scholarly journals THE PROCESS APPROACH TO THE TEACHING OF WRITING: FOCUS ON PROCESS RATHER THAN PRODUCT

2021 ◽  
Vol 6 (23) ◽  
pp. 63-71
Author(s):  
Wardatul Akmam Din ◽  
Suyansah Swanto ◽  
Nur Anneliza Abd Latip ◽  
Iziana Hani Ismail
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
Writing Process ◽  
Process Approach ◽  
Process Writing ◽  
Esl Students ◽  
Intended Meaning ◽  
Language Curriculum ◽  
Communicative Act ◽  
Teaching Of Writing

Composition writing has always been an integral part of the English Language curriculum in primary, secondary and tertiary education in Malaysia, yet being the most difficult of the four skills in English as a Second Language; the teaching of writing has often been neglected. Process writing, as distinguished from ‘Product Writing’, is playing a large role in ESL classes. Writing is seen as a communicative act with an intended purpose and audience. The teacher and other learners help the writer find a topic and revise drafts of a written piece until it conveys the intended meaning. While working to make their meanings clear, learners are assumed to acquire competence using the style, syntax, grammar and surface features of the language. During the writing process, students engage in pre-writing, planning, drafting and post-writing activities. However, learners do not necessarily engage in these activities in that order because the writing process is recursive in nature. Language rules are taught in teacher-led- mini-lessons but always in the context of expressing the learners’ own ideas. This paper reports on a study that explores how a process-oriented approach to writing influences a group of university ESL students.

scholarly journals Malaysian ESL Teachers’ Practice of Written Feedback on Students’ Writing

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Khairil Azwar Razali ◽  
Zainurin Abdul Rahman ◽  
Ismail Sheikh Ahmad ◽  
Joharry Othman
Keyword(s):  
Secondary School ◽  
English Language ◽  
Process Writing ◽  
Written Feedback ◽  
Esl Teachers ◽  
Student Sample ◽  
Language Curriculum ◽  
School Based ◽  
Assessment Of Learning ◽  
Scaffolding Technique

Feedback to students’ writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBELC), teachers are expected to adapt the process writing approach in their classroom, where feedback is at the core of the process writing approach. This present study aims to explore Malaysian ESL teachers’ practice of written feedback in their writing classrooms. Two sample essays were used in this study. The sample essays were written by a Form Three student of a secondary school in Kuantan, Pahang, and a Form Five student from a secondary school in Manjung, Perak.The sample essays were sent to all secondary schools in Pahang, and teachers who teach the English Language at the schools were asked to mark the essay as how they would normally mark their students’ essays. The participants of this study were selected using purposive sampling. A total of 89 student sample essays with the teachers’ marking were returned, and the teachers’ feedback were analysed. This study found that most of the participants mark their students’ essays comprehensively and implicitly. However, some of the respondents did not give any feedback at all, and even if they did, the feedback would be retracted from the marking rubric. It has also been found that the respondents of this present study did not utilise comments on goals to work towards or specific activities for improvement. This paper further discusses the findings in view of the assessment of learning (AfL) and gives recommendations for future practice.

Exploring English as an International Language – Curriculum, Materials and Pedagogical Strategies

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 102-118 ◽  
Author(s):  
Zhichang Xu
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
World Englishes ◽  
Dual Process ◽  
Curriculum Materials ◽  
Tertiary Institution ◽  
Pedagogical Strategies ◽  
Language Curriculum ◽  
International Language ◽  
Globalized World

The English language has been going through a dual process of globalization and nativization. The globalization of English renders the language into a global lingua franca and an international language, whereas the nativization of English diversifies it into varieties of English, namely, World Englishes. Such ‘glocalization’ of English has realistic implications for teaching English as an International Language (TEIL). English as an International Language (EIL) is more than a ‘language’ per se. It has increasingly been conceptualized as a framework or a paradigm, developed alongside the glocalization of English, and it is a multicultural way of thinking, doing and being. EIL recognizes English variation and varieties, and it is time to introduce EIL awareness, literacy, and competence into tertiary education. This article unpacks the assumptions and definitions of EIL, and explores the pedagogical implications of teaching EIL at a tertiary institution in Australia. In particular, this article reviews and examines an EIL unit titled ‘Exploring English as an International Language’ in terms of its curriculum, materials, and pedagogical strategies. It can be argued that TEIL is not only realistic, but also essential for university students who engage in communication in a variety of international contexts in today’s globalized world.

scholarly journals Process Approach in the Teaching of Writing for Undergraduate EFL Students

2020 ◽  
Vol 5 (2) ◽  
pp. 149-164
Author(s):  
Yogi Setyawan ◽  
N. K. Arie Suwastini ◽  
Ni Made Ratminingsih
Keyword(s):  
Undergraduate Students ◽  
Writing Process ◽  
Private University ◽  
Process Approach ◽  
Writing Class ◽  
Writing Course ◽  
Good Writing ◽  
Efl Students ◽  
Teaching Of Writing

Background: This research aimed to investigate the implementation of a process approach for EFL undergraduate students in a private university in Bali. Methodology: The present study involved one lecturer and thirty students enrolled in Paragraph Writing Class. Observations were conducted in twenty-eight meetings of the total meetings to reveal - that strategies of process approach were implemented in each of the stages of writing, namely, prewriting, drafting, editing, revising and, publishing. Findings: The lecturer implemented all nine strategies where seven strategies were optimally conducted and all ten strategies were implemented by the students, where nine strategies were optimally conducted during the editing stage. In the publishing operation, the instructor implemented three of three strategies, and students implemented three of three strategies. Conclusion: Strategies of process approach were implemented by the lecturer and the students during the Paragraph Writing Course. It is implied that in an implementation of a process approach in a writing class, the lecturer and the students need to work together in most of the stages to create a good writing process.

scholarly journals Teaching Methods and Their Application in Writing Instruction in Primary School

2019 ◽  
Vol X (28) ◽  
pp. 181-202
Author(s):  
Dušanka Popović
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Mother Tongue ◽  
Process Approach ◽  
Process Writing ◽  
Writing Strategies ◽  
Teaching Model ◽  
Approaches To Teaching ◽  
Productive Process ◽  
Teaching Of Writing

Text creation is an important part of teaching the mother tongue and literature in primary school. Being a productive process, writing requires a set of skills and knowledge underpinning the structure and the form of the text, as well as its content and design. Literature on methods highlights five approaches to teaching of writing: presentational, interactive, instructional, free and process. The purpose of the research with its results presented here is to determine which of the above methods teachers apply, and how and why do they apply them, in order to determine whether some positive developments in this field of teaching following the contemporary changes in education actually occurred. We have determined that teachers in both, class and subject teaching, favor the presentational teaching model, as a traditional and proven one, but immediately after it they choose i.e. apply the process approach. Teachers apply also other approaches to a greater or lesser extent, so that teaching of writing becomes dynamic and more interesting. However, we believe that an approach such as the process approach should be more often and more consistently applied so that students adopt effective writing strategies and thereby significantly improve their writing creation in primary school. Keywords: application; teaching of writing; text creation.

scholarly journals IMPROVING THE STUDENTS’ WRITING SKILL BY USING PROCESS WRITING APPROACH AT THE SECOND GRADE STUDENTS OF SMK GRAFIKA GOWA MAKASSAR

2013 ◽  
Vol 2 (2) ◽  
pp. 224
Author(s):  
St Asriati ◽  
Maharida Maharida
Keyword(s):  
Writing Process ◽  
Real Data ◽  
Process Approach ◽  
Process Writing ◽  
Second Grade ◽  
Writing Test ◽  
Second Grade Students ◽  
Writing Skill ◽  
Research Findings ◽  
Writing Process Approach

The research questions of this research were how is the improvement of students’ skill in writing descriptive text views from its grammar through writing process approach at the second grade (TKJ Department) of SMK Grafika Pallangga, how is the improvement of students’ skill in writing descriptive text views from its organization through writing process approach at the second grade (TKJ Department) students of SMK Grafika Pallangga, and how is the activeness of students in writing descriptive text through writing process approach at the second grade (TKJ Department) students of SMK Grafika Pallangga. The researcher used Classroom Action Research (CAR). The aimed of this research were to find out the improvement of students’ writing skill and their activeness in the learning process through Writing Process Approach.Two cycles had been conducted, where each cycle consisted of four meetings. It employed writing test as the instrument. A number of subjects of the research were 42 students in the second grade (TKJ Department) conducted of 19 women and 23 men. The researcher took real data from the school to know the students’ writing skill. The results of the student's writing test in cycle 1 and cycle 2 had increased in different scores. There was increasing by students at the end action of the second cycle. The research findings indicated that use of writing process approach could increase the students’ writing skill. The means scores of students in Diagnostic test was 59.84 became 66.38 in cycle 1, and after revision in the cycle 2 the mean score in cycle 2 was 70.79 by implemented of descriptive text. The successful of minimal criteria (KKM) was 65 while cycle 1, there were 2 (4.76%) students get poor, 27 (64.29%) get fair, and 13 (30.95%) get good meant that students who achieved the successful minimal criteria (KKM) more than a half of them. In cycle 2 there was 25 (59.52%) get fair and 17 (40.48%) get fair.Keywords: Writing approach, students, and descriptive.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

BASIC WAY TO CLEFT SENTENCE// International Journal of Student Research, No. 1, 2018/ OEAPS Inc.(Open European Academy of Public Sciences); Chief Editor Elisa Boanini - Lion, France. 26.12.2018: OEAPS Inc., 2018. - pp. 13-16.

2019 ◽  
Author(s):  
Makhliyo Absamadova ◽  
Nematullo Zuvaydullaev
Keyword(s):  
Learning Style ◽  
English Language ◽  
Chief Editor ◽  
Scientific Article ◽  
Esl Students ◽  
Student Research ◽  
European Academy ◽  
Learning English

While learning English language, ESL students can face some difficulties to make cleft sentences which are going to be discussed in this scientific article. Researchers, who have searched and made easy way to acquire knowledge of this type of sentences, invited this article, which is much more clearly, to ESL students. Although lots of researchers worked on this topic, learners are able to get interesting facts, easy learning style, and vital examples which are explained in an easy and simple way. Thus, this article consistently keeps attention of all readers and not make them confuse as well.

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

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