scholarly journals Mapping IIUM Students’ English Language Writing Proficiency to CEFR

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Mohd. Khairul Abu Sufi ◽  
Engku Haliza Engku Ibrahim
Keyword(s):  
English Language ◽  
Proficiency Test ◽  
Writing Skills ◽  
Significant Proportion ◽  
The Other ◽  
Writing Proficiency ◽  
Council Of Europe ◽  
Language Writing ◽  
The Common ◽  
General Linguistic

The goal of this research was to determine the English language writing skills of the International Islamic University of Malaysia (IIUM) graduating undergraduates based on two linguistic levels; the IIUM English Proficiency Test (EPT) and the Common European Framework of Reference for Languages (CEFR), based on two descriptors: IIUM’s EPT descriptor, and CEFR’s ‘General linguistic range’ descriptor (Council of Europe, 2001, p 110). The EPT results show that the majority (48 %) of the English language writing skills of IIUM undergraduates were in Band 6, while Band 5.5, Band 5 and Band 4, respectively, ranked 31.3%, 4.9% and 0.4%. On the other hand, Band 8, Band 7 and Band 6.5 were attained by 0.2%, 2.4% and 12.2% of undergraduates. A significant proportion of IIUM undergraduates (46.3 %) were found to be at Level B2 + when assessed against the CEFR scale for the ‘General linguistic range.’ At the same time, 2.2%, 12.4%, 33.9 and 5.2% of students were at Level C2, C1, B2, B1 +, respectively. The results also showed that a mere 0.2% was at Level B1. This research also showed that despite some inaccuracies and improper uses, IIUM students could write effectively and understand and use reasonably complicated language, particularly in familiar situations. Based on the CEFR scale for ‘General linguistic range’, the results of this study show that IIUM graduating undergraduates could clearly articulate themselves in their writing.

The Reception Process in Austria and Switzerland

2008 ◽  
Author(s):  
Daniela Thurnherr
Keyword(s):  
Human Rights ◽  
Early Stage ◽  
Case Law ◽  
Legal Order ◽  
The Other ◽  
Council Of Europe ◽  
Starting Position ◽  
European Court ◽  
The Status ◽  
The Common

This chapter discusses the reception of the ECHR in Austria and Switzerland. Topics covered include the accession and ratification of the ECHR in both countries, the status of the ECHR in national law, an overview of the activity of the European Court of Human Rights, and the ECtHR's case law and its effects on the national legal order. Although both countries joined the ECHR at a relatively early stage, this starting position led to different outcomes. The main reason is because the common denominators of neutrality and federalism in these two countries are actually rather small: as Austria follows a very different concept of neutrality, it did not face any (political) difficulties before and during the ratification process. Switzerland, on the other hand, was very reluctant to join the Council of Europe and careful to avoid any concessions with regard to neutrality.

scholarly journals CHALLENGES IN ASSESSING PROCESS – MORAL AND PROFESSIONAL VALUES FROM ACQUISITION TO APPLICATION

10.26458/1723 ◽  
2017 ◽  
Vol 17 (2) ◽  
pp. 29-37
Author(s):  
Daliana Tascovici ◽  
Robert Gabriel DRAGOMIR
Keyword(s):  
European Commission ◽  
The Other ◽  
Common Language ◽  
Council Of Europe ◽  
University Courses ◽  
European Dimension ◽  
Other Hand ◽  
European Citizenship ◽  
The Common ◽  
Educational Contents

The present paper aims at presenting the actual situation as concern the values the students are taught about during their university courses on one hand and the necessity of the labour market on the other hand. At first, we referred to the values within the European dimension of education, as they were established by the European Commission for every state. Here we made special reference to the plan of the educational contents, as it has to contain elements of proximity and coincidence. Secondly, we talked about the new paradigms met with the educational policies. Here we stress the importance not only of knowledge, but also of competences and values the students will achieve. In order to fulfil this task, the usage of the TIC and of the educational resources opened for every type of educational contexts should be intensified. Here we also mentioned the series of activities which help the learning of the common language for a European citizenship and the defining of the new educations, adapted to the dimension of education, the European Commission and the Council of Europe propose. The next treated aspect was to establish the defining of the problem mentioned at the beginning. Here we reach the following objectives: to describe the nature of the problem, to establish the scale of the problem, to identify the affected categories, to establish the causes of the problem, to argue the need for intervention, to estimate the risks and the uncertainty of the problem discussed and also to present the healing activities. In order to get real information, we used the following methods: questionnaires (were disseminated to two different categories of respondents: students who want to get a job on one hand and employers on the other hand) and observations. The activities supposed data collecting, processing, analyzing and interpretation. In the end we draw the conclusions.

scholarly journals Psychological aspects of acquisition of writing skills in English language

2020 ◽  
Vol 2 ◽  
pp. 115-118
Author(s):  
Shabnam Ismayilova ◽  
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
English Language ◽  
Writing Skills ◽  
Writing Anxiety ◽  
Affective Factors ◽  
Teaching Language ◽  
Self Confidence ◽  
Language Writing ◽  
Integral Role

Affective factors play an integral role in English language learning. If we want to be successful in teaching language writing, we need to look into these socio-psychological factors of students. There is a correlation between self-efficacy and writing anxiety that directly influences students’ writing performance. Students’ self-confidence in writing can minimize the anxiety. Pedagogically, methods are chosen specially by teachers, because of acquisition and learning of writing skills of students.

scholarly journals THE IMPLEMENTATION OF “WRITING IN PAIRS” BASED ON STUDENTS’ PERCEPTION

JURNAL BASIS ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Lailatul Husna
Keyword(s):  
English Language ◽  
Learning Experience ◽  
Writing Skills ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Essay Writing ◽  
Writing Class ◽  
Language Writing ◽  
To Come

Writing skills is one of four skills that a student learns in language. Writing is a language skill with the last sequence studied by the learner. Writing in pairs is a strategy which is applied in writing. The aims of writing in pairs in learning are students and their partners can work together to get unite ideas owned by each student. This study was conducted to see how the use of writing in pairs strategy in learning writing that viewed from students perception whose results can be used as a reference for improvement in learning writing skills. The data were taken from the Essay Writing class in the English Language Education Study Program of FKIP Bung Hatta University by giving questionnaires to the students after they have studied three times of writing learning experience with writing in pairs strategy or pair work. The results showed that students were happy with the paired work strategy in writing activities. Working in pairs, learners find that it is easier to come up with an idea so that the boring writing activity is turning into a more fun activity.

scholarly journals The Causes of English Writing Anxiety among Pakistani ESL Students: Perceptions of Teachers and Students

2021 ◽  
Vol 9 (1) ◽  
pp. 21-27
Author(s):  
Muhammad Fareed ◽  
Imran Khan ◽  
Huma Akhtar
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Esl Students ◽  
Public And Private ◽  
Writing Anxiety ◽  
Language Writing ◽  
English Language Teachers ◽  
Group Interviews ◽  
Public And Private Sector

English language writing skills play a significant role in academic and professional lives in the ESL context. Anxiety can have debilitating effects on learning English language listening, reading, speaking and writing skills. The objective of the current study was to explore the causes of writing anxiety in Pakistani undergraduate ESL students. The data for this study were collected from Pakistani ESL students and English language teachers in Karachi with asample that had both public and private-sector representation. Group interviews were held to collect the data. Interview protocols were designed for the interviews of the students and the teachers and checked for self-validity and expert validity. Three group interviews were carried out with the undergraduate ESL students and two with the ESL English language teachers. All of the interviews were audio recorded and transcribed. Respondent validation technique was used for the transcription and similarly, inter-coder reliability was carried out for respondents’ Urdu translation into English. The findings revealed multiple causes of Pakistani ESL students’ English language writing anxiety.

scholarly journals A framework for characterizing communication-oriented ELT textbooks

2022 ◽  
Vol 9 (2) ◽  
pp. 66-88
Author(s):  
Nahúm Misael Tórrez
Keyword(s):  
English Language ◽  
Theoretical Foundation ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Textbook Analysis ◽  
English Language Teaching ◽  
Short Discussion ◽  
Council Of Europe ◽  
The Common

Textbooks hold a fundamental position in English Language Teaching (ELT). Today, their main aim is to contribute to the development of the learner’s communicative competence. This paper sets out to set the basis for constructing a framework for characterizing ELT textbooks, in terms of their opportunities to promote communicative competence. In order to provide a theoretical foundation for the framework, it first introduces the notions of input (Krashen, 1989) and output (Swain & Lapkin, 1995). Then, it presents two influential models of communicative competence, i.e., those of Canale and Swain (1980), and the Common European Framework for Reference of Languages (Council of Europe, 2001, 2018). Following that, it presents two significantly quoted sets of principles for the study of learning materials in Communicative Language Teaching (CLT), i.e., the principles of Richards and Rodgers (2014) and Nation (2007). Building on the models and principles, the paper suggests eleven criteria for characterizing communication-oriented ELT textbooks, covering input in the form of topics and texts, and output in the form of activities. A short discussion of the main affordances of the suggested framework is provided at the end of the article.   Keywords: Communicative Competence, ELT Textbooks, Textbook Analysis, Communicative Language Teaching (CLT).  

scholarly journals Analyse and challenges of teaching writing among the English teachers

2021 ◽  
Vol 6 ◽  
Author(s):  
Md. Harun Rashid ◽  
Tao Ye ◽  
Wang Hui ◽  
Wei Li ◽  
Wang Shunting
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Linguistic Competence ◽  
Teaching Writing ◽  
Student Writing ◽  
Esl Teachers ◽  
Language Writing ◽  
University Classrooms ◽  
Supporting Teachers ◽  
Descriptive Method

Teaching is a one of the productive skills in the English language writing, involves developing students' linguistic competence, which many ESL teachers find difficulties. The study's main goal is to examine the challenges faced by ESL teachers in teaching writing skills to students in university classrooms. This study aims to identify problems faced by teachers of Arts faculty in the Universities level. The researcher used questionnaires to survey teachers' concerns about teaching writing skills. The researcher used a descriptive method to report the problems encountered by the sampled teachers in teaching writing skills. The survey had 12 questions. This study's findings not only revealed the problematic factors but also suggested some practical solutions. This study's findings and recommendations may help teachers reflect on their teaching practices and assist authorities in supporting teachers' efforts to improve student writing skills.

Analyse the Issues and Challenges in Teaching Writing Among English Teachers

2022 ◽  
Vol 4 (2) ◽  
pp. 19-24
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Writing Skills ◽  
Linguistic Competence ◽  
Teaching Writing ◽  
Student Writing ◽  
Language Writing ◽  
University Classrooms ◽  
Supporting Teachers ◽  
Descriptive Method

Teaching one of the productive skills of the English language, writing, involves developing students' linguistic competence, which many E.S.L. teachers find difficult. The study's main goal is to examine the challenges faced by E.S.L. teachers in teaching writing skills to students in university classrooms. This study aims to identify problems faced by teachers of Arts Colleges in Universities. The researcher used questionnaires to survey teachers' concerns about teaching writing skills. The researcher used a descriptive method to report the problems encountered by the sampled teachers in teaching writing skills. The survey had 12 questions. This study's findings not only revealed the problematic factors but also suggested some practical solutions. This study's findings and recommendations may help teachers reflect on their teaching practices and assist authorities in supporting teachers' efforts to improve student writing skills.

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