scholarly journals An Analysis of Lexical Cohesion on the Students’ Writing

2021 ◽  
Vol 2 (2) ◽  
pp. 62-67
Author(s):  
Usman Sidabutar
Keyword(s):  
Writing Quality ◽  
Research Papers ◽  
Advanced Level ◽  
Writing Ability ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
English Writing ◽  
Writing Problems ◽  
Writing Research

This research aims at finding lexical cohesion in high and low-graded lexical cohesion types on the students' narrative writing. The researcher wants to reveal the reasons why the writing problems exist in lexical cohesion and also to find out what way that the students will use to solve the lexical types in writing narrative text. The present research uses the types of lexical cohesion as proposed by Halliday and Matthiensen (2014). The lexical cohesion items consist of repetition, synonymy, antonymy, hyponymy, and meronymy. The data of this research are derived from students' writing through writing research papers. This research was conducted in qualitative.  The results show that repetition becomes the highest occurrence in the students' writing as there are 240 occurrences (64%) in total types of lexical. Nevertheless, the least kind of lexical cohesion is hyponymy. There are only 20 occurrences (6, 6%). It can be seen that the meaning relation in the text occurs among the six types of lexical cohesion to make cohesive text. Besides that, the context of the text itself also refers to coherent text. It means that the text should consist of interrelated sentences to achieve good unity. Both are related to each other in creating well-structured text.  The students were sometimes difficult to connect one word with other words. There might be a reluctance of translating the classification of the real words of EFL. Pedagogically, the students need to get studying vocabularies professionally to upgrade the stage of English into an advanced level especially in teaching English writing ability. It was recommended to teachers or lecturers to take an in-depth look at the EFL learners' problems in writing English more than and the English lecturers practice the prompt way to master vocabulary as the core of enhancing the writing quality

scholarly journals Research on the Significance of Electronic Integrated Graphic Teaching Method for High School English Writing

2020 ◽  
Vol 2 (3) ◽  
pp. 14
Author(s):  
Xuqiu Tang
Keyword(s):  
Teaching Method ◽  
Language Skills ◽  
English Learning ◽  
Writing Quality ◽  
High School English ◽  
Writing Ability ◽  
English Writing ◽  
Modern Information Technology ◽  
Modern Information ◽  
Language Output

English writing, as a must-learn content for English learning and one of the five major language skills, is an important reflection of students’ ability in language output, and has become the focus of English teaching in high schools. However, there are still problems in the teaching of English writing. It has become an important issue that need to be studied about how to further improve students’ writing efficiency and writing quality, and further improve their English writing ability. The electronic integrated graphic teaching method is based on graphic theory under the development of modern information technology. This article briefly explains the electronic integrated graphic teaching method, and specifically analyzes the application of this teaching method for the teaching of English writing.

Chinese EFL learners’ perceptions of their experience with portfolio-based writing assessment: a case study

2016 ◽  
Vol 39 (2) ◽  
Author(s):  
Li Qinghua
Keyword(s):  
Writing Assessment ◽  
Assessment Tool ◽  
Writing Strategies ◽  
Writing Ability ◽  
Efl Learners ◽  
English Writing ◽  
Essay Tests ◽  
Student Journals ◽  
Experimental Group

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.

scholarly journals The Process and Problems of EFL Learners in English Writing

2020 ◽  
Vol 7 (2) ◽  
pp. 405-418
Author(s):  
Muamaroh Muamaroh ◽  
Vira Cahya Mukti ◽  
Dwi Haryanti
Keyword(s):  
Language Use ◽  
Writing Skills ◽  
Data Gathering ◽  
Qualitative Approach ◽  
Efl Learners ◽  
English Writing ◽  
Content Organization ◽  
Writing Problems ◽  
Descriptive Qualitative

The objectives of the study were to investigate the process of English writing from students of undergraduate international class, to describe problems faced by students in writing English, and to find out the factors which inhibit and improve their writing skills. There were six female respondents in international class. The study used documentation from the students’ work, open-ended questionnaire and interview as the instruments for data gathering. All the data were analyzed by using descriptive qualitative approach. The results of this study showed that all students used four stages in the process of English writing: planning, drafting, editing and final revision. The students’ English writing problems covered content, organization, vocabulary, language use and mechanic. The factors which inhibit them in writing English included not being confident in writing English, not mastering grammar and vocabulary, and lack of practice in writing. The aspects which encourage them to write English were due to the demands as international class students, watching English movie, reading English books or journals, listening English songs and having ambition to acquire scholarship overseas. 

scholarly journals L2 Writing: A Comparison of Upper Intermediate and Advanced EFL Learners

2018 ◽  
Vol 4 (4) ◽  
pp. 17
Author(s):  
Ana Cristina Lahuerta
Keyword(s):  
Intermediate Level ◽  
Syntactic Complexity ◽  
Writing Proficiency ◽  
Complexity Measures ◽  
Advanced Level ◽  
Efl Learners ◽  
English Writing ◽  
Proficiency Levels ◽  
General Quality

The present study examines differences in syntactic complexity in English writing among advanced and upper intermediate undergraduates by means of quantitative measures of syntactic complexity. Participants were 250 Spanish undergraduates enrolled in a Degree in Modern Languages. A total of 121 students had an upper intermediate level (B2 level according to the CEFR) and 129 had an advanced level (C1 level according to the CEFR). Essays were evaluated by quantitative measures gauging different aspects of L2 complexity. Results indicate that the complexity measures chosen can capture significant differences in writing proficiency when comparing different proficiency levels. The scores on the general quality of the writings and on all syntactic complexity measures increased from B2 to C12 and for all complexity measures the increase was statistically significant.

The Effects of Collaborative and Individual Planning on Iranian Male and Female EFL Learners' Writing Ability

2016 ◽  
Vol 6 (8) ◽  
pp. 1630 ◽  
Author(s):  
Sara Mirazi ◽  
Asgar Mahmoudi
Keyword(s):  
Female Group ◽  
Writing Quality ◽  
Writing Ability ◽  
Efl Learners ◽  
Paired Samples ◽  
Proficiency Level ◽  
Main Effect ◽  
Quasi Experimental ◽  
Individual Planning ◽  
And Gender

This article is concerned with the effects of planning type (individual vs. collaborative) and gender on EFL learners' writing quality. The interaction of these two types of variables is also investigated. In a quasi-experimental design, the performance of two collaborative-planning and two individual-planning groups were compared. In each of these planning situations there was a male group and a female group with 26 students of the same proficiency level. All four groups underwent 8 treatment sessions. Results of the Paired-samples T-tests revealed that both types of planning had been effective in improving the learners’ writing performance. Moreover, based on the MANOVA results, there was no interaction between the two independent variables of the study and the main effect was significant only for the planning type. Findings of the study highlight the significance of planning, whether individually or collaboratively, before writing tasks.

Genre Effect on L2 Syntactic Complexity and Holistic Rating for Writing Quality of Intermediate EFL Learners

2021 ◽  
Vol 44 (4) ◽  
pp. 451-469
Author(s):  
Lili zhang ◽  
Haitao liu
Keyword(s):  
Syntactic Complexity ◽  
Argumentative Writing ◽  
Linguistic Features ◽  
Writing Quality ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Courses ◽  
English Writing ◽  
Writing Scores

Abstract This exploratory study examines whether genre has an impact on syntactic complexity and holistic rating in EFL writing. Over 300 sample texts produced by intermediate learners were collected from a test and some regular after-class assignments for English writing courses. Each participant completed two writing tasks, one argumentative and the other narrative. Results show that genre type has a significant impact on L2 syntactic complexity. Genre effect is found stronger with timed writing tasks. L2 holistic ratings show correlation with syntactic complexity on the different measure(s) depending on genre type and planning conditions. Regression analyses reveal that for timed writing tasks, clausal density (clauses per sentence) is a reliable predictor for holistic assessment on intermediate EFL learners’ writing quality. It is found to account for 6% of the score variance for timed writing and 10% for timed argumentative writing. Genre is evidenced to be related to EFL writing holistic ratings. Closer examination indicates that while syntactic complexity is predictive of holistic writing scores for argumentative writing, it does not correlate with holistic scores for narrative writing. Other linguistic features rather than syntactic complexity may be accountable. Overall, the study lends support to genre effect in the relationship between syntactic complexity and L2 writing quality holistic rating.

scholarly journals Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training

2017 ◽  
Vol 51 (4) ◽  
pp. 381-398 ◽  
Author(s):  
Teresa Limpo ◽  
Rui A. Alves
Keyword(s):  
Self Regulation ◽  
Strategy Development ◽  
Writing Proficiency ◽  
Writing Fluency ◽  
Writing Quality ◽  
Writing Ability ◽  
Writing Problems ◽  
Arts Curriculum ◽  
Written Recall ◽  
Control Instruction

Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7–8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction—with or without transcription training—resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students’ composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students’ writing ability and prevent future writing problems but also to minimize struggling writers’ difficulties and support them in mastering writing.

scholarly journals Investigating EFL Learners’ Engagement in Writing Research Papers

2021 ◽  
Vol 11 (11) ◽  
pp. 1396-1404
Author(s):  
Rungkarn Pratumtong ◽  
Paweena Channuan ◽  
Wannaprapha Suksawas
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Appraisal Theory ◽  
Research Report ◽  
Research Papers ◽  
Efl Learners ◽  
Report Writing ◽  
Writing Class ◽  
Writing Research ◽  
Literature Reviews

This study explores voices from an Appraisal Theory perspective (Martin & White, 2005). It aims to investigate how novice English as a Foreign Language (EFL) research writers deploy Engagement resources to review existing literature in the field. The study is based on a corpus of literature reviews from 25 research articles written by Thai undergraduate students enrolled in a research report writing class. Findings show that the writers demonstrated a strong preference to engage readers in the writers’ justification of knowledge. The results revealed that Entertain, Acknowledge, and Counter resources were most often used in the articles. By contrast, novice research writers, to some extent, convince readers of their perspectives by using bare assertions without reference to other voices. It may be assumed that second language (L2) novice research writers are aware of the need to engage with readers and to strategically construe dialogic divergences in their written works.

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