scholarly journals Impact of Teachers’ Feedback in Improving Students’ Writing Skills: A Study of Tertiary Level Students in Dhaka

2021 ◽  
pp. 129-139
Keyword(s):  
Undergraduate Students ◽  
Writing Skills ◽  
Tertiary Level ◽  
Proximal Development ◽  
Teacher Student ◽  
Efl Students ◽  
Convenience Sampling ◽  
Giving Feedback ◽  
The Impact ◽  
Method Approach

This study sought to investigate the impact of teachers’ feedback in improving students' writing skills. Feedback is perhaps the most widely used method for responding to students’ writing. While various studies have investigated the effectiveness of providing error correction, there has been relatively little research in Bangladesh incorporating the impact of teachers' feedback in improving students’ writing skills. Supporting Vygotsky's concept of ‘Zone of Proximal Development’ a mixed-method approach was used to collect data. The data was analyzed in both numerical and descriptive manner. 90 undergraduate students were chosen for this research using convenience sampling. The major findings indicate that students find multiple benefits of feedback and have a positive attitude towards receiving feedback but the feedback they receive is not clear, specific, well explained, and immediate. This study finds that teacher-student conferencing is the feedback that students prefer the most. Finally, some suggestions are given to improve feedback quality for enhancing the writing skills of tertiary-level students in Bangladesh. This study will help teachers have a better understanding of giving feedback to improve the writing skills of EFL students. It will also facilitate educational administrators and policymakers.

scholarly journals THE USE OF E-TOOLS IN LEARNING ENGLISH BY EFL STUDENTS AT YARMOUK UNIVERSITY

2020 ◽  
Vol 5 (37) ◽  
pp. 72-81
Author(s):  
Bassam Al Aroud ◽  
Kamariah Yunus
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Learning Tools ◽  
English As Foreign Language ◽  
Language And Literature ◽  
E Learning ◽  
Efl Students ◽  
Yarmouk University ◽  
Past Experiences ◽  
Method Approach

The objective of this paper was to investigate English as foreign language students at Yarmouk University engagement in using e-learning tools in learning the English language. This study was conducted in Jordan. This mixed-method approach comprised 30 English Language and Literature students in their 1st Year of study selected randomly. This study used a single research instrument that included a 16 items observation checklist. The elicited data were analyzed using textual analysis coding and SPSS, complemented by descriptive statistical analysis of the questionnaire responses. The findings indicated that past experiences relevant influenced EFL Jordanian undergraduate students at Yarmouk University's use of e-learning tools / MOOCs when learning the English language.

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

scholarly journals Peer Feedback in Writing through Georgian EFL Undergraduate Students’ Eyes

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Mariam MERKVILADZE
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Peer Feedback ◽  
Primary Objective ◽  
Educational Institutions ◽  
Efl Students ◽  
The Subject

Throughout the years educators, educational experts, teachers and tutors have been in the constant search of effective ways of teaching and assessing writing. The views about assessment of writing have encountered changes over the years. Therefore, feedback has become one of the fundamental aspects of teaching and learning writing. Peer feedback is one of the special ways to share the knowledge about writing and at the same time to contribute to creating the learner-oriented classroom environment within which students become active participants of their own path of learning writing. The primary objective of the present study is to investigate Georgian higher educational institutions’ (HEIs’) undergraduate EFL students’ perception of peer feedback and its role in the process of developing their writing skills. The findings of the present study show that peer feedback is appealing for the learners, since they believe it develops their critical-thinking and self-reviewing skills and gives them the sense of active participation. However, the present research has also revealed that the elements of friendship-related bias need special attention and should be the subject of further research in that field. 

scholarly journals Teaching Writing in EAP Contexts

2018 ◽  
Author(s):  
Viorica Condrat
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Process Development ◽  
Writing Skills ◽  
Teaching Writing ◽  
Small Scale ◽  
Discourse Community ◽  
State University ◽  
Efl Students

Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.

scholarly journals A Multiple Draft Technique with Relevant Feedback to Improve Writing Skills

2019 ◽  
Vol 10 ◽  
pp. 1564-1568
Author(s):  
Suvarna Ragini Chintapanti
Keyword(s):  
Academic Success ◽  
Experimental Method ◽  
Engineering Students ◽  
Writing Skills ◽  
Secondary Level ◽  
Tertiary Level ◽  
Relevant Feedback ◽  
Written Assignments ◽  
Giving Feedback ◽  
Formative Years

Out of the four major skills, writing has become mandatory for academic success at secondary and tertiary levels. Writing has been taught for many years as a product rather than process during the students' formative years. In fact, there are many writing activities prescribed at the secondary level. However, most of the writing activities are neglected in the pretext of paucity of time or due to lack of interest among some teachers who consider evaluating the written assignments and giving feedback as laborious and peripheral tasks. As teachers of writing we are prone to expose our students to the rules of writing and grammar without developing their ability to express their ideas. Having identified the challenges faced by engineering students during writing tasks, the present study used the ‘multiple draft strategy’ with relevant feedback as an experimental method to explore its significance in developing the writing skills of the students at the tertiary level.

scholarly journals Brainstorming Strategy and Writing Performance: Effects and Attitudes

2018 ◽  
Vol 9 (5) ◽  
pp. 1084
Author(s):  
Arezoo Omidvari ◽  
Soheila Abedianpour
Keyword(s):  
Writing Skills ◽  
Significant Progress ◽  
Writing Performance ◽  
Writing Ability ◽  
Homogenous Group ◽  
Writing Strategy ◽  
Writing Skill ◽  
Performance Effects ◽  
Efl Students ◽  
The Impact

The study sought to examine the impact of employing brainstorming strategy, as a pre-writing strategy, on advanced EFL students' writing ability. Moreover, the study sought to investigate the attitudes of the participants in terms of the efficacy of brainstorming for developing writing performance. Sixty participants were randomly assigned to two groups participating in Writing II course at Atlas Language Institute in Yasouj, Iran. The highest as well as the lowest achievers were deleted in order to have an almost homogenous group. The participants were randomly assigned to control (No = 30) and experimental (No = 30) groups. Both groups had the same teacher. Based on the results of the pretest and posttest, learners that were treated with brainstorming made significant progress in writing. Furthermore, questionnaire scores indicated that the majority of the learners found brain storming a useful strategy in enhancing their writing skills. The results of the current study highlight the effectiveness of employing brainstorming as a pre-writing strategy in developing EFL students’ writing skill.

Inequality and Access to Online Education During a Global Crisis

2021 ◽  
pp. 340-361
Author(s):  
Herbert Ntuli ◽  
Edwin Muchapondwa ◽  
Victor Ntuli ◽  
Lina Mangwende
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Education Policies ◽  
Face To Face ◽  
Free Data ◽  
The Impact ◽  
Method Approach

The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.

scholarly journals Enhancing EFL Students’ Writing Skill Through LSP (Learn Social Platform): A Case of Indonesian Students

2021 ◽  
Vol 1 (1) ◽  
pp. 35-45
Author(s):  
Arimuliani Ahmad ◽  
Estika Satriani ◽  
Fauzul Etfita ◽  
Alber Alber
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Language Use ◽  
Practical Case ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
E Learning ◽  
Efl Students ◽  
Method Approach

In the industry revolution 4.0 era, the Indonesian government also strives to socialize the education change to increase the quality and effort to build up the students of higher education learning style more autonomously. One of many ways to be increased is e-learning. This research aimed to explore the effectiveness of using Learn Social Platform toward students’ writing skills and explore students’ perspectives of using this platform in one of the private universities in Riau, Indonesia. This research was a mixed-method approach. There are 38 undergraduate students as a sample of this research. To collect the data, the researcher used two kinds of instruments such as writing test for analyzing quantitative data and interview for qualitative data. The result showed that the use of this platform can give a significant effect on students’ writing skill which was revealed by students’ post-test was higher than pre-test. In addition, interview data reveal that students felt enthusiastic to use this platform because it is very helpful to increase their English skills which complete material and tasks. Even though it gave advantages, they also face some difficulties such as internet connection and limitation of study group enrollment. Then, the students have some advantages to be improved for this platform such as additional video conference, additional aspects of test, not only focus on grammar, vocabulary and language use but also reading, speaking, writing, and listening. In a practical case, the students expected to get feedback as soon as possible on the same day from their lecturer.

scholarly journals The Impact of Portfolio Assessment on The Moroccan EFL Students’ Writing Engagement

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Elmostafa Omarakly ◽  
Keyword(s):  
High School Students ◽  
Peer Assessment ◽  
Portfolio Assessment ◽  
Control Group ◽  
School Students ◽  
Teacher Student ◽  
Efl Students ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Although the pedagogical value of portfolio assessment is widely investigated, its impact on students’ engagement is still under-explored. Accordingly, this study intended to examine the impact of portfolio assessment on the Moroccan EFL students’ writing engagement. To this end, two groups of high school students were involved in the study. The two groups were randomly assigned into experimental and control groups. The experimental group received the treatment; portfolio assessment accompanied with various reflection and assessment techniques (i.e. self-and peer-assessment and teacher-student conferences) whereas the control group followed the regular summative writing achievement tests. To enrich the data, the experimental group students’ views about portfolio assessment were elicited via students’ written reflections. The analysis of the quantitative data showed that the experimental group students achieved a higher and more significant level of writing engagement than the control group students. Furthermore, the analysis of the qualitative data revealed that the students positively perceived portfolio assessment to impact their writing engagement at various levels.

scholarly journals Practise makes perfect: developing critical thinking and writing skills in undergraduate science students

2017 ◽  
Author(s):  
Sarah Hall
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Early Years ◽  
Small Scale ◽  
Biomedical Sciences ◽  
The Impact

Successful undergraduate students are required to demonstrate critical thinking and writing skills in their final year dissertation, but the early years of some science degrees may not fully prepare them for this challenge.  This study investigated the value of earlier engagement with scientific literacy skills by assessing the impact of rehersing critical thinking and extended writing skills earlier in the degree programme.  This paper reports a small-scale study of a single cohort of students on BSc (Hons.) Biomedical Sciences degree schemes at a research-intensive university and describes quantitative analysis of students' performance in two research-driven writing tasks at different stages of the degree: a literature review in Year 2 and a research dissertation in the final year.  The results of this study support the comcept that earlier exposure to extended writing tasks requiring scientific literacy skills is beneficial to students whose final year project has similar literature-based format; the experience of completing the literature review appears particularly valuable in improving the academic performance of weaker students.

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