Doctoral Students’ Attitudes and Beliefs toward Blended Learning in an English as a Foreign Language (EFL) Writing Course

2017 ◽  
pp. 52-66
Author(s):  
Zhuo Li ◽  
Chu-Chuan Chiu
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Doctoral Students ◽  
Attitudes And Beliefs ◽  
Efl Writing ◽  
Writing Course ◽  
Students Attitudes

scholarly journals In-Class versus Out-of-Class Flipped Classroom Models in English as a Foreign Language Writing

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Fatma SENGUL ◽  
Hanife BENSEN BOSTANCI
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Class Versus ◽  
Foreign Language Writing ◽  
Writing Course ◽  
Language Writing ◽  
Writing Models ◽  
Efl Students ◽  
Students Attitudes

As a consequence of these, EFL educators should use an out-of-class flipped classroom model for writing, if they give priority to their EFL students’ attitudes towards the writing models on account of having an effective writing course.

scholarly journals Saudi Arabia EFL university students’ voice on challenges and solution in learning academic writing

2019 ◽  
Vol 8 (3) ◽  
pp. 576 ◽  
Author(s):  
Mohammed Abdullah Alharbi
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
The Self ◽  
Self Report ◽  
Efl Writing ◽  
Writing Courses ◽  
Writing Improvement ◽  
Writing Course ◽  
Before And After

The present study aims to investigate the difficulties faced by 74 English as a foreign language (EFL) undergraduate students in developing a well-written paragraph in academic writing by designing a writing course based on the students’ voices. The self-report survey (5-point Likert scale) was used as the pre- and post-questionnaire, and pre- and the post-tests task was used to track students’ writing improvement before and after taking a writing course. Pre-questionnaire and pre-tests showed that participants had difficulties in using the mechanics of writing (punctuation, spelling, grammar, topic sentences, and supporting sentences). The majority of the students’ responses in the post-survey shows that they believed their writing improved and encountered fewer difficulties in writing as compared to their views in the pre-questionnaire. The result of the post-tests indicates improvements in students’ writing samples. The study concludes that EFL writing courses should be designed on the basis of challenges faced by the students in order to get the best outcome from the course.

scholarly journals The effects of face-to-face and computer-mediated peer review on EFL writers’ comments and revisions

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Mei-ching Ho
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Future Research ◽  
Chat Room ◽  
Online Chat ◽  
Chi Square ◽  
Efl Writing ◽  
Face To Face ◽  
Computer Mediated ◽  
Writing Course

<p>This study investigates the use of face-to-face and computer-mediated peer review in an English as a Foreign Language (EFL) writing course to examine how different interaction modes affect comment categories, students’ revisions, and their perceptions of peer feedback. The participants were an intact class of 13 students at a Taiwanese university. The computer-mediated peer review involved <em>OnlineMeeting</em>, software specifically designed for peer review activities and featuring a split screen protocol, document sharing, and chat room functions. The results of chi-square tests show that overall students offered more revision-oriented comments than non-revision-oriented ones among different writing tasks in either mode. Also, peer review mode affected some types of peer comments to a certain extent. There were significantly more global alteration comments and fewer local alteration comments in face-to-face than computer-mediated mode. While the participants liked comments via <em>Word</em>’s annotation features over handwritten comments, they felt face-to-face discussions to be more effective than online chat via <em>OnlineMeeting</em> due to the affordance of face-to-face talk (e.g., immediacy and paralinguistic features), that cannot be easily replaced by electronic chat. Pedagogical implications regarding the balanced use of computer-mediated and non-computer-mediated writing activities are discussed, along with suggestions for future research.</p>

scholarly journals Promoting Habits of Reflection and Self-Efficacy through Guided Reflection in an EFL Writing Course

2015 ◽  
Vol 2 (1) ◽  
pp. 78
Author(s):  
Rudina Guleker
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Language Learners ◽  
Self Efficacy ◽  
Negative Effects ◽  
High Stake ◽  
Efl Writing ◽  
Foreign Language Learners ◽  
Writing Course ◽  
The Impact

Faced with high-stake assessments to document the mastery of the language, foreign language learners often feel a loss of confidence and perceived self efficacy, thus having negative effects on their academic performance as literature suggests. This study set out to look at the impact learner reflections at a university EFL writing course have on self-efficacy beliefs about the writing course and on the attitudes towards reflection in general. Results show that reflection increases self efficacy of the course and students see reflection as a valuable tool.

scholarly journals Using Pixton for Teaching EFL Writing in Higher Education during the Covid-19 Pandemic

2021 ◽  
Vol 20 (9) ◽  
pp. 102-115
Author(s):  
Paola Cabrera-Solano ◽  
Paul Gonzalez-Torres ◽  
Cesar Ochoa-Cueva
Keyword(s):  
Foreign Language ◽  
Private University ◽  
Final Exam ◽  
Efl Writing ◽  
Proficiency Level ◽  
Southern Ecuador ◽  
Writing Course ◽  
Efl Students ◽  
Technological Tool ◽  
The Common

The study examined the use of Pixton to support the teaching of English as a foreign language (EFL) writing to students at a private university in southern Ecuador. For this purpose, 52 EFL students (male and female, aged 19–24 years old) who were enrolled in a writing course participated in the study for a period of five months. At the start, most of these students had an A1+ proficiency level, according to the Common European Framework of Reference for Languages (CEFR). The study employed an action research design. A diagnostic test was applied at the beginning of the instruction period, and, at the end, a final exam and a perceptions questionnaire were administered. The findings indicate positive perceptions about Pixton, and students’ online writing skills improved due to the pedagogical use of this technological tool. Furthermore, Pixton increased students’ engagement, motivation and dynamic work to a remarkable extent. Finally, an improvement was observed in aspects of students’ writing, such as grammar, vocabulary, coherence and cohesion.

scholarly journals Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

2020 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Sabarun Sabarun
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Corrective Feedback ◽  
Teacher Feedback ◽  
Efl Writing ◽  
Writing Class ◽  
Language Writing ◽  
Students Attitudes ◽  
To Receive ◽  
Academic Year

<p>The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.</p>

BLENDED LEARNING: STUDENTS’ ATTITUDES TOWARDS THE USE OF TECHNOLOGY IN INTERPRETING TRAINING

2016 ◽  
Vol 60 (4) ◽  
pp. 052-059
Author(s):  
Vojko Gorjanc ◽  
◽  
Olga Egorova ◽  
Valentina Žitek ◽  
◽  
...  
Keyword(s):  
Blended Learning ◽  
Use Of Technology ◽  
Students Attitudes

EFFЕCIIVENESS OF USING NEW METHODS AND METHODS OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN IN MEDICAL UNIVERSITY

2019 ◽  
pp. 80-90
Author(s):  
S. V. Lychuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Foreign Students ◽  
Learning Model ◽  
Educational Process ◽  
Learning System ◽  
European Experience ◽  
Methods Of Learning ◽  
Medical University ◽  
Accessible Form

The article attempts to identify effective methods of teaching Ukrainian as a foreign language and to base them on the European experience. The most commonly used methods in the European practice of foreign language teaching are characterized: communicative, project, audio-lingual, distance, intensive and blended learning. The advantages of the blended learning system are examined. An interpretation of the term "blended learning" is proposed. The features of the organization of online learning and the structure of blended learning are described. The data of the conducted survey are presented: a) teachers conducting classes in Ukrainian as a foreign language; b) foreign students from different countries. Questionnaire was developed for the survey. The article proposes some tasks for teachers of Ukrainian as a foreign language, commenting on the specifics of different models of blended learning. Based on the results of the survey, the respondents outlined effective methods of teaching a foreign language, identified factors that influence the use of the blended learning model of future doctors when teaching Ukrainian as a foreign language. The advantages and prospects of using blended learning in the educational process of a higher medical institution are analyzed. The results of the study strongly suggest that the blended learning model opens up new possibilities for presenting educational material in a new and accessible form for students.

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