scholarly journals EFL Students’ Needs for Improving Their Writing Skills

2021 ◽  
Vol 4 (4) ◽  
pp. 106-111
Author(s):  
  Osama Albashir Jamoom
Keyword(s):  
Writing Skills ◽  
Efl Students

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals Enjoying Learning Writing through Facebook Group

2019 ◽  
Vol 13 (2) ◽  
pp. 115
Author(s):  
Zulfadli Abdul Aziz ◽  
Husnul Khatimah
Keyword(s):  
Foreign Language ◽  
Thematic Analysis ◽  
Writing Skills ◽  
Situational Interest ◽  
Individual Interest ◽  
English Writing ◽  
Research Findings ◽  
Efl Students ◽  
Interactive Feedback ◽  
Group 1

This research showed many English as a Foreign Language (EFL) students in Aceh struggle in learning English writing as they had a lack of interest in it. This descriptive qualitative study aimed to find out in what ways Facebook Group might facilitate the enjoyment of the students in learning this skill. The data were collected using interviews and was analyzed through thematic analysis. The interview was done one by one at a time. Ten students from UIN Ar-Raniry were purposely chosen for the interviews in this research. The research findings show that there are four themes found that caused the participants enjoyment of the learning writing in the group: (1) it provides unlimited timing; (2) it facilitates the participants’ freedom and creativity; (3) it provides the interactive feedback; and (4) it helps them in brainstorming the ideas. These four themes directly enhance the students’ situational interest in learning writing that related to an environmental factor, but it results in the development of their individual interest. This research suggests that the teacher should combine the learning process in the classroom with the Facebook group media to fasten the enhancement of the learners’ writing skills. For the learners, it is suggested that they should utilize their social media such as Facebook group not only as their communication media but also for developing their learning in writing.

scholarly journals EFL students’ responses to learning basic reading and writing skills

2018 ◽  
Vol 5 (1) ◽  
pp. 40-53 ◽  
Author(s):  
Syayid Sandi Sukandi ◽  
Dian Noviani Syafar
Keyword(s):  
English Education ◽  
Writing Skills ◽  
Literary Texts ◽  
Study Program ◽  
Reading And Writing ◽  
Academic Texts ◽  
Basic Reading Skills ◽  
West Sumatra ◽  
Efl Students ◽  
Teaching Learning

This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.

Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills

2019 ◽  
pp. 1317-1340
Author(s):  
Ruby Vurdien
Keyword(s):  
Vocabulary Acquisition ◽  
Writing Skills ◽  
Advanced Level ◽  
Peer Editing ◽  
Convenient Tool ◽  
Efl Students ◽  
Feedback Data

This project examined how a group of advanced-level EFL students read articles on their smartphone to acquire new vocabulary which they later inserted in their essays on wikis. The aim of the study was (a) to explore the students' perceptions regarding learning vocabulary from their smartphone followed by the use of wikis to improve their writing skills; (b) to analyse how peer editing and feedback can help students towards grammar and vocabulary accuracy with a view to enhancing their writing skills. The twenty-one participants used a Google application on their smartphone to perform reading and vocabulary exercises before writing essays on the wikis, followed by peer editing and feedback. Data were gathered from two questionnaires, interviews and 168 essays. The findings suggested that positive learning took place throughout the development of the study. The smartphone was considered a convenient tool for reading and performing vocabulary exercises. Peer editing and feedback were deemed crucial towards grammar and vocabulary accuracy to enhance writing skills.

The Role of Input in Second Language Acquisition

2000 ◽  
Vol 129-130 ◽  
pp. 225-274
Author(s):  
Ali Işik
Keyword(s):  
Second Language Acquisition ◽  
Writing Skills ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Efl Learners ◽  
Reading And Writing ◽  
Efl Students ◽  
And Control ◽  
Grammatical Structures

The present study investigates the combined effects of different amounts of comprehension-based and form-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level efl students. Specifically, the study addresses the following research questions : 1) Does a basically comprehension-based program of instruction supported by form-focused instruction help beginner-level efl learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of instruction? 2) Does a basically form-focused program of instruction help beginner-level efl learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction? One experimental and one control group, each containing 20 lycee prep level Turkish efl students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two different schools. The experimental group enrolled in a program of comprehension-based instruction supported by form- focused instruction; whereas, the control group enrolled in a basically form-focused program of instruction. Both the experimental and control groups had 29 hours of efl instruction per week for 36 weeks. Different instruments were used to see the effects of these two different types of instruction on their reading, listening, writing skills and knowledge of grammatical structures. At the end of the fourth month, both groups were given the listening, reading and writing components of the Key English Test (ket) and the grammar component of the Oxford Placement Test. At the end of the eighth month, they were given the Preliminary English Test (pet) and another version of the grammar component of the Oxford Placement Test. The results indicated that the program of comprehension-based efl instruction supported by form-focused instruction was more effective than a basically form-focused program of instruction in helping beginner-level students develop their listening, reading, and writing skills as well as their knowledge of grammatical structures.

scholarly journals Photovoice as A Participatory Learning Method in Writing

2021 ◽  
Vol 1 (2) ◽  
pp. 124-137
Author(s):  
Fauziah Rizqyana Dien Rosmawanty ◽  
Tryanti R. Abdulrahman
Keyword(s):  
Writing Skills ◽  
Main Idea ◽  
Positive Outcomes ◽  
Generic Structure ◽  
Pedagogical Tool ◽  
Future Studies ◽  
Participatory Learning ◽  
Positive Attitudes ◽  
Writing Genres ◽  
Efl Students

This study is aimed at examining how EFL students in Indonesia utilized photovoice in writing analytical exposition text and exploring their experience as well as perception in learning to write. Four (4) students of senior high school in Indonesia who are taken randomly participated in this qualitative study. The data were gathered from students’ writing of analytical text along with the picture/photograph and interview. Students’ photographs and analytical text were analyzed using photovoice analysis procedures. It consisted of selecting, contextualizing, and codifying phases. Results found three main themes: the main idea, generic structure, and language features. According to the results, photovoice is not only effective for students but also makes them feel interested and motivated in learning writing. In addition, photovoice allows students to express their creativity through the lens of a camera. Photovoice has incredibly fostered students’ learning in writing. They all have positive attitudes toward photovoice participatory learning. Thus, it can be a pedagogical tool to teach writing in an EFL setting. Although this study yielded positive outcomes in writing skills, this can not overgeneralize the outcomes. Therefore, future studies on how students write other writing genres in EFL classrooms need to be conducted.

scholarly journals LOOKING INTO THE EFL STUDENTS TYPE OF FEEDBACKS ON PEER CORRECTION ACTIVITY

2016 ◽  
Vol 16 (1) ◽  
pp. 67
Author(s):  
Yunisrina Qismullah Yusuf ◽  
Tengku Maya Silviyanti ◽  
Rita Tauhidah
Keyword(s):  
Social Anxiety ◽  
Correct Answer ◽  
English Proficiency ◽  
Writing Skills ◽  
Class A ◽  
Writing Class ◽  
Efl Students ◽  
Student Writer ◽  
Direct Answer ◽  
Research Studies

This research studies the types of feedbacks made by EFL students in a writing class. A number of 25 students essays were collected and analysed. The results revealed that a number of 61 responding feedbacks were found in the types of support, sharing knowledge, negotiation, appreciation and criticism. Meanwhile, 142 correcting feedbacks were found in the types of coded, uncoded, a combination of coded and uncoded and direct answer. The type most used in responding feedback was support, which indicates that it is an important pursuit in these students learning to drive each other into improving their writing skills with confidence. Whilst the least used was criticism, and this indicates that it was not considerably favoured to be given in the peer correction feedbacks since they restrain encouragement and cause social anxiety. The type most used in correcting feedbacks was a combination of coded and uncoded. This signifies that to provide both mark and symbol on an error can avoid confusion between the student corrector and the student writer. The least used was direct answer, which signified that it was only done by students who had high English proficiency and confidence to provide the correct answer directly on the errors.

scholarly journals Teacher Constructed Corrective Feedback Enhancing Students Writing Skills in EFL Classroom

2019 ◽  
Vol 10 (5) ◽  
pp. 103
Author(s):  
Kesavan Vadakalur Elumalai
Keyword(s):  
Writing Skills ◽  
Corrective Feedback ◽  
Language Abilities ◽  
Writing Classes ◽  
Writing Skill ◽  
Free Writing ◽  
Post Test ◽  
Efl Students ◽  
Advanced Writing

The present study states in the field of teaching EFL students in the process of writing correct feedback in the classroom, the study was conducted to explore the influence of feedback on the students’ writing skill and language abilities in grammar. 30 student participants enrolled in “Advanced Writing” classes were administered to write a short paragraph of their interested topics for 15 weeks they were given separate note books to write essay, letter and a short paragraph of any instant situation and were also asked to write eight essays throughout the semester. At the beginning semester, students were taken pre-test open-ended questionnaire and at end of the semester were taken post- test, both test involves the students’ method of writing and its benefits of feedback. The obtained data showed that the students’ language abilities significantly improved especially in the grammar and vocabulary. The students also reported their satisfaction in the free-writing method which allowed them to learn more on self-expression and organization of ideas.

scholarly journals Use of Core Modal Verbs in Academic Writing of Thai EFL Students

2021 ◽  
Vol 3 (1) ◽  
pp. 277-291
Author(s):  
Saowadee Kongpetch
Keyword(s):  
Academic Writing ◽  
Curriculum Design ◽  
Syntactic Structure ◽  
Writing Skills ◽  
Public University ◽  
Modal Verbs ◽  
The Third ◽  
Depth Analysis ◽  
Thai Students ◽  
Efl Students

Modal verbs, as one of modality devices, play an important role in academic writing and argument. To gain insights into the use of modal verbs in academic writing of Thai EFL students, the in-depth analysis of 15 discussion essays written by the third-year English majors at one public university in Thailand was carried out. It focused specifically on the nine core modal verbs (can, could, may, might, will, would, shall, should and must) and examined their frequencies and semantic functions. The data analysis employed Sketch Engine, a corpus concordance, and drew on categories of semantic functions. The analysis revealed that can, will, may and should were the top four frequently favored items, respectively while must, could, would and might were found to be exceptionally underused. As for semantic functions, the most dominant meaning was “possibility” expressed by can. The results indicate that Thai students’ academic writing skills need to be significantly improved, particularly their ability to use modal verbs strategically in their essays. The curriculum design for academic writing needs to emphasize both syntactic structure and semantic functions of modal verbs and encompass activities urging students to practice using these modals systematically and purposefully.

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