scholarly journals Using Visualisation to Enhance Intermediate EFL Learners' Narrative Writing

2020 ◽  
Keyword(s):  
Narrative Writing ◽  
Efl Learners

Impact of scaffolding on complexity and accuracy of Iranian EFL learners' narrative writing

2015 ◽  
Vol 5 (2) ◽  
pp. 143 ◽  
Author(s):  
Rouholah Askari Bigdeli ◽  
Ali Rahimi
Keyword(s):  
Social Context ◽  
Computational Model ◽  
Sociocultural Theory ◽  
Language Teaching ◽  
Control Group ◽  
Narrative Writing ◽  
Syntactic Complexity ◽  
Efl Learners ◽  
Experimental Group ◽  
Learning English

From the perspective of sociocultural theory (SCT), knowledge of an L2 is constructed and internalized through interaction. This is at odds with the "computational model" of learning that focuses on psycholinguistic processes isolated from social context. The present study was an attempt to investigate whether scaffolding, one of the key constructs of SCT, had any significant effect on complexity and accuracy of Iranian EFL leaners' narrative writing. Thirty eight (n=38) Iranian EFL learners learning English at a language institute within two intact groups (Experimental group=18, control group=20) took part in the study. The treatment lasted for one semester during which the participants wrote four narrative writings based on their course book. The writings of the two groups were rated in terms of syntactic complexity and accuracy. The results of the study showed that scaffolding turned out to have a significant effect on complexity and accuracy of Iranian EFL learners' narrative writing. In other words, the participants in the experimental group who experienced different kinds of scaffolding i.e. expert scaffolding, reciprocal scaffolding and self-scaffolding, could write more complex and more accurate narratives, as compared with those in the control group for whom scaffolding was not practiced. Keywords: EFL, scaffolding, sociocultural theory, language teaching.   

scholarly journals Cohesion in the Narrative Writing of Young EFL Learners: Correct and Incorrect Use of Local Cohesive Ties

2021 ◽  
Vol 43 (1) ◽  
pp. 154-177
Author(s):  
Pedro Antonio Férez Mora ◽  
◽  
Yvette Coyle ◽  
Juan Antonio Solís Becerra
Keyword(s):  
Foreign Language ◽  
Noun Phrases ◽  
Narrative Writing ◽  
Written Narratives ◽  
Efl Learners ◽  
Old Spanish ◽  
Proficiency Levels ◽  
Young Learners ◽  
Verb Forms ◽  
Local Cohesion

This study examines the correct and incorrect use of local cohesive ties and local cohesion errors in the written narratives of eleven- to twelve-year-old Spanish learners of English as a Foreign Language (EFL) at different proficiency levels. The study was carried out with pairs who collaboratively wrote a narrative text in response to a picture prompt. The young learners’ written texts were examined to identify their correct and incorrect use of four categories: lexical, referential, conjunctive and temporal cohesion. The results show that higher and lower proficiency learners are significantly different in their use of the causal conjunction because, personal pronouns and noun phrases containing possessive, definite, indefinite and zero determiners. The two groups also differ in their incorrect use of pronouns, simple verb forms and noun phrases containing definite, indefinite and zero determiners. Attention is drawn to the need to explore the diversity in young learners’ use of cohesion and some pedagogical implications are drawn.

scholarly journals Role Playing in Storytelling Classes and Its Impact on Iranian Young EFL Learners’ Narrative Writing

2018 ◽  
Vol 4 (4) ◽  
pp. 65-76
Author(s):  
Mojgan Rashtchi ◽  
Mosayeb Moradzadehb
Keyword(s):  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
Role Playing ◽  
The Other ◽  
Target Language ◽  
Narrative Writing ◽  
Writing Style ◽  
Control Groups ◽  
Efl Learners ◽  
Age Range

The present study aimed to investigate the effect of role playing in storytelling classes on Iranian young EFL learners’ narrative writing. Forty-seven pre-intermediate young EFL learners who were within the age range of 9 and 16 participated in this study. They were members of four intact classes, which consisted of two classes of boys and two classes of girls. One class of boys and one class of girls were randomly assigned to the experimental groups and the other two to control groups. The researchers used the role-playing technique for storytelling classes in the experimental groups and only reading stories aloud for storytelling classes in the control groups. After the treatment, the Multivariate Analysis of Variance (MANOVA) was run to compare the four groups’ improvement on narrative writing. The results signified that the use of role playing in the storytelling classes had a significant impact on the narrative writing of Iranian young EFL learners as compared to the reading stories aloud technique. Furthermore, the findings showed that using role playing in storytelling classes enhanced learners’ understanding of the narrative writing style and patterns of the target language.

scholarly journals Role Playing in Storytelling Classes and Its Impact on Iranian Young EFL Learners’ Narrative Writing

2018 ◽  
Vol 4 (4) ◽  
pp. 75-86
Author(s):  
Mojgan Rashtchi ◽  
Mosayeb Moradzadehb
Keyword(s):  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
Role Playing ◽  
The Other ◽  
Target Language ◽  
Narrative Writing ◽  
Writing Style ◽  
Control Groups ◽  
Efl Learners ◽  
Age Range

The present study aimed to investigate the effect of role playing in storytelling classes on Iranian young EFL learners’ narrative writing. Forty-seven pre-intermediate young EFL learners who were within the age range of 9 and 16 participated in this study. They were members of four intact classes, which consisted of two classes of boys and two classes of girls. One class of boys and one class of girls were randomly assigned to the experimental groups and the other two to control groups. The researchers used the role-playing technique for storytelling classes in the experimental groups and only reading stories aloud for storytelling classes in the control groups. After the treatment, the Multivariate Analysis of Variance (MANOVA) was run to compare the four groups’ improvement on narrative writing. The results signified that the use of role playing in the storytelling classes had a significant impact on the narrative writing of Iranian young EFL learners as compared to the reading stories aloud technique. Furthermore, the findings showed that using role playing in storytelling classes enhanced learners’ understanding of the narrative writing style and patterns of the target language.

Assessing Foreign Language Narrative Writing Through Automated Writing Evaluation

2020 ◽  
pp. 100-119
Author(s):  
Chia-An Lin ◽  
Yen-Liang Lin ◽  
Pei-Shan Tsai
Keyword(s):  
Positive Attitude ◽  
Feedback System ◽  
Narrative Writing ◽  
Web Based ◽  
Efl Learners ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Lexical Richness ◽  
Writing Task ◽  
The Web

Automated writing evaluation (AWE) has become increasingly popular in the assessment of writing. The study in this chapter examines the extent to which EFL learners' overall narrative writing performance improves through the AWE feedback system (i.e., Pigai). Eighteen university participants were required to write one paragraph narratives on the web-based Pigai system every week over the course of a month. Findings show a significant improvement in overall scores between the first and last writing task. The analysis of lexical profile further shows a significant improvement in lexical richness, clause density, and paragraph length between the first and last narrative task. The study also reported that the primary error types that occurred in learner narrative writing were lexical, mechanical, and syntactic errors. Results of post-writing interviews also showed a positive attitude towards Pigai. Finally, a positive correlation was observed between automated Pigai scores and human rating scores, supporting the reliability of the AWE system.

scholarly journals Short-animation video in web meeting classes for secondary school learners’ EFL writing achievement

2021 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Dwi Nikita Sari ◽  
Susilo Susilo ◽  
Efendi Limbong
Keyword(s):  
Secondary School ◽  
Control Group ◽  
Narrative Writing ◽  
Writing Achievement ◽  
Efl Writing ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Writing Tests ◽  
Experimental Group

The study aims at investigating whether there is an effect of short animation video on the EFL narrative writing achievement of the secondary school EFL learners in the circumstance where web meeting was becoming the class. The study was an experimental study using Static Group Comparison Design. Respondents participated in the study were the 8th Graders of SMP Negeri 18 Samarinda, Indonesia. There were 32 students in the experimental group and the other 32 students in the control group. The data were collected by conducting writing tests, i.e. post-test for both the experimental and control groups. Independent sample t-test was used to test the significant difference for pre and post-test scores. The results revealed that the students under the experimental group (M = 83.22, SD = 7.979, N = 32) performed higher in scores on their narrative writing achievement than the students under the control group (M = 76.00, SD = 9.824, N = 32), t(32) = 3.227, p < .002, two-tailed. It means there is a significant difference between narrative writing achievement of the students under the experimental group and those under the control group.  This finding implies there is a significant effect of short animation video on the narrative EFL writing achievement of the secondary school EFL learners.

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