The Impact of Digital Literacy Proficiency on EFL Students' Academic Writing Performance

2019 ◽  
Vol 10 (4) ◽  
pp. 40-55
Author(s):  
Chahrazad Hamouma ◽  
Nadia Menezla
Keyword(s):  
Correlation Coefficient ◽  
Academic Writing ◽  
Digital Literacy ◽  
Performance Test ◽  
High Positive Correlation ◽  
Writing Performance ◽  
Literacy Proficiency ◽  
Efl Students ◽  
Positive Correlation Coefficient ◽  
The Impact

In light of the increasing recognition of digital literacy in learning and education generally, and in English Foreign Language (EFL) instruction specifically, the purpose of this research article is to examine the impact of digital literacy on EFL students' academic writing performance. The subjects of this study were 80 third year EFL students from M'sila University. The research instruments included a digital literacy questionnaire and a writing performance test which were given to the study participants to answer. The relationship between students' digital literacy and their academic writing performance was analyzed using the Spearman's correlation coefficient. The results revealed that there is a high positive correlation coefficient between the research variables, which was statistically significant at the level (α = 0,01). Therefore, it was concluded that digital literacy is an effective factor for the development of English academic writing performance.

scholarly journals The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance

2020 ◽  
Vol 13 (5) ◽  
pp. 80
Author(s):  
Wisam Chaleila ◽  
Basem Khalaila
Keyword(s):  
Academic Writing ◽  
Design Research ◽  
Recent Literature ◽  
Explicit Instruction ◽  
Writing Performance ◽  
Writing Course ◽  
Efl Students ◽  
The Impact ◽  
Instruction Approach

While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.

scholarly journals Using Habits of Mind to Develop EFL Writing Skills and Autonomy

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Aly A. Koura ◽  
Faten A. Zahran
Keyword(s):  
Performance Test ◽  
Writing Skills ◽  
Habits Of Mind ◽  
Control Group ◽  
Efl Writing ◽  
Writing Performance ◽  
Scale Scores ◽  
Efl Students ◽  
And Control ◽  
The Impact

The main purpose of this study was to determine the impact of habits of mind (HoM) based strategies on students’ writing skills and autonomy. Questions formulated to achieve the purpose of the study focused on. (1) Determining the habits of mind suitable for EFL students. (2) Finding out differences in both English as a foreign language (EFL) students’ writing performance test regarding experimental and control group. (3) Finding out differences in both EFL students’ autonomy scale of experimental and control group. Thirty three EFL students constituted the sample for this study and four instruments-designed by the researchers- were used for data collection. Results indicated that students of experimental group outperformed their counterparts of the control group in EFL writing performance test and autonomy scale scores. The effect of using HoM on students writing skills and autonomy was profound and significant.

scholarly journals Brainstorming Strategy and Writing Performance: Effects and Attitudes

2018 ◽  
Vol 9 (5) ◽  
pp. 1084
Author(s):  
Arezoo Omidvari ◽  
Soheila Abedianpour
Keyword(s):  
Writing Skills ◽  
Significant Progress ◽  
Writing Performance ◽  
Writing Ability ◽  
Homogenous Group ◽  
Writing Strategy ◽  
Writing Skill ◽  
Performance Effects ◽  
Efl Students ◽  
The Impact

The study sought to examine the impact of employing brainstorming strategy, as a pre-writing strategy, on advanced EFL students' writing ability. Moreover, the study sought to investigate the attitudes of the participants in terms of the efficacy of brainstorming for developing writing performance. Sixty participants were randomly assigned to two groups participating in Writing II course at Atlas Language Institute in Yasouj, Iran. The highest as well as the lowest achievers were deleted in order to have an almost homogenous group. The participants were randomly assigned to control (No = 30) and experimental (No = 30) groups. Both groups had the same teacher. Based on the results of the pretest and posttest, learners that were treated with brainstorming made significant progress in writing. Furthermore, questionnaire scores indicated that the majority of the learners found brain storming a useful strategy in enhancing their writing skills. The results of the current study highlight the effectiveness of employing brainstorming as a pre-writing strategy in developing EFL students’ writing skill.

scholarly journals The Effect of Reflection-Supported Process-Based Writing Teaching on Iraqi EFL Students' Writing Performance and Attitude

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salam Hamid
Keyword(s):  
Performance Test ◽  
College Of Education ◽  
Attitude Scale ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Writing Assignment ◽  
And Control ◽  
Experimental Group

The study aims at finding out the effect of process-based writing teaching supported by students' reflection on their performance in, and attitude toward writing. It hypothesizes that there is no statistically significant difference between the mean score of the experimental group taught writing according to the reflection-supported process-based approach and the control group taught writing according to the process-based approach in the writing performance test and writing attitude scale. To achieve the aims of the study, two second year sections in the Department of English of the College of Education/ Ibn Rushd for Human Sciences are randomly assigned as the experimental and control groups with 43 and 45 students respectively. The experiment in this study lasts for 15 weeks during which both groups are taught writing according to the process approach and given one writing assignment per week. Only the experimental group students are required to reflect on their writing performance in every writing assignment by using a reflection sheet prepared for this purpose. At the end of the experiment, the two instruments of the study, i.e., a writing performance test and attitude toward writing scale are administered on both groups. The statistical manipulation of the results achieved shows that supporting the process orientation to writing teaching with a phase of students reflection on their writing performance is effective in developing their writing performance and helping them formulate positive attitude toward writing. In the light of the results and conclusions achieved, a set of recommendations is put forward.

scholarly journals Exploring the Impact of Peer Assessment on EFL Students’ Writing Performance

2021 ◽  
Vol 9 (3) ◽  
pp. 77-95
Author(s):  
Eleni Meletiadou
Keyword(s):  
Positive Impact ◽  
Peer Assessment ◽  
Writing Classes ◽  
Writing Performance ◽  
School Year ◽  
Greek Cypriot ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

Lately, researchers have expressed their concern for EFL students’ poor writing performance and exam failure. They have indicated that peer assessment (PA) can be successfully employed to support a better integration of teaching/instruction with assessment of progress in learning. Bearing this in mind, the current study employed a pre-test post-test quasi-experimental design and aimed to explore the effect of PA on 200 Greek Cypriot EFL students’ writing performance. These adolescent learners attended two writing classes per week (90 minutes) for a full school year. Teachers received training in PA skills and then had to train their own students. Students were asked to use a PA rubric which was also devised by the researcher but negotiated between the students and their teachers during the training sessions. Paired T-tests were performed to investigate whether students in the control (n=100 students and 10 teachers) and the experimental groups (n=100 students and 10 teachers) enhanced their writing performance comparing their pre- to post-test scores. The study outcomes indicated that PA could have a moderately positive impact on students’ writing performance. The use of PA improved students’ writing performance in 5 aspects: mechanics, organisation, content, focus, and vocabulary and language use. In response to the need for more experimentation, this study provides recommendations for PA implementation in secondary school EFL writing classes which enable teachers to improve students’ writing performance.

scholarly journals Seasonal Variation of the Aerosol Light Scattering Coefficient in Marine Air of the Northeast Atlantic

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Aditya Vaishya ◽  
S. G. Jennings ◽  
Colin O'Dowd
Keyword(s):  
Light Scattering ◽  
Wind Speed ◽  
Correlation Coefficient ◽  
Sea Salt ◽  
Scattering Coefficient ◽  
High Positive Correlation ◽  
Positive Correlation ◽  
Percentage Occurrence ◽  
Positive Correlation Coefficient ◽  
Marine Air

Aerosol light scattering measurements were carried out using a TSI 3563 Nephelometer at the Mace Head Atmospheric Research Station, on the west coast of Ireland from year 2001–2010. A strong seasonal trend in the aerosol light scattering coefficient at 550 nm (), for clean marine air masses, is observed with a high value, [average (geometric mean)] of 35.3 Mm−1(29.5 Mm−1), in January and a low value of 13.7 Mm−1(10.2 Mm−1), in July. This near threefold increase in the value during the winter season is because of the large contribution of wind-speed generated sea-salt particles in the marine boundary layer. A high positive correlation coefficient of 0.82 was found between the percentage occurrence of relatively large Ångström exponent (Å) values (>1.2) and the percentage occurrence of lower values (5–15 Mm−1) in the summer season. and wind-speed have a high positive correlation coefficient of 0.88 whereas Å and wind-speed have a negative correlation coefficient of −0.89. Å values during the summer months indicate the dominance of sub-m particles thus indicating the contribution of non-sea-salt sulphate and organics towards the as these species show an enhanced concentration during the summer months.

scholarly journals THE ROLE OF CORRECTIVE FEEDBACK ON ACADEMIC WRITING PERFORMANCE: EFL STUDENTS’ PERCEPTIONS

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Sri Wahyuningsih
Keyword(s):  
Academic Writing ◽  
Corrective Feedback ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Performance ◽  
Writing Class ◽  
Efl Students ◽  
Crucial Part ◽  
Writing Task

In the context of higher education, corrective feedback plays a crucial part in academic writing. This paper, therefore, aims to explore the role of corrective feedback on the academic writing performance of EFL students at State Islamic Institute of Kudus. The study employed a qualitative research. In order to gather data, the writer interviewed the students about the perception of the use corrective feedback in enhancing their performance in academic writing. In addition, observation and documentation were conducted to get detail information. The result showed that corrective feedback including the aspects of providing and receiving feedback has led to better improvement in students’ academic writing performance. Indeed, they become more confident in performing their academic writing task. Further, through corrective feedback, students are highly pursued to give more comments regarding the performance of their peers in academic writing. In addition, lecturers merely give clarifications towards the corrective feedbacks in academic writing class by provoking question and answer to promote the students’ critical thinking skills.

scholarly journals The Most Frequent Errors in Academic Writing: A Case of EFL Undergraduate Arab Students in Israel

2019 ◽  
Vol 12 (7) ◽  
pp. 120
Author(s):  
Wisam Chaleila ◽  
Iman Garra-Alloush
Keyword(s):  
Academic Writing ◽  
Rating Scales ◽  
Rating Scale ◽  
Future Research ◽  
Writing Performance ◽  
Methodological Triangulation ◽  
Arab Students ◽  
Efl Students ◽  
Writing Errors ◽  
Performance Scale

The current study examined the most common types of academic writing errors and the causes of such errors made by 44 tertiary EFL Arab-Israeli students. A methodological triangulation was employed in this research. Results and analyses of errors in the written samples revealed that students made a substantial number of errors in both rating scales. In the generic writing performance scale (the qualitative method), 75% of students’ written samples rated poor, and the error frequency rating scale (the quantitative method) showed that the students made 2965 errors, which is a notably large number in proportion to the essay length. The researchers have also inferred that the principal reason for such errors is the triglossic nature of Arabic in Israel. The novelty of this research is that such triglossic nature of Arab-Israelis’ language has not yet been investigated in the field. To this end, the results drawn will be utilised in future research as a platform for exploring effective teaching approaches that may enhance EFL students’ writing performance.

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