Case study of Creative Thinking Methods: Effects of Creative Thinking Methods on Students’ English Writing Ability and Creative Disposition

AbstractIn a case study investigating Chinese EFL university majors’ perceptions of a portfolio-based writing assessment (PBWA) project, English majors were sampled to find out whether the portfolio method made them more interested in writing and/or improved their writing process and writing strategies. Four sophomores were chosen from among an experimental group at a local university in China. Analysis of data from student journals, interviews and reflective essays showed that taking part in portfolio writing empowered them to take charge of their own learning and motivated them to write better. The students welcomed PBWA as a fairer assessment tool than timed, one-shot essay tests. They held more interest in English writing, improved their writing strategies and shifted their attention from products of writing to process of writing and, thus, preferred scores from PBWA as a more satisfactory indicator of their writing ability.

Download Full-text

The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

Vision Journal for Language and Foreign Language Learning ◽

10.21580/vjv8i13470 ◽

2019 ◽

Vol 8 (1) ◽

pp. 79

Author(s):

Ida Yulianawati

Keyword(s):

High School ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Senior High School ◽

Second Grade ◽

Writing Ability ◽

English Writing ◽

Mastery Experience

This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.

Download Full-text

Self-Assessment in Academic Writing: A UAE Case Study

Learning and Teaching in Higher Education Gulf Perspectives ◽

10.18538/lthe.v6.n2.05 ◽

2009 ◽

Vol 6 (2) ◽

pp. 52-67

Author(s):

David Litz

Keyword(s):

Academic Writing ◽

Statistical Correlation ◽

Self Assessment ◽

Writing Ability ◽

English Writing ◽

Moment Coefficient ◽

Writing Assignment ◽

University Level ◽

The Relationship

The main purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the extent to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between student scores and teacher scores while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters as well as amongst all of the raters for an average reliability score. In this case the results were very promising as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students in this particular context to better understand the conventions of English writing and ultimately improve their overall writing ability.

Download Full-text

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

ENGLISH JOURNAL ◽

10.32832/english.v13i2.3783 ◽

2019 ◽

Vol 13 (2) ◽

pp. 113

Author(s):

Pham Thi Thu Hien

Keyword(s):

Qualitative Research ◽

Language Learning ◽

Research Design ◽

Research Methodology ◽

Learning Tools ◽

Structured Interviews ◽

English Writing ◽

Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

Download Full-text