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.

Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills

2017 ◽  
Vol 7 (2) ◽  
pp. 1-21 ◽  
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.

Enhancing Writing Skills via Mobile Learning and Wikis

2020 ◽  
pp. 99-121 ◽  
Author(s):  
Ruby Vurdien
Keyword(s):  
Writing Process ◽  
Learning Experience ◽  
Collaborative Work ◽  
Writing Skills ◽  
Negotiation Of Meaning ◽  
Classroom Context ◽  
Peer Editing ◽  
Learning Platform ◽  
Efl Students ◽  
Linguistic Proficiency

This chapter reports on how a group of advanced EFL students in a private language school in Spain employed their smartphones and wikis to create a learning environment outside their classroom context to enhance their writing skills. Twenty-one participants of C1 level downloaded the Google application on their smartphones with a view to performing their reading and vocabulary tasks prior to writing their essays on a wiki learning platform, with subsequent peer editing and feedback. The findings suggest that the participants' general overview of this novel learning experience was positive and that collaborative work on the wiki fostered negotiation of meaning and sharing knowledge, which can benefit the writing process. The smartphone was deemed a convenient tool for reading and completing vocabulary exercises as its portability permits ubiquitous learning. Peer editing and feedback are crucial for developing linguistic proficiency, thereby improving writing skills.

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 Effects of Explicit Instruction on Text Structure in Process Writing

2020 ◽  
Vol 2019 (1) ◽  
pp. 433
Author(s):  
Sachi Oshima
Keyword(s):  
Explicit Instruction ◽  
Writing Skills ◽  
Text Structure ◽  
Self Report ◽  
Process Writing ◽  
Advanced Level ◽  
English Writing ◽  
Proficiency Levels ◽  
Research Questions ◽  
Efl College Students

This study investigates the effectiveness of explicit instruction on text structure in the development of Japanese EFL college students’ English writing skills by examining two research questions: (1) How does students’ writing change after being given lessons on explicit instruction and process writing?; and (2) How do students’ perceptions of English writing change due to process writing and explicit instruction on text structure? Two groups of students were given four lessons on process writing and explicit instruction. While one group of advanced-level students wrote an argumentative essay, the other group with beginner-level students wrote a descriptive essay. The results suggest that explicit instruction on text structure can be a useful means of developing English writing skills regardless of students’ English proficiency levels. Students self-report indicated that their ability to organize ideas was highly improved, and they exhibited positive changes in writing in terms of organization and awareness of readers. 本研究では、EFL環境下にある日本人大学生を対象に、文章構成（text structure）の明示的指導がライティングにどのような効果を有するかを、次の2点について考察し、検証した。（1）プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングはどのように変化するか。（2）プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングに対する認識はどのように変化するか。2グループの学生に対しプロセスライティングと文章構成に関する明示的な指導を4レッスンずつ行った。英語上級者のグループにはargumentative essay（議論型エッセイ）を、初級者のグループにはdescriptive essay（記述型エッセイ）を書かせた。結果、文章構成の明示的指導は、学習者の英語運用能力に関わらず、英語ライティングの向上に効果的であることが分かった。学習者は文章構成力が最も上がったと回答しており、ドラフトにも文章構成力の向上や読み手を意識した文章への変容といった効果が表れた。

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.

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.

Criminology Skills

2019 ◽  
Author(s):  
Emily Finch ◽  
Stefan Fafinski
Keyword(s):  
Study Skills ◽  
Writing Skills ◽  
Academic Skills ◽  
Research Skills ◽  
Advanced Level ◽  
Essay Writing ◽  
Key Skills ◽  
Part Structure ◽  
Source Materials ◽  
Gathering Data

Criminology Skills covers both study skills and research skills in one manageable volume. The text is designed to enable you to develop an integrated understanding of the key skills required to succeed in your study of criminology. A three-part structure introduces you to the skills of finding source materials and takes you through the academic skills you will need to succeed in your degree, before finishing with a section on research methods and writing dissertations and research reports. The book provides an ideal introduction to the key study and research skills that you will need to demonstrate during your study and practice of criminology. Criminology Skills first helps you establish a strong skills foundation before incrementally building to a more advanced level increasing the competence, and confidence, with which you will be able to approach projects that require strong academic and research skills. After an introduction to the study of criminology, the book covers: books and journals; statistics and official publications; media and web sources; criminal law; study skills; writing skills; referencing and avoiding plagiarism; essay writing; presentations; revision and examinations; research ethics; gathering data; quantitative analysis; qualitative analysis; and dissertations and research reports. It is accompanied by online resources.

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.

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