scholarly journals Writing performance in EFL at a college level using peer editing

2020 ◽  
pp. 75-95
Author(s):  
Silvia Elizabeth Cárdenas Sánchez ◽  
◽  
Ximena Elizabeth Naranjo Lozada ◽  
Keyword(s):  
College Students ◽  
Foreign Language ◽  
College Level ◽  
Writing Performance ◽  
Peer Editing ◽  
Universal Language ◽  
Writing Skill

Today, people are learning more and more languages for different reasons. To learn a language includes the development of all the skills in order to comprehend oral and written material. English, which is a universal language, is one of those languages, and it is used in different fields to promote communication. Thus, this paper focuses on one of the most important skills, which is writing. In a setting where English is taught as a Foreign Language (EFL), it is essential to learn how to write correctly following the language standards. With this in mind, the following research is framed in a context where college students developed the writing skill through paragraphs and peer correction. Students were instructed in different writing topics and peer correction.

scholarly journals Personality Facets, Writing Strategy Use, and Writing Performance of College Students Learning English as a Foreign Language

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986148
Author(s):  
Tung-hsien He
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Five Factor Model ◽  
Strategy Use ◽  
Self Report ◽  
Equation Modeling ◽  
Writing Performance ◽  
Writing Strategy ◽  
Personality Facets ◽  
Learning English

This study applied the structural equation modeling (SEM) technique to explore the predictive relations among personality facets, writing strategy use, and writing performance of college students learning English as a foreign language (EFL). In total, 201 participants composed an argument-based essay, before being surveyed using two self-report instruments: the Personality Facet Scale (PFS), which measured 10 facets within the framework of the Five-Factor Model (FFM), and the Writing Strategy Scale (WSS) that assessed six types of strategy. The established structural model indicated the following: (a) Five types of strategy and six facets predicted writing performance, (b) nine facets predicted the use of at least one type of strategy, either positively or negatively, and (c) the five types of strategy mediated the relations between the nine facets and writing performance. As suggested, adding and treating strategy use as a mediator could help elaborate and elucidate the facet–performance relations in the EFL writing context.

scholarly journals An Empirical Study of the Effects of Reading-writing Connection on Non-English Majors’ Writing Performance

2020 ◽  
Vol 10 (11) ◽  
pp. 1425
Author(s):  
Feifei Wang
Keyword(s):  
College Students ◽  
Empirical Study ◽  
Foreign Language ◽  
Language Use ◽  
Positive Influence ◽  
Foreign Language Teaching ◽  
Writing Performance ◽  
College English ◽  
English Writing ◽  
English Majors

College English writing has been considered as one of the most difficult parts in the field of foreign language teaching. On how to improve the writing performance of college students, a great many of scholars both at home and abroad conducted plenty of studies and achieved fruitful results. The purpose of this study is to investigate whether reading-writing connection has positive influence on the Non-English majors’ writing performance. The study indicates that reading-writing connection indeed has positive influence on the Non-English majors’ writing performance, especially in the aspects of content, language use, organization and vocabulary.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF PADA SISWA KELAS X4 SMA NEGERI 3 BULUKUMBA

2017 ◽  
Vol 15 (2) ◽  
pp. 130-146
Author(s):  
Suhartina Suhartina
Keyword(s):  
Action Research ◽  
Research Data ◽  
Direct Object ◽  
Average Score ◽  
Peer Editing ◽  
Implementation Evaluation ◽  
Reflection Phase ◽  
Writing Skill ◽  
Planning Implementation ◽  
Classroom Action Research

This classroom action research aims to improve students' writing skill of class X4 SMA Negeri 3 Bulukumba. The subjects of the study were the students of class X SMA Negeri 3 Bulukumba as much as 42 people. The object of research is the technique of direct object and peer editing, as well as the skill of writing the description. The action is done in two cycles. Each cycle consists of four stages, namely planning, implementation, observation / evaluation, and reflection. The research data is the data writing skill descriptions collected through the guidelines of writing descriptions and observation skills. Data were analyzed descriptively quantitative. The result of research shows that firstly, the process of learning with direct object technique that can improve the writing skill of descriptive paragraph of X-4 students of SMA Negeri 3 Bulukumba is by applying direct object technique in cycle I through planning, implementation, evaluation and reflection phase. In the first cycle of learning to write a descriptive paragraph is considered less than the maximum so that learning is continued into cycle II by designing the learning using direct object engineering and peer editing techniques. Second, the learning result of descriptive paragraph writing skill with direct object and peer editing technique has increased the average score of students who in cycle I only 81.3 increased to 88.1. In addition, there is also a significant change in attitude in students.

N-gram use in EFL learners’ retelling and monologic tasks

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaopeng Zhang ◽  
Baoshan Zhao ◽  
Wenwen Li
Keyword(s):  
Foreign Language ◽  
Association Strength ◽  
College Level ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Oral Production ◽  
Speaking Proficiency ◽  
N Gram

Abstract This study examined n-gram use in oral production by Chinese college-level English as a foreign language (EFL) learners at four distinct proficiency levels. Thirty indices regarding range, frequency, and association strength of bi- and tri-grams obtained from retelling and monologic samples were analyzed. Results suggest that, i) the four proficiency levels differed in measures for frequency and association strength of bi- and tri-grams, ii) academic bi- and tri-gram proportions and association strength (captured by MI- and t-scores) were predictive of EFL speaking proficiency for both the retelling and monologic samples but the effects were small, and iii) EFL learners used more well-attested bi- and tri-grams in monologues than in retelling, demonstrating that higher rated samples tended to contain more strongly-associated bi- and tri-grams, a greater proportion of frequent attested academic tri-grams, and that EFL n-gram use was task-sensitive. These findings help enrich our understanding on EFL development of multi-word sequences and have potentially useful implications for EFL pedagogy.

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

Sign in / Sign up

Export Citation Format

Share Document