scholarly journals EFL Students’ Perceptions of Collaborative Writing in a Private University, Vietnam

2021 ◽  
pp. 195-201
Author(s):  
Ly Minh Trinh ◽  
Huan Buu Nguyen
Keyword(s):  
Collaborative Writing ◽  
Mekong Delta ◽  
Private University ◽  
College Writing ◽  
Foreign Languages ◽  
Intended Audience ◽  
Socially Constructed ◽  
Writing Students ◽  
Efl Students ◽  
Communicative Activity

Writing is widely held as the most important but sophisticated skill in learning foreign languages, including English. In particular, in college writing, students need to acquire and improve their writing performance in order to communicate ideas to intended audience or academia. Thus, as a communicative activity, writing cannot be done in isolation. Instead, collaborative writing has been advocated as a socially constructed activity done by more individuals to produce a particular text. However, individual writing still dominates in the writing context in Vietnam, thereby deterring students from writing collaboratively with others. This paper therefore seeks the students’ perceptions about collaborative writing. Data collected for this study include questionnaire and interviews. Participants were147 students of English at a university in the Mekong Delta, Vietnam. The findings indicate that students had positive perceptions about collaborative writing. Implications for collaborative writing are also provided.

scholarly journals The Impacts of Collaborative Writing on EFL Students’ Paragraph Writing Performance

2021 ◽  
pp. 177-190
Author(s):  
Thao Thu Thi Nguyen ◽  
Hoang Yen Phuong
Keyword(s):  
High School ◽  
Collaborative Writing ◽  
School Context ◽  
Mekong Delta ◽  
Structured Interviews ◽  
Writing Performance ◽  
English Writing ◽  
Efl Students ◽  
Writing Tests ◽  
Learning English

In Vietnam, writing is considered the most challenging skill by English as a Foreign Language (EFL)students. These students encounter various kinds of problems in their writing process, from generating ideas to revising their tasks. Previous studies reveal that collaborative writing could bringstudents numerous benefits regarding their writing performance. The present study was conducted to examinethe impacts of collaborative writing on EFL students’ paragraph writing performance and investigate their attitudes toward using collaborative writing in learning English writing. This research followed a mixed-method design, which lasted 15 weeks and was conducted with the participants of 80 EFL tenth-grade students in a high school context. Three research instruments namely the writing tests (pre-and post-test), questionnaires, and semi-structured interviews were employed in this study. The findings showedan improvement in EFL students’ paragraph writing performance after they had experienced collaborative writing. Moreover, the majority of EFL students also showed their highly positive attitudes towards using collaborative writing in learning English writing. Finally, the suggested pedagogical implications of using collaborative writing in learning English writing are hoped to contribute to the innovation of teaching writing in the context of high school in the Mekong Delta of Vietnam.

scholarly journals Grammar Jam: Adding a Creative Editing Tactic

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
David Gillespie
Keyword(s):  
College Writing ◽  
Specific Advice ◽  
Writing Students

The author argues reading, hearing, and then composing musical lyrics involving grammatical concerns can help college writing students to edit more effectively for a song's grammar topic. Explaining that the songs need to offer specific advice, such as how to both spot and correct the grammatical problem, the writer offers lyrical examples and provides scholarly evidence for this approach. The essay explains what Grammar Jam is, why music can work, and how to use the tactic in the classroom.

scholarly journals The Application of E-learning in English Teaching at Dong Nai Technology University

2021 ◽  
Vol 25 (1) ◽  
pp. 544
Author(s):  
Lien Cam
Keyword(s):  
Teaching And Learning ◽  
Study Data ◽  
Foreign Languages ◽  
Efl Learners ◽  
Learning Platform ◽  
Learning Programs ◽  
E Learning ◽  
Efl Students ◽  
Learning Platforms ◽  
The University

Many colleges and universities in Vietnam have employed e-learning platforms in teaching English with the hope to better students’ English proficiency. Recently, e-learning programs such as DNTU-LMS and Canvas have been implemented at Dong Nai Technology University. With their features of flexibility and efficiency, they have been being used as crucial tools for teaching and learning in various faculties in the university especially during the widespread of Covid-19 pandemic. The present study aimed at identifying the views of the EFL learners from Faculty of Foreign Languages on the application of e-learning platform. A group of 100 EFL students was chosen randomly to participate in this study. Data was collected using questionnaire. After analyzing student’s responses, the results proved that the introduction of e-learning was effective. E-learning also stimulates students to learn English and brings them comfort and joy.

Using Digital Tools to Teach Writing in K-12 Classrooms

2013 ◽  
pp. 10-26 ◽  
Author(s):  
Rebecca S. Anderson ◽  
Gretchen S. Goode ◽  
Jessica S. Mitchell ◽  
Rachael F. Thompson
Keyword(s):  
New Literacies ◽  
Collaborative Writing ◽  
Digital Tools ◽  
Future Research ◽  
Content Area Writing ◽  
Socially Constructed ◽  
Online Tools ◽  
Future Research Directions ◽  
Writing Pedagogies ◽  
K 12

The purpose of this chapter is to provide four examples from K-12 classrooms that use a variety of current, research-based online tools for teaching the following writing pedagogies: (1) process writing, (2) cultural studies, (3) content area writing, and (4) collaborative writing. Each classroom example includes supporting research, a teacher story, variations and barriers of technology tools, and additional website resources. These examples adapt five of Leu’s (2002) new literacies principles: (1) change is a defining element of the new literacies, (2) literacies build on and complement previous literacies, (3) new literacies require new forms of strategic knowledge, (4) new literacies are socially constructed, and (5) the teacher’s role becomes even more important within the new literacies. The chapter concludes with future research directions for using digital tools to teach writing.

scholarly journals LOCAL WISDOM VALUES IN EFL ONLINE LEARNING: EMERGING ENVIRONTMENTAL ISSUES

2021 ◽  
Vol 1 (02) ◽  
pp. 23-34
Author(s):  
Umar Al Faruq A. Hasyim ◽  
Nurul Puspita
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Environmental Issue ◽  
Local Culture ◽  
Essay Writing ◽  
Efl Learners ◽  
Online Platform ◽  
Writing Students ◽  
Efl Students

Abstract Local wisdom values mean society awareness about their ability in recognizing the surrounding condition.  In this context, the values refer to the Lampungnese custom in planting crop. Unfortunately, many EFL learners were not familiar with their surroundings.  Furthermore, this research describes the used of environmental issue topic in learning Essay writing. The teaching and learning process was done by EFL students by using online platform. It was suggested during the pandemic situation. However, the aim of this research is describing EFL students’ activities in emerging environmental topic toward their essay. This research was done on second semester of essay writing students. It was about 27 students. In conducting the teaching and learning process the lecturers choose any pictures that deal with the local culture of Lampungnese in planting crop as a topic. Then, the students would be more familiar with the values of the culture and elaborate the values in term of essay writing.

scholarly journals Vlogs in University EFL Speaking: Student’s and Teachers’ Perceptions

2021 ◽  
pp. 416-424
Author(s):  
Misdi . ◽  
Usmala Dewi Siregar ◽  
T Thirhaya Zein ◽  
Deasy Anggraini ◽  
Zhafran Fatih Ananda
Keyword(s):  
Language Education ◽  
Private University ◽  
Structured Interview ◽  
Foreign Language Education ◽  
Learning Motivation ◽  
English Learning ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
Efl Students

The use of vlogs has increased significantly in the context of English learning, especially in the context of English as a Foreign Language education. Yet little has been reported on how university EFL students perceive vlogs for their English learning, e.g. speaking activities. Thus, this paper aimed to investigate students’ and teachers’ perceptions of vlog-mediated English speaking activities. From 99 EFL students and teachers, 49 students of the English department of a private university were recruited to participate in this study. After a week of a classroom project of vloging in speaking activities was implemented, questionnaires were distributed. Then a semi-structured interview was conducted to further explore students’ perceptions of vloging activities. The findings show that vlog-mediated EFL speaking successfully stimulated students for speaking English. Students enjoyed the vloging activities. Students’ learning motivation was also improved. Some implication of the vlog-mediated EFL speaking activities were presented and discussed. Students’ speaking engagement and challenges were also elaborated. Keywords: EFL speaking, learning motivation, self-directed learning, vlog-mediated speaking

scholarly journals An Analysis of Lexical Collocation Errors in Students’ Writing

2021 ◽  
Vol 2 (1) ◽  
pp. 15-25
Author(s):  
I Gede Widi Harta ◽  
Indri Wirahmi Bay ◽  
Sri Widyarti Ali
Keyword(s):  
Language Production ◽  
Native Speaker ◽  
Research Approach ◽  
Structured Interviews ◽  
Communicative Skills ◽  
Analysis Technique ◽  
Main Emphasis ◽  
Writing Students ◽  
Efl Students ◽  
Language Influence

Mastering lexical collocation uses in learning English as a foreign language is absolutely essential to develop students’ communicative skills and linguistic abilities. Most students, however, have problems with putting words together in a characteristic of “natural” English native speaker-like manner during writing. Students tend to use strange lexical collocation expressions therefore students’ language production does not sound natural and carries imprecise meaning. With regard to this underlying issue, the main emphasis of the current study was lying on the investigation of the types and the causes of lexical collocation error committed by EFL students in their argumentative writing. Through a qualitative research approach applying a descriptive-analytic method, sixteen university students were chosen purposively. The data were collected from two principal sources i.e., students’ writing samples and semi-structured interviews. In terms of data analysis technique, this study employed an error analysis technique developed by Ellis (1994) to analyze the obtained lexical collocation errors and applied a content analysis technique provided by Kumar (2011) to analyze the interview results. The study revealed 54 erroneousness of lexical collocation production consisting of verb + noun/pronoun (PP), adjective + noun, adverb + adjective, noun + noun, and verb + adverb combination. These errors were caused by a lack of collocation competence, native language influence, the use of synonym, overgeneralization, and approximation.

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