scholarly journals An Investigation into Learners’ Perception Towards Peer Assessment in Tertiary EFL Writing Class

2021 ◽  
Vol 4 (12) ◽  
pp. 09-14
Author(s):  
Nguyen Ngoc Huy
Keyword(s):  
Academic Writing ◽  
Mixed Method ◽  
Tertiary Education ◽  
Peer Assessment ◽  
Private University ◽  
Social Knowledge ◽  
Efl Writing ◽  
Qualitative And Quantitative ◽  
Large Size ◽  
Writing Class

The current paper attempts to investigate learners’ perspectives towards the strengths and weaknesses of peer assessment in academic writing in the context of tertiary education at a private university. The study was conducted on 55 third-year university students who had finished the academic writing module that applied peer assessment in writing. The research adopted the mixed method of qualitative and quantitative approaches via the questionnaire with both close and open-ended questions. The results of the study reveal that the use of peer assessment was feasible for large-size classes at university to provide learners with the opportunities to reflect and enhance their language scope and social knowledge to improve their writing performance. However, certain limitations were acknowledged, such as the lack of assessment competence among learners and the time constraint in the classroom, especially the hesitation to violate the positive face of their peers.

scholarly journals Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
M. Zaini Miftah
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Efl Writing ◽  
Online Tool ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes ◽  
Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

scholarly journals Reformulation, text modeling, and the development of EFL academic writing

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Teguh Sulistyo ◽  
Dwi Fita Heriyawati
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Efl Writing ◽  
Academic Texts ◽  
Writing Class ◽  
Efl Students

<p>This paper mainly investigates the benefits of the implementation of Reformulation and Text Modelling in an EFL writing setting. Reformulation and Text Modeling (henceforth RTM) is intended to help EFL students understand better how to write academic texts to make their texts sound as nativelike as possible. Therefore, RTM was implemented in a writing class in which 35 students participated as the respondents of the study. They were treated with RTM and their essays were then analyzed to examine the effects of the implementation of RTM on their writing products. Besides, this study investigated further the students’ perception towards RTM in EFL writing settings. The findings of this study proved that RTM is beneficial to improve students’ writing performances and students have positive perceptions on RTM. The implications of the findings for language learning are also discussed.</p>

Qualitative and Quantitative Methods as Complementary Assessment Tools

2011 ◽  
pp. 121-134
Author(s):  
Sheila S. Thompson ◽  
Annemarie Vaccaro
Keyword(s):  
Mixed Method ◽  
Quantitative Methods ◽  
Private University ◽  
Assessment Tools ◽  
Future Trends ◽  
Review Of The Literature ◽  
Education Assessment ◽  
Qualitative And Quantitative ◽  
Higher Education Assessment ◽  
Qualitative And Quantitative Methods

The purpose of this chapter is to address epistemological and methodological approaches to assessing assessment. The authors’ intent is to show how moving beyond paradigm wars and using multiple methods makes for good assessment. The authors explore ways qualitative and quantitative methods are complementary, as opposed to competing concepts, arguing that these methodologies in collaboration provide a much richer form of higher education assessment. The chapter begins with a review of the literature on qualitative, quantitative, and mixed method designs, which includes an overview of the history and contemporary landscape of the qualitative-quantitative debate. The chapter also highlights successful examples of mixed-method assessment at a mid-sized, private university, presented in general frameworks which can be used on any campus. The chapter concludes with recommendations for practitioners and future trends.

scholarly journals STUDENTS’ PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA

2020 ◽  
Vol 3 (3) ◽  
pp. 220
Author(s):  
Ani Fiani
Keyword(s):  
Language Learning ◽  
Private University ◽  
Learning Goals ◽  
Teaching Program ◽  
Efl Writing ◽  
Metacognitive Instruction ◽  
Writing Class ◽  
Efl Students

Metacognition plays an important role in developing EFL students to become successful learners who are able to plan their learning goals, monitor their learning progress, and evaluate their learning outcomes in the disruption era. Because of the crucial role of metacognition in language learning, the implementation of metacognitive instruction in an EFL writing class had been investigated during one semester. Thus, this article discussed the students’ responses towards the use of the teaching program. This research study conducted with thirty three students in a private university in Lubuklinggau used a case study by collecting data through a questionnaire and reflective journals. The research results revealed that most of the EFL students had highly positive responses towards the implementation of metacognitive instruction in an EFL writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. Therefore, the teaching program had encouraged and benefited to the students in learning to write.  Metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners.Keywords: Metacognition, metacognitive instruction, writing

scholarly journals The Impact of Negotiation as a Social Practice on EFL Writing Peer Assessment Sessions

2021 ◽  
Vol 11 (10) ◽  
pp. 1334-1341
Author(s):  
Talal Alqarni ◽  
Abdullah Alshakhi
Keyword(s):  
Social Practice ◽  
Peer Assessment ◽  
Assessment Practices ◽  
Intermediate School ◽  
Efl Writing ◽  
Writing Class ◽  
Close Observation ◽  
Data Collection Instrument ◽  
Efl Students ◽  
The Impact

This qualitative study aims to investigate the negotiation technique that EFL students employ in EFL writing peer assessment sessions. As a data collection instrument, a close-observation has been used for (n=20) participants randomly selected from an intermediate school in Saudi Arabia. The purpose of using observation is to shed light on the students' negotiation of peer assessment practices in writing class and how they work collaboratively in order to discuss their writing prompts more effectively. The findings of the study showed that students’ negotiations skills impacted improvements of the writing skill positively. Moreover, negotiations and discussions have actively engaged students into effective collaborative learning and considerably increased their participation and language practice in their peer assessment sessions.

scholarly journals Designing Task-Based Syllabus For Writing Class

2018 ◽  
Vol 42 ◽  
pp. 00019
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti ◽  
Gustaman Saragih
Keyword(s):  
Academic Writing ◽  
Lesson Plan ◽  
Private University ◽  
Course Evaluation ◽  
Development Project ◽  
Need Analysis ◽  
Complex Skill ◽  
Writing Class ◽  
Sentence Patterns ◽  
Qualitative Descriptive

Writing is viewed as the most complex skill to learn and to teach. Beside learner factors, teacher, materials and syllabus may also affect the process of learning language as foreign language. Syllabus, in general, can be defined as a set of what is taught (content) and the way it is taught (procedure. This current research aims to design a task-based syllabus for writing class at university level. This study was conducted by qualitative descriptive design with 92 students and 4 lecturers as respondents. As part of research and development project in one private university in Jakarta, a developed task-based syllabus was based on need analysis and the principles of task-based language teaching. Students’ proficiency levels are fair with sentence patterns and grammar as the most difficult aspects. Academic writing is more preferable orientation with the small portions of creative writing. Then, the developed task-based syllabus has been proposed for writing class which covers the components of goal (learning outcome), course description and objectives, a set of writing tasks, features of content focus and language focus and course evaluation. The developed syllabus, then, can guide the lecturers in designing lesson plan and selecting materials for writing class.

BLENDED CLASSROOM OUTCOMES: TEACHING WRITING BY USING PROBLEM BASED LEARNING FOLLOWED BY PEER ASSESSMENT

2021 ◽  
pp. 299-301
Author(s):  
Batirova Ma’rifat Hamidovna
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Peer Assessment ◽  
Problem Based Learning ◽  
Teaching Writing ◽  
Process Writing ◽  
Writing Classes ◽  
Face To Face ◽  
Writing Class ◽  
Face To Face Learning

The article focuses on effective using educational platforms as well as face to face learning modes in the example of academic writing class held with B2 level students of economic faculty. Six research questions were investigated in this study: What are the different attitudes towards blended learning? How to achieve active engagement of students in writing classes? How can PBL be used in process writing? What are the advantages of seminar classes function in Moodle for peer checking? What competencies and skills are assessed in the class under discussion? The study concludes by drawing the implications and results of the investigation. KEY WORDS: blended learning, problem based learning, process writing, peer checking, educational platform.

scholarly journals Paying attention to identity in advanced EAP writing class

2004 ◽  
Vol 4 (1) ◽  
pp. 315-328
Author(s):  
David Camps
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Mexico City ◽  
Academic Writing ◽  
Private University ◽  
Social Identities ◽  
Foreign Language Writing ◽  
Writing Class ◽  
Writing Course ◽  
Language Writing

The present article discusses how students in the advanced EAP (English as a foreign language) writing course at a private university in Mexico City become aware of choosing different identities in a written assignment, and how this decision can help them deal with the course requirements. After addressing the issue of identity in class and carrying out activities to develop social identities, and collecting samples of their writing, the students were questioned about their decision of projecting their identities in their papers in order to find out whether the understanding of the importance of identity in academic writing and its projection in their written essays would facilitate its writing. In addition, it was deemed interesting to learn about whether they found it easier to meet the demands and conventions of that particular essay by being aware of the possibilities of constructing their identities.

Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class

2020 ◽  
pp. 136216882095445
Author(s):  
Xiaoya Sun ◽  
Guangwei Hu
Keyword(s):  
Experimental Study ◽  
Academic Writing ◽  
Data Driven ◽  
Efl Writing ◽  
Indirect Approach ◽  
Learning Tasks ◽  
Writing Class ◽  
Chinese Learners ◽  
English Academic Writing ◽  
Treatment Design

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners’ mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing class. The study adopted a pretest/posttest/delayed posttest randomized two treatment design. The two experimental groups received, respectively, direct and indirect DDL instruction in the use of hedges in English academic writing. The direct approach involved students in conducting guided searches and analyses of target hedges in online corpora, whereas the indirect approach featured the use of corpus-informed, paper-and-pen learning tasks. Within- and between-group analyses of the participants’ performances on the three tests yielded evidence of both the strengths and limitations of the two approaches. A questionnaire survey revealed the participants’ favorable attitudes toward the incorporation of corpora in classroom teaching, as well as their perceptions of the affordances and constraints of DDL. The article concludes with a discussion of the present study’s limitations and recommendations for future DDL research in EFL classrooms.

scholarly journals STUDENTS PERCEPTIONS TOWARDS THE EFFECTIVE FEEDBACK PRACTICES IN THE LARGE EFL WRITING CLASS BASED ON STUDENTS ENGLISH PROFICIENCY LEVEL

2016 ◽  
Vol 6 (3) ◽  
pp. 1063-1069
Author(s):  
Rini Susanti
Keyword(s):  
Large Class ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Efl Writing ◽  
Effective Feedback ◽  
Proficiency Level ◽  
Writing Class ◽  
Oral Form ◽  
Written Form

Motivated by my own experience in teaching and learning academic writing in a large class of more than 50 students, I aim to find out the students perceptions towards the effective feedback practices in a large EFL writing class in Indonesia. There were 150 students participating by answering the the questionnaire. The data was analyzed based on English proficiency level (the students TOEFL scores). The findings showed that based on the students English proficiency level, they perceived feedback from their lecturers is effective when it is given in written form, while from their peers, it should be in oral form.

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