scholarly journals THE EFFECT OF SUGGESTED TRAINING PROGRAM ON THE DEVELOPMENT OF ACADEMIC WRITING AT AL BURAIMI UNIVERSITY COLLEGE IN THE SULTANATE OF OMAN

2021 ◽  
Vol 03 (04) ◽  
pp. 101-112
Author(s):  
Mohammed Saleh ALAJMI ◽  
Samah Khamis Said AL MAMARI
Keyword(s):  
College Students ◽  
Training Program ◽  
Academic Writing ◽  
Writing Skills ◽  
Arabic Language ◽  
Experimental Program ◽  
Sultanate Of Oman ◽  
University College ◽  
Post Test ◽  
Research Tools

The current study aimed to build a proposed training program to advance the development of functional writing skills of Al-Buraimi University College students and measure its impact on improving functional writing skills. It also aimed to reveal whether there are statistically significant differences at the level of (α 0.05) in the level of acquisition of the college's students in the functional writing skills attributed to the human gender variable. To achieve the objectives of the study, the researchers used the approved semi-experimental approach based on the design of (one group with two pre and post-tests). Therefore, a number of research tools and materials were designed, which are: a list of appropriate functional writing skills for students of Al-Buraimi University College in the Sultanate of Oman, an analytical assessment list for correcting the functional writing test, a pre and post-test for Al-Buraimi University College students, and building a training program for Al-Buraimi University College students in light of the list Specific skills, preparing the training program guide, and after verifying the validity and reliability of the research tools and materials, they were applied to a sample of (80) students at Al-Buraimi University College. The results of the study indicated a clear improvement in the growth of job writing skills in favor of the post test, as the average performance was 25.74%, while the pre-test was 17.89%. This indicates that students who underwent the experimental program based on constructivist theory in teaching had better functional writing skills. This result indicates that the targeted functional writing skills have clearly developed among the students of Al-Buraimi University College, while the results of the second question showed that there are no differences in the level of students' acquisition of functional writing skills between males and females of Al-Buraimi College. In light of the results of the current study, we reached to the following recommendations: Benefiting from the list of functional writing skills that the current study reached by evaluating the performance of Al-Buraimi University College students for the functional writing skills in light of it, and by building tests in light of that list and providing lecturers who teach the Arabic language course and list the skills so that they have a support in implementing the course with better efficiency. While the study made some proposals, that are: Conducting a descriptive study to determine functional writing skills in universities and colleges in other areas, such as: writing reports, meeting minutes, resumes.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals Pedagogical Implication of Clause Expansion Mastery through E-Learning Instruction to Improve Academic English Writing Skills

2021 ◽  
Vol 13 ◽  
Author(s):  
I. Nurhamidah ◽  
S. Purwanto ◽  
C. Anwar ◽  
D. F Wulandari ◽  
A. Murtiningrum
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Academic English ◽  
English Writing ◽  
Academic Texts ◽  
Systemic Functional Linguistic ◽  
Pedagogical Implication ◽  
Post Test ◽  
Learning Instruction ◽  
E Learning

The current study investigated the pedagogical implication of Clause Expansion (CE) mastery to improve academic English writing skills. Fifteen students  participated in the study. A two-cycle action research design was used to justify how the mastery of clause expansion contributed to the development of academic writing skills.  Prior to intervention, they were assigned to write academic texts based on IELTS writing test. Then, they were given a three-week task-based e-learning instruction on CE., based on Systemic Functional Linguistic Framework of Clause Expansion.In the process of Explicit Instruction (EI) of CE, they were exposed in academic writing exercises to apply their knowledge on CE in various grammatical contexts in which it is required as Input Flood (IF).  Another test was administered to see how it progressed from the pre-test. Then, another three-week task-based e-learning module, was given for their second online learning activities. A post-test was administered to see how it contributed to their overall writing skills. It turned out that CE mastery under e-learning special instruction did significantly improve their writing skills. They become more confident in writing academic texts. It is highly recommended that CE be taught as an integral part of a writing course.

scholarly journals Exploring the Effects of Excessive Texting Through Mobile Applications on Students’ Technostress and Academic Writing Skills in the Arabic Language

IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 166940-166950
Author(s):  
Ahlam Mohammed Al-Abdullatif ◽  
Merfat Ayesh Alsubaie ◽  
Eman Abdulaziz Aldoughan
Keyword(s):  
Academic Writing ◽  
Mobile Applications ◽  
Writing Skills ◽  
Arabic Language

scholarly journals The Impact of Virtual Writing Tutor on Writing Skills and Attitudes of Omani College Students

2020 ◽  
Vol 4 (3) ◽  
pp. 101
Author(s):  
Amal Aamir Al Badi ◽  
Mohamed El Tahir Osman ◽  
Abdo, M. Al-Mekhlafi
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Attitude Scale ◽  
Future Research ◽  
Control Group ◽  
Total N ◽  
Post Test ◽  
Writing Tutor ◽  
The Impact ◽  
Experimental Group

The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the academic writing skills of Year 1 Omani EFL students in the College of Applied Science, (CAS)-Sohar and their attitudes towards using VWT software to enhance their academic writing skills. The sample consisted of 35 students in the control group and 35 in the experimental group (Total N= 70) who were enrolled in the English for Academic Purposes (ENAP1002) course at CAS-Sohar. The data collection tools included pre-test and post-test for the two groups, and attitude scale for the experimental group. The findings of the study showed a positive large effect size (Cohen’s d = 0.88) of VWT on writing skills. In addition, Year 1 students in the experimental group enjoyed using the VWT software and found it beneficial and helpful in checking the accuracy of their essays including spelling, punctuation, grammar and vocabulary. In light of the research findings, implications and recommendations for future research were outlined.

scholarly journals Improving Postgraduates’ Academic Writing Skills with Summarizing Strategy

2019 ◽  
Author(s):  
Edhah Numan Khazaal
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Writing Skills ◽  
Test Model ◽  
Summary Writing ◽  
Political Sciences ◽  
New Strategy ◽  
Post Test ◽  
Written Test ◽  
The University

Writing is one of the essential poles of language learning, and should be one of the senior interest, and concern to teachers, students, and researchers. The purpose of this study is to identify the effect of using the summarizing strategy on postgraduates 'learners. To develop the summary writing skills, two months implementation is applied to twenty Iraqi postgraduates 'learners, who are studying English as a foreign language (EFL) .The participants were from two departments in the college of political sciences at A-Nahrain University, Iraq, during the academic year 2018-2019. It was carried out in a single-group pre-post-test model only. A pre-test on summary writing conducted to participants a week before the summarizing strategy applied. The experimental process of the study lasted eight weeks, where the participants received 16 treatment sessions. Five different passages choose from their textbook (Headway for Academic Skills Level3), which was recommended by the university. The selected written passage for post-test was "globalization." The participants asked to summarize the passage within 45 minutes according to the new strategy. Data of the summary written test collected, and scored according to the five criteria such as; (grammar, vocabulary, organizing, content, and coherence). The findings of the study indicated that the summarizing strategy has a significant effect on postgraduates' learners in academic writing skills, so it is recommended that this strategy be applied in the curriculum of our schools and universities.

scholarly journals The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles

2018 ◽  
Vol 18 (2) ◽  
pp. 239 ◽  
Author(s):  
Emilia Ninik Aydawati ◽  
Dwi Rukmini ◽  
Dwi Anggani Linggar Bharati ◽  
Sri Wuli Fitriati
Keyword(s):  
Learning Styles ◽  
Peer Review ◽  
Academic Writing ◽  
Writing Skills ◽  
Academic Skills ◽  
Face To Face ◽  
Writing Class ◽  
Writing Students ◽  
Post Test ◽  
Preliminary Study

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online.  Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class.  This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in   web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review.  Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.

scholarly journals The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles

2018 ◽  
Vol 18 (2) ◽  
pp. 245
Author(s):  
Emilia Ninik Aydawati ◽  
Dwi Rukmini ◽  
Dwi Anggani Linggar Bharati ◽  
Sri Wuli Fitriati
Keyword(s):  
Learning Styles ◽  
Peer Review ◽  
Academic Writing ◽  
Writing Skills ◽  
Academic Skills ◽  
Face To Face ◽  
Writing Class ◽  
Writing Students ◽  
Post Test ◽  
Preliminary Study

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online.  Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class.  This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in   web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review.  Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.

scholarly journals Shaping Students’ Writing Skills: The Study of Fundamental Aspects in Mastering Academic Writing

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Ariyanti Ariyanti
Keyword(s):  
College Students ◽  
Academic Writing ◽  
English Language ◽  
Writing Skills ◽  
Full Description ◽  
Long Time ◽  
One Step ◽  
Case Writing ◽  
Language Acquistion

Writing has become one of important skills in English language acquistion since a long time ago. Without leaving aside the importance of using active English to communicate, the passive one also plays important role to convey the message. Writing, as a way to explore our passive English is not merely intended to describe any topic without purposes. In this case, writing is a progressive activity. Oshima and Hogue (1997:2) explain the meaning of progressive in writing is when we want to start the first step to write about a certain topic, actually we have already known what we are going to write and how we explore it. After that, we read over our writing than we will do some corrections and also changes. In short, in order to have a better writing we should never stop only in one step. The more particular and specific urgency in writing is how to make our writing academic. This is what the most college students face in their writing tasks such as essays and final projects which become the requirement for them to finish their study in a university. In fact, academic writing is not as easy as the students think that they will just ask to write a passage freely. In this case, academic writing gives full description and complete guidance on how to make their writing sounds academic. So that is what the researcher tried to explained to the readers especially for students who need to shape their ability to in doing such academic writing.

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