scholarly journals Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them

2021 ◽  
Vol 6 (4) ◽  
pp. 262-275
Author(s):  
Saravanan A/L Palanisamy ◽  
Azlina Abdul Aziz
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Writing Skills ◽  
Teaching Writing ◽  
Word Choice ◽  
Esl Students ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Research Questions ◽  
Grammar Knowledge

This paper presents a systematic review of relevant published studies on challenges in teaching writing skills for upper secondary in ESL classrooms and solutions to overcome them from year 2012-2020. This systematic review attempts to address two research questions ; i.e. what are the writing challenges of the students and what are the solutions to overcome writing challenges faced by ESL students. 12 single studies and 2 systematic reviews were systematically reviewed and revealed that the most challenges encountered by students in writing are word choice, vocabulary, grammar and poor organisation of ideas. The findings also shed some lights on solutions to overcome the challenges from teachers’ and students’ perspective. Teachers should act as a guidance by providing sample essays, giving feedbacks and choose suitable approach by identifying students’ needs. Meanwhile the students should read more to generate ideas and improve their vocabulary and grammar knowledge.

PENINGKATAN HASIL BELAJAR MENULIS KARANGAN NARASI DENGAN MENGGUNAKAN METODE SAINTIFIKSISWA KELAS VI SDN 07 TUJUAH KOTO TALAGOKECAMATAN GUGUAK KABUPATEN LIMA PULUH KOTA

2020 ◽  
Author(s):  
Sri Mures Walef
Keyword(s):  
Scientific Method ◽  
Quantitative Methods ◽  
Writing Skills ◽  
Teaching Writing ◽  
Narrative Writing ◽  
Research Subjects ◽  
Essay Writing ◽  
Qualitative And Quantitative Methods ◽  
Teachers And Students ◽  
Improve Student Learning

This research is motivated by problems in the learning process, namely students have difficulty in expressing their ideas into writing or essays. The formation of words or sentences used by students is inaccurate or inappropriate, as well as the use of punctuation and spelling. In learning activities writing the teacher is more likely to apply teaching writing by prioritizing the results of the process. This study aims to improve narrative writing skills using the scientific method of class VI SDN 07 VII Koto Talago, Guguak District, Lima Puluh Kota Regency. The method used in this study is qualitative and quantitative methods. Qualitative research is research that intends to understand phenomena, about what is experienced by research subjects such as behavior, perceptions, motivations, actions and others. The results of the study describe learning using the Scientific method can improve student learning outcomes which initially in pre-cycle only reached 64 who are in sufficient qualifications. In the first cycle increased to 74 who were in qualifications more than enough, after the second cycle, the students' scores increased again being an average of 90 who are in excellent qualification. The increase includes three indicators, namely (1) narrative characteristics, (2) use of punctuation, (3) capital letters. Third, improving narrative writing skills using the Scientific method of class VI SDN 07 VII Koto Talago District of Guguak, Lima Puluh Kot Regency can be achieved due to several factors including teachers and students. Based on the results above it can be concluded that the narrative text writing skills using the scientific method increased, from sufficient qualifications to more qualifications until they were in excellent qualifications. Thus it can be concluded that, through the cooperative method the type of make a match improvement in students' essay writing skills increased significantly from stage to stage.Key Words: escritura de narrativas, métodos científicos

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

The Impact of Weblog on Omani Learners' Writing Skills in the English Language

2018 ◽  
Vol 9 (4) ◽  
pp. 33-51 ◽  
Author(s):  
Yahya Ashour Mohammed Alkhoudary
Keyword(s):  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Quality ◽  
Promising Tool ◽  
Computer Mediated ◽  
Before And After ◽  
Teachers And Students ◽  
The Impact

The aim of this study is to investigate the impact of utilizing weblog on facilitating teaching writing at Buraimi University College (BUC) and to explore the extent to which a blog as a computer-mediated tool enhances learners' writing skills in English as a foreign language e(EFL), English as a second language (ESL). Vygotsky's model will be adopted in this study. Furthermore, a process approach is employed to involve students in writing. A mixed-method of qualitative and quantitative was embraced. Three instruments were used to answer the research questions of the study. The participants consisting of 60 students, were placed into two groups: 30 students for experimental group (Ex.G.) and 30 for the controlled group (Cont. G.). Also, 30 EFL teachers (15 males and 15 females) were selected randomly. Pre-and post-tests were assigned to both groups before and after incorporating weblog as a teaching tool. Questionnaires were distributed to (Ex. G) to check the effect of using a weblog on students' writing quality. Interviews were also conducted with both teachers and students. The findings reveal that the students of weblog group significantly outperform their counterparts. This study concludes that integrating weblogs in teaching is of paramount importance to language learners and a promising tool in higher education.

scholarly journals Schoology as Learning Media to Improve Students’ Writing Skill

2021 ◽  
Vol 1 (1) ◽  
pp. 85-90
Author(s):  
Putu Yuni Widianingsih ◽  
Diah Ayu Manik Pradnya Dewi ◽  
Putu Enik Kristianti
Keyword(s):  
Teaching And Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Literature Study ◽  
Effective Learning ◽  
Learning Platform ◽  
Effective Media ◽  
Writing Skill ◽  
Teachers And Students ◽  
Information And Communication

The development of Information and Communication Technology (ICT) offers many solutions for the teacher to use an effective learning platform to improve students’ writing skills. Schoology is a learning application that can be used by teachers and students to teach and to learn writing. This paper aims to explain the use of Schoology in teaching writing and its benefits for students’ writing skills. Literature study was used as the method of this study in collecting the data. The study found that: 1). Students who were taught by using Schoology had better writing skill than those who were not. 2). Schoology was found effective media for teaching writing due to its easiness and friendly display. The findings are expected to be an alternative learning media used by both teachers and students in supporting the teaching and learning process in writing.

scholarly journals The attitudes of Teachers of Learning Disabilities in English Language Toward Using Virtual classes to Teach English Writing

2021 ◽  
Vol 2 (4) ◽  
pp. 9-18
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Validity And Reliability ◽  
Intensive Training ◽  
Teachers And Students ◽  
Virtual Classes ◽  
E Learning ◽  
Teachers Attitudes

This study investigated the attitudes of teachers of learning disabilities in English toward the use of virtual classrooms and e-learning in teaching writing skills to students with learning disabilities. The study adopted the descriptive approach and was applied to a sample of 65 teachers from Irbid city, Jordan. A questionnaire was developed to achieve this purpose after being checked for validity and reliability. The results showed that teachers’ attitudes toward virtual classes varied between high and moderate. For the realm of e-learning in general, the attitudes were high while for the realm of the effect of virtual classes in teaching writing skills were moderate. The study recommended providing intensive training to teachers of LDs in English language on the usages of e-learning and supporting teachers and students with the appropriate tools

scholarly journals A Systematic Review of the Challenges and Solutions of ESL Students‟ Academic Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1169-1171
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Esl Students ◽  
Learning Collaborative ◽  
Cognitive Approach ◽  
Malaysian Students

Research studies on ESL writing are more interested in providing operational writing strategies for academic writing. However, there are not many studies on challenges faced by students and their solutions. The main aim of this paper is to provide a systematic literature review of academic writing studies which focused on investigating students’ academic writing challenges and their solutions. The papers used in this study were published from 2010 until 2019. A systematic search of literature proposed in this paper employs the exploratory approach for identifying and evaluating twenty-seven articles published in the authentic Journals. The themes of the review are divided into two categories, one which is related to ESL Malaysian students and another category is regarding non-Malaysians, this is due to the context of the study which will be conducted in Malaysia and therefore a review of studies done on Malaysian student academic writing is justified. The review shows there is a broader context of ESL students’ academic writing challenges and factors influencing students’ academic writing skills. In addition, as mentioned above, the review clearly shows the highlight of previous studies was on strategies which help improve students writing skills. As a conclusion, the review signifies that there are three major enormous challenges faced by ESL students in academic writing, such as teaching methods, students’ attitude towards English, and language ability. And the solutions to the challenges are to employ active learning English language teaching methods, for example, Task-Based learning (TBL), Blended learning, Collaborative learning and cognitive approach, in teaching writing.

scholarly journals Linguistic and Cultural Difficulties Encounter ESL Arabic-Speaking Students

2017 ◽  
Vol 1 (8) ◽  
Author(s):  
Hanaa Salem Hamad Al-Majren
Keyword(s):  
Exploratory Study ◽  
English Language ◽  
Data Sources ◽  
Esl Students ◽  
Language Support ◽  
Curricular Content ◽  
Teachers And Students ◽  
Research Questions ◽  
Arabic Speaking ◽  
Collection Methods

The purpose of this study was to reveal challenges facing Arabic-speaking ESL students. 30 Arabic-speaking ESL students and five teachers in Administrative Secretarial institute in Kuwait participated in this exploratory study. Research questions focused on the needs of the Arabic-speaking ESL students, the factors that influence their learning, and the problems the teachers face in supporting these students. Data sources included teacher and student interviews, and classroom test. Data showed that the students face challenges to learn the English language, the culture, and curricular content using their limited English. The study concluded that several important challenges for teachers and students exist, including time, language support, and knowledge. The study is organized into four sections. Section One identifies the rationale, scope and aims of the study. Section Two highlights the data collection methods adopted. Section Three provides theoretical analysis on the findings. And Section Four clarifies the causes of the participant students’ challenges.

scholarly journals Mobile Applications for Developing Second Language Collaborative Writing

2021 ◽  
Vol 15 (07) ◽  
pp. 185
Author(s):  
Sasi Sekhar Mallampalli ◽  
Shriya Goyal
Keyword(s):  
Mobile Applications ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Teaching Writing ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Writing Ability ◽  
Google Docs ◽  
Teachers And Students ◽  
The Impact

<p>Developing writing skills in a foreign language is one of the demanding tasks for both teachers and students. It not only demands extensive reading and intensive practice in writing both inside and outside the classroom but also timely feedback and error-correction. The experimental study aimed at studying the impact of collaborative writing tasks using mobile applications like <em>WhatsApp</em>, <em>Google Docs</em>, and <em>Google Slides</em> on enhancing the writing ability at the pre-intermediate level of Common European Frame of Reference (CEFR). The participants were tertiary level students of Cihan University who were randomly divided into two equal groups (n=28). One group used <em>WhatsApp</em> and the other group used the <em>Google Docs</em> and <em>Google Slides</em> apps on their mobile devices. The comparative study analyzed the impact of each application on improving the writing skills of the students with pretest and posttest results and semi-structured interviews. The results indicated that the participants who used <em>Google Docs</em> and <em>Google Slides</em> apps have performed better than the participants in the <em>WhatsApp</em> group. The results have implications for teachers teaching writing skills and students who write using mobile applications.</p>

scholarly journals The Development of the Basic Approaches to Teaching Writing

2015 ◽  
Vol 11 (2 (14)) ◽  
pp. 118-122
Author(s):  
Zori Barseghyan
Keyword(s):  
Teaching Writing ◽  
Paradigm Shifts ◽  
Esl Students ◽  
Recursive Procedure ◽  
Teachers And Students ◽  
Methodological Approaches ◽  
Basic Approaches ◽  
Teaching Learning ◽  
Functional Analyses ◽  
New Strategies

The variety of methodological approaches can contribute to developing the optimal model of teaching writing in higher linguistic universities since implementing only one approach in writing process is unfruitful. However, the priority of this or that approach does not suggest abandoning the other approaches to writing, but puts forward the demand for complementing one another rather than opposing. The content and functional analyses of the product-based, the process-based and the genre-based approaches can lead to paradigm shifts in foreign language teaching/learning methodology, emphasize the importance of the recursive procedure of writing, reveal the main characteristics of writing activities, determine the roles of teachers and students in the process of writing, and develop new strategies teaching writing. Thus a synthesis of the product, the process and the genre approaches to writing will be the best approach to meet the needs of our ESL students.

scholarly journals Collaboration challenges in systematic reviews: a survey of health sciences librarians

2017 ◽  
Vol 105 (4) ◽  
Author(s):  
Joey Nicholson ◽  
Aileen McCrillis ◽  
Jeff D. Williams
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Research Question ◽  
Methodological Issues ◽  
Eligibility Criteria ◽  
Web Based ◽  
Team Members ◽  
Whole Process ◽  
Research Questions ◽  
General Communication

Objective: While many librarians have been asked to participate in systematic reviews with researchers, often these researchers are not familiar with the systematic review process or the appropriate role for librarians. The purpose of this study was to identify the challenges and barriers that librarians face when collaborating on systematic reviews. To take a wider view of the whole process of collaborating on systematic reviews, the authors deliberately focused on interpersonal and methodological issues other than searching itself.Methods: To characterize the biggest challenges that librarians face while collaborating on systematic review projects, we used a web-based survey. The thirteen-item survey included seventeen challenges grouped into two categories: methodological and interpersonal. Participants were required to indicate the frequency and difficulty of the challenges listed. Open-ended questions allowed survey participants to describe challenges not listed in the survey and to describe strategies used to overcome challenges.Results: Of the 17 challenges listed in the survey, 8 were reported as common by over 40% of respondents. These included methodological issues around having too broad or narrow research questions, lacking eligibility criteria, having unclear research questions, and not following established methods. The remaining challenges were interpersonal, including issues around student-led projects and the size of the research team. Of the top 8 most frequent challenges, 5 were also ranked as most difficult to handle. Open-ended responses underscored many of the challenges included in the survey and revealed several additional challenges.Conclusions: These results suggest that the most frequent and challenging issues relate to development of the research question and general communication with team members. Clear protocols for collaboration on systematic reviews, as well as a culture of mentorship, can help librarians prevent and address these challenges.

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