The Effects Of Writing Task Manipulations On ESL Students’ Performancegenre And Idea Support As Task Variables

2019 ◽  
pp. 139-151
Author(s):  
Hyung-Jo Yoon
Keyword(s):  
Esl Students ◽  
Task Variables ◽  
Writing Task

scholarly journals Writer Identity in Narrative and Argumentative Genres: A Case of Korean Students in the United States

2016 ◽  
Vol 6 (1) ◽  
pp. 178
Author(s):  
Seongyong Lee
Keyword(s):  
Academic Writing ◽  
The United States ◽  
Social Constructionist ◽  
Narrative Writing ◽  
Esl Students ◽  
Academic Context ◽  
Writer Identity ◽  
Philosophical Framework ◽  
Argumentative Essays ◽  
Writing Task

This study investigated how three Korean ESL students constructed their writer identity in narrative and argumentative genres of writing. For this purpose, the qualitative data collected from interviews, observations and written documents for eight weeks were analyzed according to a social constructionist perspective as a philosophical framework and Ivanič’s approach to systemic functional linguistics as an analytic method. The results showed that the participants constructed a confident identity in narrative writing whereas they identified themselves with a less-confident writer in an argumentative genre. Accordingly, they adopted different strategies for the difficulties they were confronted with in two genres. In addition, while narrative essays showed their ownership of Korean culture as a sojourner in the U.S., argumentative essays revealed their ambivalent identity in an academic context. These findings shed light on the importance of a narrative writing task as a stepping stone for academic writing by empowering an L2 writer in terms of constructing an authoritative voice.Keywords: L2 writing, writer identity, genre-based writing

The Effect of Extensive Instruction on Learning the Passive Voice in Intermediate ESL

2009 ◽  
Vol 157 ◽  
pp. 45-74
Author(s):  
Patricia Balcom ◽  
Siok H. Lee
Keyword(s):  
Negative Feedback ◽  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Esl Students ◽  
Extensive Form ◽  
Passive Voice ◽  
Complex Point ◽  
Guided Writing ◽  
Writing Task ◽  
Grade 8

AbstractThis study investigates the effect of extensive form-focused instruction on a complex point of grammar, the passive voice in English. Subjects were 40 Sinophone ESL students in Grade 8 to 11, ranging in age from 13 to 17 (mean = 14.8). After a battery of pre-tests, subjects underwent an instructional phase of 7.5 hours during which they received explicit instruction on the forms and functions of the passive voice, enhanced input, implicit and negative feedback, and did a variety of exercises, from highly structured to guided writing. Post-tests were administered three weeks after the end of the instruction phase. Results showed that treatment had a significant effect on subjects\u2019 learning of the passive voice, and that the subjects were able to transfer their explicit knowledge to a communicative writing task.

Evidence for an Amodal Picture-Word Processing Model From a Bilingual Drawing-Writing Task

1992 ◽  
Author(s):  
Paul C. Amrhein ◽  
Ramon Sanchez ◽  
Barbara Kim ◽  
John Theios
Keyword(s):  
Word Processing ◽  
Writing Task

An Analysis of Variables Affecting Korean ESL Students’ English Writing Performance

2019 ◽  
Vol 26 (4) ◽  
pp. 45-65
Author(s):  
Misook Kim ◽  
◽  
Dong Ju Lee
Keyword(s):  
Esl Students ◽  
Writing Performance ◽  
English Writing

COMPUTER-ASSISTED TEXT-ANALYSIS FOR ESL STUDENTS

2013 ◽  
Vol 1 (3) ◽  
pp. 40-43 ◽  
Author(s):  
Joy Reid ◽  
Peggy Lindstrom, ◽  
Maggie McCaffrey ◽  
Doug Larson
Keyword(s):  
Text Analysis ◽  
Computer Assisted ◽  
Esl Students

Reading Comprehension for ESL Students. Processes of Perceiving Texts

2020 ◽  
Vol 26 (2) ◽  
pp. 278-282
Author(s):  
Maria-Miruna Ciocoi-Pop
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Cognitive Process ◽  
Reading Proficiency ◽  
Second Language Reading ◽  
Linguistic Knowledge ◽  
Esl Students ◽  
Unknown Words ◽  
Second Language Reading Comprehension ◽  
Esl Learners

AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-literary, is more enjoyable without the need to constantly look up unknown words. This brief study also tries to show whether there is a direct connection between finding contentment in reading and comprehending the texts itself. Since reading is a key-skill verified in all major language exams, it is crucial for the ESL class, and not only, to include reading comprehension processes. Like any other skill, reading comprehension can be trained, as long as it is perceived as a procedure which requires the student’s commitment. Reading comprehension is a mechanism of phrase and concept identification, as well as of decoding meanings. Thus, this paper tries to emphasize the implications of reading comprehension and of teaching reading comprehension methods in the overall linguistic knowledge of ESL learners.

I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation

2020 ◽  
Vol 17 (1) ◽  
pp. 1-14
Author(s):  
Astra Belinda
Keyword(s):  
Narrative Inquiry ◽  
Extrinsic Motivation ◽  
Reading Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Social Aspects ◽  
Esl Students ◽  
Blue Star ◽  
Past Experiences ◽  
Educational Field

The study of motivation has been going around in the educational field for years long, but the issue is there are not many studies that specify in reading motivation, specifically for EFL and/or ESL students. Looking upon this concern, this narrative inquiry study tried to recognize the reasons behind the reading motivation amongst the students, particularly from Blue Star Senior High School, through the Self-determination Theory (SDT) principle from Deci & Ryan (1991) and some other possible social aspects, such as family and peers. It was later found out that in general, Blue Star Senior High School’s students are more likely to be extrinsically motivated when they read and the biggest encouragement to their extrinsic motivation is their social circle. While for our main participants, their past experiences were the ones that played important roles in constructing their motivation, either intrinsically or extrinsically.

BASIC WAY TO CLEFT SENTENCE// International Journal of Student Research, No. 1, 2018/ OEAPS Inc.(Open European Academy of Public Sciences); Chief Editor Elisa Boanini - Lion, France. 26.12.2018: OEAPS Inc., 2018. - pp. 13-16.

2019 ◽  
Author(s):  
Makhliyo Absamadova ◽  
Nematullo Zuvaydullaev
Keyword(s):  
Learning Style ◽  
English Language ◽  
Chief Editor ◽  
Scientific Article ◽  
Esl Students ◽  
Student Research ◽  
European Academy ◽  
Learning English

While learning English language, ESL students can face some difficulties to make cleft sentences which are going to be discussed in this scientific article. Researchers, who have searched and made easy way to acquire knowledge of this type of sentences, invited this article, which is much more clearly, to ESL students. Although lots of researchers worked on this topic, learners are able to get interesting facts, easy learning style, and vital examples which are explained in an easy and simple way. Thus, this article consistently keeps attention of all readers and not make them confuse as well.

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