scholarly journals An Investigation of Integration of Blogs into EFL Classes: Learners' Views toward Blogs and Preferences for Writing Classes

2021 ◽  
Author(s):  
Samet BAL
Keyword(s):  
Writing Classes

A Study on Students' Problems in ESL Writing Classes in the Arts College/ Kuwait University

2018 ◽  
Vol 1 (1) ◽  
pp. 1-11
Author(s):  
Mona Salem Rashed
Keyword(s):  
Second Language ◽  
First Language ◽  
Word Choice ◽  
Esl Students ◽  
Esl Writing ◽  
Kuwait University ◽  
Writing Classes ◽  
The Arts ◽  
The Difference ◽  
At Home

This paper discusses the influence of the first language (Arabic) on the second language (English) in the writing pieces of ESL students in Arts College/ Kuwait University. Going over some writing papers taken from the students' work in class, the reader would notice a 'different English'. The overall layout of the paper, the ideas presentation, the personal expression, the syntax and word choice, the punctuation and other elements make this new language on students' papers. From papers written in class and at home, I conducted an analysis to see the difference between the two languages techniques, and to find solutions for that. I also interviewed students and they assured that Arabic has a massive influence on them. They disclosed that they read the topic in English, and think/analyze in Arabic. Some participants mentioned that their limited competence of vocabulary in English hindered them from expressing well on paper. Another group mentioned that the idea of 'being explanatory' prevailed their thinking while writing. They said that they wanted to explain their ideas well and repeatedly so that the reader/teacher would understand their points. They also had troubles in organizing the sentences according to the English paragraph style.

scholarly journals The Use of Portfolio Assessment in English Writing Classes

2020 ◽  
Vol 485 ◽  
pp. 012093
Author(s):  
R F A Hudori ◽  
Z Tasnim ◽  
A E Fardhani ◽  
D P Sari
Keyword(s):  
Portfolio Assessment ◽  
Writing Classes ◽  
English Writing

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF ROBERT FROST’ POETRY IN WRITING CLASS AT MUSAMUS UNIVERSITY

2021 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Natalia Manuhutu
Keyword(s):  
Undergraduate Students ◽  
Short Story ◽  
Student Evaluation ◽  
English Literature ◽  
Teaching Writing ◽  
Robert Frost ◽  
Writing Classes ◽  
Authentic Material ◽  
Writing Class ◽  
Evaluation Of Teaching

This study investigated the students’ perceptions concerning the use of Robert Frost’s poetry in writing class at English Literature Department of Musamus University which was obtained through a survey. A total of 17 undergraduate students taking writing class participated in this study. The participants responded to a questionnaire and an open-ended questions concerning the two focal points: (1) how the students perceived the use of Robert Frost’s poetry in teaching writing, (2) the implementation of Frost’s poetry in improving students’ writing short story. The results of the study revealed that the implementation of Frost’s poetry helped them to be easier in writing short story. Most of the participants gave positive response to the use of Frost’s poetry in teaching them to write a short story. In addition, they seemed to prefer learning writing short story by using English poetry in writing classes. The concluding discussion addresses suggestion about the need to consider students’ wants and needs by gauging their perceptions as the student evaluation of teaching in order to keep up the better improvement to the teaching writing the texts and the using of authentic material or media in English Literature Department at Musamus University.

Writing Classes and Methods

Advanced R ◽  
2016 ◽  
pp. 61-81
Author(s):  
Matt Wiley ◽  
Joshua F. Wiley
Keyword(s):  
Writing Classes

Writing Together: Gender's Effect on Collaboration

1996 ◽  
Vol 26 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Louise Rehling
Keyword(s):  
Professional Writing ◽  
Writing Groups ◽  
Writing Classes ◽  
Student Groups ◽  
Collaborative Groups ◽  
Gender Balance

Recent studies identify gendered differences in communication and collaboration styles which suggest consequences for professional writing classrooms. If, indeed, men tend to stereotype women as clerks, prefer hierarchical collaboration, and value product over process, and, too, if gendered differences tend to increase counterproductive dissent, then the gender balance of writing groups might affect their dominant styles in those respects. However, when I analyzed the behaviors of over sixty student groups in my professional writing classes, I did not find gender balancing to have such effects. Instead, however, I observed other gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. These findings suggest new perspectives on the role of gender for collaborative groups in professional writing classrooms.

Sign in / Sign up

Export Citation Format

Share Document