scholarly journals Innovative Pedagogy to Overcome Student Struggles with Plagiarism

2021 ◽  
pp. 169-194
Author(s):  
Olivia Kennedy ◽  
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Personalized Instruction ◽  
Writing Classes ◽  
Student Responses ◽  
Writing Course ◽  
Urban University ◽  
The World ◽  
Student Reflections ◽  
Do So

Plagiarism is a problem that affects English as a Foreign Language (EFL) learner all over the world. Rather than simply labelling students who plagiarize as “offenders,” finding solutions to guide them away from it is of primary importance. Ten instructors teaching a 30-week EFL academic writing course at a large urban university in Japan were interviewed about their methodologies to do so. Two academic writing classes (N=40) were asked to write reflections on what they were learning and how it was being taught to them. The student reflections and instructor interview transcripts were coded and analysed, instructor strategies to deal with plagiarism proactively in this context identified, and student responses to these strategies explored. The strategies were largely found to be a combination of existing methods with one notable exception, which is introduced in detail here. It is based on Rubin’s Four Tendencies personality framework, which is a method that relies on instructors recognizing learners as responding to expectations in one of four ways and harnessing this to help them achieve. This personalized instruction can be seen as one of the modern approaches to facilitate learning and engagement outlined by Owens and Kadakia (2016). Student responses to it were positive, and the instructor using it felt that it both reduced stress and improved relationships with students. As such, the method has been added to the departmental pedagogy for the next intake of students.

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 Innovating Selection and Use of Online Writing Resources for EFL Students: A Systemic Functional Linguistic Perspective

2018 ◽  
Vol 13 (09) ◽  
pp. 136
Author(s):  
Xiaodong Zhang
Keyword(s):  
Academic Writing ◽  
Meaning Making ◽  
Systemic Functional Linguistic ◽  
Writing Course ◽  
Urban University ◽  
Efl Students ◽  
On Line ◽  
On Line Learning ◽  
Writing Resources

This study reports on how teachers’ systemic functional linguistics (SFL)-based selection and use of on-line writing resources impacted students’ perceptions of on-line resources and their writing performance. Through a case study of students from one academic writing course in an urban university in China and primarily qualitative analysis of interviews with students, written artifacts, and students’ reflections, it was found that the selection and use of on-line learning resources, guided by the teacher’s SFL perspective on writing as a meaning-making process, facilitated students’ transition. That is, students gained a principled perspective on the use of on-line resources and were able to use pertinent knowledge in producing effective academic writing. The study concludes that the pedagogical use of on-line resources, when supported by SFL, could transform students’ perception of the value of on-line materials and improve their self-efficacy as academic writers.

scholarly journals Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

2021 ◽  
Vol 8 (2) ◽  
pp. 710-725
Author(s):  
Amrina Rosyada ◽  
Hanna Sundari
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Home Environment ◽  
Academic Writing ◽  
Education Program ◽  
English Education ◽  
Writing Assignments ◽  
Writing Course ◽  
Efl Students ◽  
English Speaking

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

scholarly journals The effect of editing techniques on machine translation-informed academic foreing language writing

2021 ◽  
Vol 29 (2) ◽  
pp. 33-43
Author(s):  
Vahid Reza Mirzaeian
Keyword(s):  
Foreign Language ◽  
Machine Translation ◽  
Academic Writing ◽  
Mother Tongue ◽  
Target Language ◽  
Grammatical Knowledge ◽  
Language Analysis ◽  
Writing Course ◽  
Language Writing ◽  
Post Test

Although the field of machine translation has witnessed huge improvements in recent years, its potentials have not been fully exploited in other interdisciplinary areas such as foreign language teaching. The aim of this paper, therefore, is to report an experiment in which this technology was employed to teach a foreign language to a group of students. This mixed-method study explores the effect of teaching editing techniques in machine translation to a group of Persian EFL university students in an academic writing course. Twenty students took part in a 4-day workshop in which one session was devoted to teaching editing techniques and three remaining sessions to the use of editing techniques, namely, correcting mistakes, removing ambiguities, simplifying structures and combining structures. Each session consisted of a pre-test, a training and a post-test. In addition, in each session, one key writing point, namely, determiners, paraphrasing and collocations were discussed. A questionnaire for candidates’ demographic information and another for learning experiences were administered. The results indicated a statistically significant improvement in the overall gain score. Further analysis showed a significant improvement in the use of determiners in contrast to paraphrasing and collocations. Lack of improvement in data driven learning in paraphrasing and collocation seemed to stem from weakness in vocabulary and grammatical knowledge in both the mother tongue and the target language. Analysis of questionnaire data revealed that the instruction proved to be beneficial since it could be easily implemented in correction and confirmation.  On the whole, it can be concluded that providing the correct type of guidance and feedback on how to use machine translation will indeed have a profound effect on foreign language writing skill.

scholarly journals EXTEND PROJECT: PROCEDURES AND STAGES OF “FOREIGN LANGUAGES FOR ENGINEERING. ACADEMIC WRITING” COURSE ELABORATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.N ZERKINA ◽  
◽  
E.A LOMAKINA ◽  
Y.A SAVINONA ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
English Language ◽  
Professional Competence ◽  
Foreign Languages ◽  
Professional Activities ◽  
Writing Course ◽  
The Status ◽  
Literacy Methods ◽  
Descriptive Method

Purpose of the present paper is to consider and determine the relevance of the discipline "Foreign language" as a means of forming the professional competence of future engineers, graduate students of engineering directions, teachers of engineering disciplines and other stakeholders; to reveal the patterns of change and addition to the status of a foreign language as a marker of "education" the status of a means for applying professional literacy. Methods . The methods of the article are a descriptive method, a method of synchronous analysis and description of the results of development and experimental piloting of the course “Foreign language for engineers. Academic writing", which make it possible to determine the characteristics of perception, communicative status, situational relevance of the course in relation to the professional sphere of use. Results . This course is aimed at building professional competencies by means of the English language, necessary for various types of professional activities within the framework of the existing qualifications. Conclusion . The article considers the issue of the need to develop a course, which is especially relevant at the modern historical stage, when there takes place the integration of world experience in the process of professional and cultural communication at the global international level.

scholarly journals Voluntary use of automated writing evaluation by content course students

ReCALL ◽  
2021 ◽  
pp. 1-13
Author(s):  
Aysel Saricaoglu ◽  
Zeynep Bilki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Statistical Tests ◽  
Descriptive Statistics ◽  
Learning Tool ◽  
Writing Classes ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Automated Feedback

Abstract Automated writing evaluation (AWE) technologies are common supplementary tools for helping students improve their language accuracy using automated feedback. In most existing studies, AWE has been implemented as a class activity or an assignment requirement in English or academic writing classes. The potential of AWE as a voluntary language learning tool is unknown. This study reports on the voluntary use of Criterion by English as a foreign language students in two content courses for two assignments. We investigated (a) to what extent students used Criterion and (b) to what extent their revisions based on automated feedback increased the accuracy of their writing from the first submitted draft to the last in both assignments. We analyzed students’ performance summary reports from Criterion using descriptive statistics and non-parametric statistical tests. The findings showed that not all students used Criterion or resubmitted a revised draft. However, the findings also showed that engagement with automated feedback significantly reduced users’ errors from the first draft to the last in 11 error categories in total for the two assignments.

scholarly journals Roman Judges, Case Law, and Principles of Procedure

2004 ◽  
Vol 22 (2) ◽  
pp. 243-275 ◽  
Author(s):  
Ernest Metzger
Keyword(s):  
Academic Writing ◽  
Case Law ◽  
Roman Law ◽  
Modern Problem ◽  
Legal Doctrine ◽  
The World ◽  
Do So

Most who study Roman law today do so as historians, not lawyers. History includes doctrine, but Roman legal doctrine is rarely used to solve modern problems. There are exceptions: Roman law helps to solve modern problems in certain jurisdictions and academic writing sometimes gives a Roman solution to a modern problem. But the time is past when Roman sources were routinely put to work in the world of affairs, and most would say codification is the main reason.

scholarly journals FOSTERING CRITICAL THINKING SKILLS THROUGH ARGUMENTATIVE WRITING

2018 ◽  
Vol 37 (2) ◽  
Author(s):  
Susana Widyastuti
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Argumentative Writing ◽  
Writing Classes ◽  
Essay Writing ◽  
English As Foreign Language ◽  
Writing Course

Abstract: The urgency for developing students’ critical thinking (CT) abilities has left English as a Foreign Language (EFL) teachers trying hard to integrate CT into their teaching practices. This study highlights the role of language as a way of thinking, judging and assessing. It seeks to investigate how the elements of CT are displayed in students’ essay so as to reveal the development of their CT skills. The data are in the form of essay written by the fourth semester Indonesian students taking essay writing course. The analysis is based on Stapleton’s   criteria of CT (2001), i.e. claims, kinds  of  reasoning,  the  extent  of   evidence,  recognition  of  opposing  arguments  and  refutation,  and  fallacies. The results show that there are many weak arguments in the essays due to the insufficiency of reasons and evidence. It is highly possible for an essay to have multiple arguments. However, the logical correlations between them are not clearly articulated in the essays and many students fail to show them. Students also lack of refutation skills as they tend to accept a claim from other sources without trying to judge and evaluate it. While most conclusions are in the form of suggestion, they can be made better by clearly showing the position of the writer in relation the arguments posed in the essay. Fallacies are mostly found in the form of generalization and over-simplification. The results are expected to give insights to teachers about how CT skills could be effectively taught and improved in writing classes. Key words: argumentative writing, critical thinking (CT), English as a Foreign Language (EFL)  MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS MELALUI MENULIS ARGUMENTATIF Abstrak: Pentingnya mengembangkan kemampuan berpikir kritis (critical thinking atau CT) mahasiswa telah membuat para pengajar English as a Foreign Language (EFL) berusaha keras mengintegrasikan kemampuan berpikir kritis dalam pengajaran mereka. Penelitian ini menggarisbawahi peran bahasa sebagai sarana berpikir, menilai, dan mengevaluasi. Penelitian bertujuan untuk menggali bagaimana elemen-elemen berpikir kritis ditunjukkan dalam teks dan mengkaji perkembangan berpikir kritis dalam teks. Data berbentuk teks essay yang ditulis oleh mahasiswa semester 4 yang mengambil matakuliah Essay Writing. Data dianalisis berdasarkan kriteria Critical Thinking (CT) oleh Stapleton (2001), yaitu argument, reason, evidence, opposition and refutation, conclusion, dan fallacy. Hasil penelitian menunjukkan bahwa argumen sering lemah karena tidak didukung oleh  alasan dan bukti yang cukup. Suatu esai sangatlah mungkin mengandung banyak argumen. Namun demikian, hubungan logis antar argumen tersebut tidak jelas dalam esai dan bahkan banyak mahasiswa gagal menunjukkan hubungan tersebut. Mahasiswa juga lemah dalam hal refutation skill karena mereka cenderung menerima klaim dari sumber lain begitu saja tanpa mencoba mengevaluasi dan mempertanyakannya. Kebanyakan kesimpulan berbentuk saran dan bisa dibuat lebih baik dengan menyatakan dengan jelas posisi penulis dalam menanggapi argumen-argumen yang dikemukakan di awal. Fallacy kebanyakan dalam bentuk generalisasi dan penyederhanaan berlebihan. Hasil penelitian ini diharapkan dapat memberikan masukan tentang bagaimana kelas menulis dapat dirancang secara efektif supaya dapat menumbuhkan baik kemampuan berpikir kritis maupun kemampuan berbahasa. Kata kunci: tulisan argumentatif, berpikir kritis, English as Foreign Language (EFL)

scholarly journals Paying attention to identity in advanced EAP writing class

2004 ◽  
Vol 4 (1) ◽  
pp. 315-328
Author(s):  
David Camps
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Mexico City ◽  
Academic Writing ◽  
Private University ◽  
Social Identities ◽  
Foreign Language Writing ◽  
Writing Class ◽  
Writing Course ◽  
Language Writing

The present article discusses how students in the advanced EAP (English as a foreign language) writing course at a private university in Mexico City become aware of choosing different identities in a written assignment, and how this decision can help them deal with the course requirements. After addressing the issue of identity in class and carrying out activities to develop social identities, and collecting samples of their writing, the students were questioned about their decision of projecting their identities in their papers in order to find out whether the understanding of the importance of identity in academic writing and its projection in their written essays would facilitate its writing. In addition, it was deemed interesting to learn about whether they found it easier to meet the demands and conventions of that particular essay by being aware of the possibilities of constructing their identities.

Sign in / Sign up

Export Citation Format

Share Document