Exploring the relationships between English writing motivation and uptake of corpus-aided corrective feedback

2021 ◽  
pp. 57-77
Author(s):  
Hsien-Chin Liou ◽  
Szu-Yu Liu
Keyword(s):  
Corrective Feedback ◽  
English Writing ◽  
Writing Motivation

scholarly journals PENERAPAN DIALOGUE JOURNALS PADA PEMBELAJARAN MENULIS BAHASA INGGRIS UNTUK MENINGKATKAN MOTIVASI MENULIS DAN KETERAMPILAN MENULIS SISWA ENGLISH AS ADDITIONAL LANGUAGE (EAL) KELAS 4 DI AUSTRALIAN INDEPENDENT SCHOOL (AIS) [THE IMPLEMENTATION OF DIALOGUE JOURNALS IN ENGLISH WRITING LEARNING TO INCREASE THE WRITING MOTIVATION AND WRITING SKILLS OF GRADE 4 ENGLISH AS ADDITIONAL LANGUAGE (EAL) STUDENTS AT AN AUSTRALIAN INDEPENDENT SCHOOL (AIS)]

2021 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dwi Endah Puspitowati
Keyword(s):  
Time Management ◽  
Writing Skills ◽  
Independent School ◽  
Implementation Process ◽  
Dialogue Journals ◽  
Observation Study ◽  
Writing Improvement ◽  
English Writing ◽  
Writing Motivation ◽  
Development Of Students

<p>Writing in English takes place intensively but students’ writing motivation was low and their writing improvement didn’t meet the expectation. This situation raised concerns which led to improvement planning that aimed to 1) describe the implementation process of Dialogue Journals, 2) analyze the development of students’ writing motivation, 3) analyze the development of students’ writing skills, and 4) identify obstacles faced during the process of implementation and solutions to overcome them. This research used a classroom action research which consisted of three cycles and was conducted at Australian Independent School with six grade 4 EAL students involved. Resources of data collection were based on class observation, study of documentation, and measurement of students’ writing motivation and writing skills using writing motivation and writing rubric. The results of the research showed that 1) Dialogue Journals were applied based of suggestive steps and plans, 2) 5 out of 6 students’ writing motivation raised , 3) 5 out 6 students’ writing skills improved, 4) obstacles had been identified which included students’ absence, emotional, and behavioural problems which needed immediate solution, and teacher time management to reply to students, and learning tool availability and access. Solutions to the related obstacles were arranged and applied.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Kegiatan menulis bahasa Inggris siswa <em>EAL</em> kelas 4 berlangsung secara intensif namun motivasi menulis siswa rendah dan perkembangan keterampilan menulis siswa tidak sesuai harapan. Kondisi ini merisaukan. Bermula dari kerisauan ini, guru melakukan tindakan perbaikan dengan penerapan <em>Dialogue Journals </em>yang bertujuan: 1) mendeskripsikan proses penerapan <em>Dialogue Journals</em>, 2) menganalisis perkembangan motivasi menulis bahasa Inggris, 3) menganalisis perkembangan keterampilan menulis bahasa Inggris, dan 4) mengidentifikasi kendala yang dihadapi selama proses penerapan berlangsung dan solusinya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Penelitian dilaksanakan dalam tiga siklus di <em>Australian Independent School</em> (<em>AIS</em>). Subyek penelitian terdiri dari enam orang siswa dan siswi kelas 4. Pengumpulan data dilakukan melalui observasi, studi dokumentasi dan penilaian dengan menggunakan rubrik, serta dianalisis secara kualitatif deskriptif. Hasil penelitian menunjukkan: 1) penerapan <em>Dialogue Journals </em>sesuai dengan langkah-langkah yang disarankan dan direncanakan, 2) motivasi menulis 5 dari 6 orang siswa meningkat, 3) keterampilan menulis 5 dari 6 siswa meningkat dan 4) kendala dalam proses penerapan diantaranya ketidakhadiran siswa, masalah sikap yang timbul yang perlu penanganan segera, manajemen waktu guru,  penggunaan  dan ketersediaan fasilitas alat bantu. Solusi berupa penyediaan strategi manajemen emosi dan sikap, mengatur waktu dan mendorong siswa belajar secara mandiri.</p>

scholarly journals A Study of Applying Automated Assessment in Teaching College English Writing Based on Juku Correction Network

2019 ◽  
Vol 14 (11) ◽  
pp. 19
Author(s):  
Yusheng Wang
Keyword(s):  
Scoring System ◽  
Teaching Model ◽  
Network Technology ◽  
Automated Scoring ◽  
Teaching Mode ◽  
College English ◽  
English Writing ◽  
Writing Motivation ◽  
Teaching College ◽  
Writing Course

With the continuous advancement of modern network technology, the drawbacks of the tradition-al English writing course teaching mode have become increasingly prominent, and the automated scoring system has gradually been used in the writing course. This paper proposes a college English writing teaching model based on Juku Correction Network, and conducts empirical re-search on the use of Juku Correction Network in college English writing teaching. The research results show that the teaching mode based on Juku Correction Network can effectively improve the overall level of students' English writing, and stimulate students' English writing motivation.

Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development

2016 ◽  
Vol 21 (2) ◽  
pp. 217-240 ◽  
Author(s):  
Xiaoyan Zhang
Keyword(s):  
Corrective Feedback ◽  
Writing Development ◽  
L2 Writing ◽  
Control Group ◽  
Input Language ◽  
English Writing ◽  
English Reading ◽  
Quasi Experimental ◽  
Group A ◽  
The One

The study examines whether there is any difference between the effects of a reading–writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners’ writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language accuracy of the writing resulting from the integrated task. It also explores the possible relationships among language, content alignment and language accuracy and the relationship between language alignment and content alignment. To this end, a quasi-experimental study was conducted to assess participants’ L2 writing development based on a pretest–posttest–delayed-posttest design implemented in four intact EFL freshman classes. Four groups were created: an English-reading–English-writing (EE) group, a Chinese-reading–English-writing (CE) group, a comprehensive CF group, and a control group, which engaged solely in writing practice. The results demonstrated that (1) the EE and CF groups outperformed the control and CE groups on the posttest and outscored the control group on the delayed posttest with respect to language, although there were no significant differences among the three experimental groups in overall, content, and organization scores; (2) the input language of the integrated reading–writing task had a significant effect on language accuracy in the resulting essays; and (3) there was no significant correlation between content alignment and language accuracy for the CE group, whereas for the EE group, a significant positive correlation was observed not only between content and language alignment, on the one hand, and language accuracy, on the other hand, but also between content alignment and language alignment.

scholarly journals The Impact of Digitally Regulated Peer Corrective Feedback (CF) on Students' English Writing

2020 ◽  
Vol 8 (11) ◽  
pp. 5388-5394
Author(s):  
Bambang Agus Darwanto ◽  
Herman Dwi Surjono ◽  
Dyah Setyowati Ciptaningrum
Keyword(s):  
Corrective Feedback ◽  
English Writing ◽  
The Impact

scholarly journals A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes

2020 ◽  
Vol 8 (3) ◽  
pp. p127
Author(s):  
Junling Zhang
Keyword(s):  
Teaching Practice ◽  
Teaching Method ◽  
Learning Experience ◽  
Corrective Feedback ◽  
Self Reflection ◽  
English Writing ◽  
Grammar Correction ◽  
English Classes ◽  
Autonomic Learning ◽  
Negative Feelings

Grammar correction is a common means of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.

scholarly journals Assessing Chinese Students’ Writing Performance in an American University: The Relationship between Selected Written Errors, Teacher’s Feedback, and Learners’ Interlanguage Experiences

2019 ◽  
Vol 7 (2) ◽  
pp. p246
Author(s):  
Yuxin Tian
Keyword(s):  
Corrective Feedback ◽  
Chinese Students ◽  
Writing Performance ◽  
American University ◽  
English Writing ◽  
The Relationship

The study examined Chinese students’ writing performance through the lens of corrective feedback and learners’ interlanguage experiences. It concludes that coding on paper may work only on learners who pay much attention to teachers’ feedback. It is always the work of both students and teachers to improve the accuracy in English writing.

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