scholarly journals Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30-42
Author(s):  
Subrata Bhowmik
Keyword(s):  
Foreign Language ◽  
Writing Instruction ◽  
Writing Skills ◽  
L2 Writing ◽  
Writing To Learn ◽  
Target Language ◽  
Efl Context ◽  
Context Learning ◽  
Recent Scholarship ◽  
Write To Learn

Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.

scholarly journals EXPRESSING VOICE IN A FOREIGN LANGUAGE: MULTIWRITING HAIKU PEDAGOGY IN THE EFL CONTEXT 

2017 ◽  
Vol 28 (2) ◽  
pp. 260 ◽  
Author(s):  
Atsushi Iida
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
L2 Writing ◽  
Composition Classroom ◽  
Target Language ◽  
College Writing ◽  
Writing Classroom ◽  
Efl Context ◽  
Poetic Text ◽  
Teaching Voice

One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines. 

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

An integrated approach to foreign language writing instruction

2004 ◽  
Vol 27 (1) ◽  
pp. 44-57
Author(s):  
Corinne Mesana
Keyword(s):  
Foreign Language ◽  
Writing Instruction ◽  
Cultural Awareness ◽  
Peer Assessment ◽  
Writing Skills ◽  
Integrated Approach ◽  
Integrative Approach ◽  
Recent Book ◽  
Foreign Language Writing ◽  
Language Writing

Abstract This paper puts forth the need for further integration of research on writing-as-a-process in foreign language writing and teaching practices. Several problems are identified concerning the teaching and learning of writing skills, as most teachers attend to the product – its originality, clarity and correctness, and recent popular textbooks on French language and culture still focus on the product and rarely on the process. The extensive research on writing-as-a-process in both Francophone and North American applied linguistics for L1 and L2 does not seem to have had the same repercussions on foreign language teaching or material development as it did on L2 writing skills for ESL/EFL. Here, I propose an integrative approach to writing instruction comprising different findings in process writing, self- and peer-assessment and cross-cultural awareness. The design of a six-step approach stems from a recent book on the pedagogy of writing skills (Mesana-Alais, 2001) and shows how to explore and produce genre-based texts.

scholarly journals Cross-Cultural Pragmatics and Its challenges in EFL context

2017 ◽  
Author(s):  
Dian Rianita
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Target Language ◽  
Pragmatic Competence ◽  
Efl Context ◽  
High Level ◽  
Cultural Pragmatics

Preprint-The target of teaching and learning a foreign language, like English, is customary to give the learners knowledge in using the target language for communication in an appropriate way. Because of that, it is not enough to teach the learners merely grammar skills, but they have to be provided with the cross-cultural competence in using the target language. Linguists believe that mastering high-level skills in grammar does not mean the learners have the equal pragmatic competence. Thus, the instruction concerning pragmatics is compulsory in term of rising a cross-cultural awareness. This paper discusses the intercultural pragmatics and its importance in second language acquisition. The discussion covers the challenges faced by the learners in becoming proficient at using English as their target language

scholarly journals Practitioners’ Perspectives on the Application of Integration Theory in the Saudi EFL Context

2017 ◽  
Vol 10 (6) ◽  
pp. 93
Author(s):  
Mansoor S. Almalki ◽  
Abdul Fattah Soomro
Keyword(s):  
Foreign Language ◽  
Lesson Plan ◽  
Writing Skills ◽  
Teaching Writing ◽  
Integration Theory ◽  
Traditional Model ◽  
Reading And Writing ◽  
Written Responses ◽  
Efl Context ◽  
Efl Teachers

There is a close connection between reading and writing. Several studies suggest integrating reading in the instruction of teaching writing skills to English as a Foreign Language (EFL) learner.  This study seeks to determine the extent Saudi EFL teachers support, apply and understand the theory of integration between reading and writing. To achieve the research objectives, the researcher compiled two lesson plans; one based on the integration theory and the other, based on a traditional model to see which lesson plan teacher-participants chose to teach writing. The data was then collected through questionnaire containing both closed and open-ended questions to determine the implications of the results in relation to the objectives of the research. The major findings of this research project were that, for the ten EFL teachers surveyed, most of the teachers indicated that they usually taught writing as a separate skill apart from reading, and the written responses from the open-ended questions that was analyzed indicated that the teachers taught writing in the traditional way. The results from the ten participants’ responses also suggested that almost none of the participants were familiar with the concept of integrating reading and writing for the purposes of teaching writing. However, most of the respondents did comment that they agree with the idea of integrating reading in the instruction of teaching the writing skills and given a choice of a lesson plan, most of the teachers choose the integrated lesson plan.

scholarly journals MIND MAPPING: A BRAIN-BASED WRITING STRATEGY

2012 ◽  
Vol 6 (2) ◽  
Author(s):  
Ary Setya Budhi Ningrum
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Writing Skills ◽  
Mind Mapping ◽  
Writing Ability ◽  
Efl Context ◽  
Foreign Language Learners ◽  
Writing Strategy ◽  
The Right ◽  
The Brain

In EFL context, it is believed that developing writing skills is more complicated than developing other language skills. In order to be able to write well, the foreign language learners need to be equipped with early and continued writing experiences. Thus, the teacher’s task to develop the students’ writing skill is more complicated than the other skills. One of the most current issues to deal with such phenomena is to ferret out the writing strategy that is able to enhance the students’ writing ability as well as to reinforce their critical thinking in writing by maximizing the use of both sides of the brain (the left and the right hemispheres). In response to such issues, this paper takes into account mind mapping as a strategy in writing and elaborates the theoretical review of mind mapping for better understanding.<br />Keywords: Mind Mapping, Writing<br /><br />

scholarly journals Writing Development Through Materials That Focus on Peer Feedback in an EFL Context

2020 ◽  
Vol 13 (1) ◽  
pp. 20-56
Author(s):  
Adriana María Salinas
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Writing Skills ◽  
Peer Feedback ◽  
Eighth Graders ◽  
Writing Development ◽  
Efl Context ◽  
Eighth Grade Students ◽  
Language Writing ◽  
Field Notes

This paper reports on the findings of a research project carried out in order to analyze how English as a foreign language writing evolves when eighth graders from José Max León School are engaged in developing worksheets that focus on peer feedback. This study emerged from my concern that most of my eighth-grade students did not consider my feedback during the writing process. To collect and manage the data of this action research study, I used the qualitative approach and three instruments: field notes, students’ artifacts, and a survey. The results presented a significant improvement in the students’ writing skills thanks to the implementation of peer feedback. Additionally, the worksheets implemented were relevant for students since they were based on appealing content, which contributed to enhancing their engagement and feedback participation.

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163-172
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

scholarly journals Computational Linguistics Models and Language Technologies for Indonesian

2019 ◽  
Vol 6 (1) ◽  
pp. 45
Author(s):  
Dian Noviani Syafar ◽  
Ria Febrina
Keyword(s):  
Foreign Language ◽  
Computational Linguistics ◽  
English Language ◽  
Writing Skills ◽  
Target Language ◽  
The Public ◽  
Software Model ◽  
Regional Language ◽  
Correct Form ◽  
Language Technologies

The purpose of this research is to describe computational linguistics as a study of science that should pay full attention to linguistics researches improvement. The type of research is a literature review and experimental research by designing a software model for Bahasa. The result of the research shows that computational linguistics is a field of linguistics that can be used as a solution to overcome a problem related to spelling correction and grammar for language users. This field of linguistics is related to software engineering designed to educate the public in producing languages; it can be Bahasa, regional language, and English language as the foreign language for Indonesian. The public can know the standardization of writing a language and equivalence translation between the target language and the source language that can also be precisely acquired. Also, the writer provides several practical examples of how computational linguistics can be applied to the development of writing skills. For instance, the concordance enables us to see any word or phrase in context so that one can see what sort of company it keeps. Thus, the users can, for example, see the correct form based on Bahasa Indonesia rules between the words which they often confuse (e.g., gadget vs. gawai).

scholarly journals How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 80 ◽  
Author(s):  
Ammara Kalsoom ◽  
Niaz Hussain Soomro ◽  
Zahid Hussain Pathan
Keyword(s):  
Social Support ◽  
Foreign Language ◽  
English Language ◽  
Willingness To Communicate ◽  
Target Language ◽  
Language Anxiety ◽  
Medium Effect ◽  
Foreign Language Anxiety ◽  
Efl Context ◽  
The Impact

This study investigates the impact of social support and foreign language anxiety (FLA) on learners&rsquo; willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father&rsquo;s support, teachers&rsquo; support, best friends&rsquo; support, and other friends&rsquo; support exerted impact on learners&rsquo; L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

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