  
The Social ◽  
Oral Discussion ◽  
Writing Skill ◽  
Whole Student ◽  
The Difference ◽  
Experimental Group

Purpose The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined. Design/methodology/approach To achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting. Findings The results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement. Research limitations/implications The findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction. Originality/value As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.

scholarly journals The Effect of Interactive Read-alouds on Language Learners’ Development of Writing Skill

2019 ◽  
Vol 8 (3) ◽  
pp. 5
Author(s):  
Mehrak Rahimi ◽  
Fahimeh Farjadnia
Keyword(s):  
Analysis Of Covariance ◽  
Control Group ◽  
Read Alouds ◽  
Writing Ability ◽  
Entry Level ◽  
Phase Cycle ◽  
Significant Difference ◽  
Writing Skill ◽  
And Control ◽  
Experimental Group

The aim of the current study was to investigate the effect of interactive read-alouds on Iranian English as a foreign language (EFL) learners’ development of writing skill. To attain such a goal, forty-six high-school students were selected and sampled as the experimental (n=23) and control (n=23) groups. The writing section of Key English Test (KET) was used as the pretest to assess participants’ entry-level writing ability. Reading was taught to the experimental group using interactive read-aloud technique while the control group received conventional silent reading instruction through a three-phase cycle of pre-reading, reading, and post-reading. Writing was taught to both groups through a seven-phase process of pre-writing, writing, response-providing, revising, editing, post-writing, and evaluating. After the treatment, the writing section of KET was used as the posttest to explore both groups’ improvement in writing. The data were analyzed by a one-way analysis of covariance (ANCOVA). The result revealed a significant difference between the experimental and control groups’ writing ability after controlling for the entry-level writing in favor of the experimental group. The findings of the study underscore the application of integrated skills pedagogical paradigm in language instruction and support the proposition that oracy and literacy are indispensably interrelated and have complementary role in language acquisition.

scholarly journals Improving Students’ Writing Skill through Outdoor Learning at SMA Negeri 1 Maiwa Kabupaten Enrekang

2019 ◽  
Vol 1 (1) ◽  
pp. 43-52
Author(s):  
Hasan Hasan
Keyword(s):  
Learning Strategy ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Outdoor Learning ◽  
Writing Ability ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The objective of this research was intended to know whether or not using outdoor learning strategy can improve the students’ writing skill at SMA Negeri 1 Maiwa Kabupaten Enrekang. This research applied quasi experimental method with one class of experimental group and one class of control group. The researcher used pre-test and post-test in collecting data. The research population was the students of tenth grade they were X.1 class and X.2 class consist of 46 students, so the researcher took random sampling technique. The data were analyzed by finding the mean score. For collecting the data, the researcher used one instrument namely descriptive writing test to measure the students’ writing ability. The result of this research showed that the student’ writing description was low classification in pre-test with the mean score 64.6 for experimental class and the mean score of control class was 60.8, and it was average categorized. However, after doing the treatment through outdoor learning strategy they got good classification for Experimental group and still average classification for control group in post-test; their mean score had increased up to 78.4, for Experimental and 69.9 for control group. The data was analyzed by using t-test and the result showed that the t-test value 4.037 was higher than t-table value 2.021. It meant that there was a significance difference of students’ writing ability before and after the treatment through the application of outdoor learning. It concluded that outdoor learning strategy can be used in improving writing description of the students.

The Effect of Employing Electronic Portfolio on Iranian EFL Learners’ Writing Skill

2016 ◽  
Vol 7 (4) ◽  
pp. 746 ◽  
Author(s):  
Nona Masaeli ◽  
Azizeh Chalak
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Electronic Portfolio ◽  
Language Teachers ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Experimental Group

A superior method of language teaching is what all researchers and language teachers look for. In order to facilitate the process of language learning, technological tools can be helpful. The present study aimed to investigate the effect to employing electronic portfolio on Iranian EFL learners’ writing skill in a language institute in Isfahan, Iran in summer 2014. To find the homogeneity of subjects, the Oxford Quick Placement Test was administered and the subjects were divided into experimental and control groups. The experimental group received the treatment which was employing the electronic portfolio, while the control group had the conventional context of language classes. At the end of the study, the obtained scores on the pretests and post-tests were analyzed. Independent t-tests were run to compare the collected scores in the two groups. The results of the study showed significant difference between the experimental group and the control group. The findings of the study can bear implications for EFL student, teachers, policy makers, university and institute organizations, and syllabus designers.

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