scholarly journals Exploring Efl Students’ Descriptive Paragraph Writing Ability Through Critical Assessment Process

2021 ◽  
Vol 2 (2) ◽  
pp. 51-57
Author(s):  
Ida Bagus Nyoman Mantra ◽  
◽  
Anak Agung Putu Arsana ◽  
I Gusti Ayu Putu Tuti Indrawati ◽  
Anak Agung Rai Laksmi ◽  
...  
Keyword(s):  
Educational Institution ◽  
Written Language ◽  
Assessment Process ◽  
Writing Ability ◽  
Efl Learners ◽  
Intensive Training ◽  
Writing Skill ◽  
Efl Students ◽  
Improvement Programs ◽  
Visual Depiction

Writing is a visual depiction of thoughts, feelings, and ideas using the written language for communication purposes or conveying certain messages. Having the ability to write, of course, allows humans to communicate ideas, appreciation, and experiences to others. Writing skill is possessed through intensive training and guidance which must be trained continuously to gain excellent writing skill. This study explores EFL learners’ writing ability in actualizing their skill in writing a descriptive paragraph. The study revealed that EFL learners’ writing ability is under expected skill. Therefore, this study implies that intensive improvement programs should be conducted by the educational institution to maximize learners’ writing skills

scholarly journals Brainstorming Strategy and Writing Performance: Effects and Attitudes

2018 ◽  
Vol 9 (5) ◽  
pp. 1084
Author(s):  
Arezoo Omidvari ◽  
Soheila Abedianpour
Keyword(s):  
Writing Skills ◽  
Significant Progress ◽  
Writing Performance ◽  
Writing Ability ◽  
Homogenous Group ◽  
Writing Strategy ◽  
Writing Skill ◽  
Performance Effects ◽  
Efl Students ◽  
The Impact

The study sought to examine the impact of employing brainstorming strategy, as a pre-writing strategy, on advanced EFL students' writing ability. Moreover, the study sought to investigate the attitudes of the participants in terms of the efficacy of brainstorming for developing writing performance. Sixty participants were randomly assigned to two groups participating in Writing II course at Atlas Language Institute in Yasouj, Iran. The highest as well as the lowest achievers were deleted in order to have an almost homogenous group. The participants were randomly assigned to control (No = 30) and experimental (No = 30) groups. Both groups had the same teacher. Based on the results of the pretest and posttest, learners that were treated with brainstorming made significant progress in writing. Furthermore, questionnaire scores indicated that the majority of the learners found brain storming a useful strategy in enhancing their writing skills. The results of the current study highlight the effectiveness of employing brainstorming as a pre-writing strategy in developing EFL students’ writing skill.

scholarly journals From Picture to Text: the Use of Picture in ELT Writing Class

2018 ◽  
Vol 18 (2) ◽  
pp. 291
Author(s):  
Ika Apriani Fata ◽  
Syamsul Bahri ◽  
Muridhal Muridhal
Keyword(s):  
Writing Assessment ◽  
Group Discussion ◽  
Point Of View ◽  
Teaching Writing ◽  
Assessment Process ◽  
English Teacher ◽  
Efl Learners ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes

Having students to produce an organized and neat piece of writing has always been the life-long dream and goal of all EFL teachers. Thus, many studies have been conducted under quantitative study as like experimental research, to fill in this gap this study focused on figuring out the teacher’s point of view toward the use of picture as media, what are the target and how are the students’ participations toward it based by using qualitative design. The instruments applied are interview, observation and field notes, as triangulation data. One English teacher and 36 EFL learners participated as informants in this research. It turned out that the findings showed that based on interview of the teacher, it is believed that media as alternative to assist teacher in teaching writing. Besides, the teacher seems confident to teach writing by using the picture. Furthermore, the English teacher believed that students developed their writing skill by using picture. Meanwhile, based on observation and field notes, the EFL students seem enthusiast to learn writing especially it is combined with group discussion techniques. As further studies, it is best to look at the students writing assessment process through picture strategies in EFL class.

scholarly journals The Correlation between EFL Students’ Attitudes towards Their Writing Ability

2021 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Astri Dwi Floranti ◽  
Hanif Nurcholish Adiantika
Keyword(s):  
High School ◽  
Quantitative Study ◽  
Total Population ◽  
Writing Proficiency ◽  
Moderate Correlation ◽  
Writing Ability ◽  
Writing Skill ◽  
Efl Students ◽  
Students Attitudes ◽  
The Relationship

This study aims at examining the relationship between students’ attitude towards their writing ability. This study employed quantitative study by using Pearson-product correlation. The samples were randomly selected 35 students out of the total population 70 students in one senior high school in Bandung. The Data were obtained through questionnaire with regard to attitude and writing proficiency which are appropriate with several criteria of each writing element to scrutinize the correlation between students’ attitude and writing skill ability. The findings indicate that attitude has moderate correlation (.456) with students’ writing ability. In other words, it is obvious that attitudes are very essential for students to increase their writing ability. The English teachers are suggested to figure out the prominence of attitudes to their students for it has been found that attitudes is able to significantly contribute to the students’ writing ability. 

scholarly journals In the Importance of EFL Learners' Writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test?

2013 ◽  
Vol 6 ◽  
pp. 1-12 ◽  
Author(s):  
Monirosadat Hosseini ◽  
Mohamad Ehsan Taghizadeh ◽  
Mohamad Jafre Zainol Abedin ◽  
Elham Naseri
Keyword(s):  
Educational Practice ◽  
Strong Relationship ◽  
Writing Ability ◽  
Logical Connection ◽  
Writing Skill ◽  
Final Exams ◽  
Efl Students ◽  
Essay Tests ◽  
Level Of Significance ◽  
Essay Test

Achievement test scores are used to diagnose strengths, weaknesses, and a basis for awarding prizes, scholarship, or degrees. They are also used in evaluating the influences of course of study, teachers, teaching methods, and other factors considered to be significant in educational practice. Still, sometimes there is a gap in the score of essay tests and the existing knowledge of examinees. In the present study, the relationship between writing skill and the academic achievement of Iranian EFL students was examined to find a logical connection between them. The results of four final exams as content scores were examined and scored again in term of writing ability in analytical scoring scheme according to IELTS criteria. Then the average of two sets of scores calculated by two raters was compared with content scores of the same tests. The results showed that correlation between content score of all students and their writing skills is meaningful at 0.01 level of significance. The results showed that there is a strong relationship between EFL students' degree of content score and their writing skill.

scholarly journals EFL_ Indonesian Students’ Attitude toward Writing in English

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Lestari Setyowati ◽  
Sony Sukmawan
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
Language Skill ◽  
Efl Learners ◽  
Self Reflection ◽  
Writing Skill ◽  
Diary Writing ◽  
Efl Students ◽  
High Attitude

Writing is a sophisticated language skill since it requires the ability not only to tailor ideas, but also to construct acceptable sentences to create a meaningful, logical, and comprehensible work. As a result, English as a Foreign Language (EFL) learners have to maximize their efforts to put their thoughts on the paper. This paper is intended to describe the EFL students attitude toward writing. There were 57 students participating in the study. The data was collected by using questionnaire, interview, and documentation of self reflection essay. The result shows that none of the students has low attitude in writing, while fifty eight percent of them has moderate attitude to writing, and the rest of them have positive attitude to writing. The result from the interview also reveals that although the students have moderate attitude to writing, they view writing as difficult, and stressfull. While those who have high attitude, mostly view writing as interesting and challenging. The finding also reveals several efforts the students do to improve their writing skill, among others are practice writing, reading a lot for knowledge and ideas, and using diary writing. The implication of the finding is discussed.

The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

2016 ◽  
Vol 7 (5) ◽  
pp. 923 ◽  
Author(s):  
Sima Farhadi ◽  
Nader Asadi Aidinloo ◽  
Zahra Talebi
Keyword(s):  
Language Learners ◽  
Control Group ◽  
Writing Performance ◽  
Intermediate Students ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Experimental Group

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction.  Eventually,  a post  test  designed to evaluate  their  writing  ability  with the focus of  metadiscourse markers  was  administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

scholarly journals The Impact of Product and Process Approach on Iranian EFL Learners’ Writing Ability and Their Attitudes toward Writing Skill

2017 ◽  
Vol 7 (2) ◽  
pp. 158 ◽  
Author(s):  
Hakimeh Shahrokhi Mehr
Keyword(s):  
Discourse Markers ◽  
Process Approach ◽  
Control Group ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
Attitudes Toward Writing ◽  
Writing Skill ◽  
Product And Process ◽  
The Impact

The purpose of the current study was twofold; its first aim was to determine the effect of using of two approaches namely; product and process on developing the fluency, accuracy, and using discourse markers (DMs) of EFL learners’ writing performance. Secondly, it attempted to investigate the effect of mentioned approaches on EFL learners’ attitude toward writing skill. The participants in this study were 60 Iranian learners who were divided into three groups; control and two experimental groups. The control group received no treatment and only received explicit recast feedback toward their writing performance. However, every experimental group received treatment through differential approaches. The findings of the study based on one-way ANOVA revealed that process approach significantly affected on EFL learners’ writing performance. Additionally, the results manifested the positive effect of process approach on EFL learners’ attitude toward writing skill. The current study suggested that in order to develop the EFL learners’ writing skill, the EFL instructors can insert the process based approach in syllabus design. 

scholarly journals Graded Readers: An Empirical Study Measuring the Impact on Low-Proficiency EFL Students’ Writing Fluency in Morocco

2021 ◽  
Vol 4 (6) ◽  
pp. 237-244
Author(s):  
Nadir El Morabit
Keyword(s):  
Teaching Writing ◽  
Ministry Of Education ◽  
Language Fluency ◽  
Writing Fluency ◽  
Writing Ability ◽  
Time Restrictions ◽  
Writing Skill ◽  
Efl Students ◽  
Graded Readers ◽  
The Impact

The writing ability of Moroccan students is generally characterized by low language fluency. This article examines the impact of the implementation of graded readers as a syllabus intervention alternative rather than the textbook-based approach regarding teaching writing skill. The research design for this study is a mixed method. The qualitative method was twofold, in-class and online. The first tool was conducted via a series of observations and structured discussions with students. Likewise, the second tool was conducted through online forum interactions between the students one another and students with their instructor so as to measure their perceptions on the use of graded readers as a new method of dealing with the writing skill in preparation for the formative assessment quiz. Microsoft Teams platform, commissioned by the Ministry of Education, was used as a complementary medium to enhance in-class discussions where students are required to answer some open-ended questions. On the other hand, the quantitative method was used to measure the students’ outcomes by using the Rubric Calculator Software issued by Smekenseducation.com. The findings of this study demonstrate that the use of graded readers to improve the writing fluency was encouraging according to the positive results obtained from the analyzed data regardless of the time restrictions. The paper is concluded with several recommendations for more research in the field of study and the requirements needed for the best implementation of this creative method to boost the learners’ writing fluency.

The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

2016 ◽  
Vol 6 (4) ◽  
pp. 716 ◽  
Author(s):  
Hamid Reza Iraji ◽  
Mostafa Janebi Enayat ◽  
Mahyar Momeni
Keyword(s):  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Argumentative Writing ◽  
Use Of Self ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
Alternative Assessments ◽  
Efl Students

Alternative assessments have increasingly gained attention in L2 writing. One of the areas of research which has received much attention in the literature of ELT is the use of self- and peer-assessments and their effects on developing the writing ability of ESL/EFL learners. The purpose of this study was to find the effect of self- and peer-assessments on the argumentative writing performance of intermediate Iranian EFL learners. For this purpose, 36 intermediate EFL students were selected and homogenized based on the results of Oxford Quick Placement Test and an argumentative writing which served as the pre-test of this study. They were then randomly assigned into control and experimental groups to receive different treatments. The compositions of participants in the control group were assessed using traditional teacher-assessment while for the experimental group, self- and peer-assessments were used writing assessment. The results of post-test indicated that the use of self- and peer-assessments significantly affected the writing ability of the learners. Based on the obtained results, it was concluded that using alternative assessments for Iranian EFL students could be helpful in overcoming some of their argumentative writing difficulties. The results of this study have clear implications for both learners and teachers and other stakeholders of ELT. They can use these alternative assessments as a learning opportunity to lower the anxiety and improve the argumentative writing skill of the students. s, but they were permanently different in illocutionary acts. Finally, in terms of perlocutionary acts, the candidates were mostly intended to get the hearers know by their assertion, explanation, clarification, argumentation, etc.

scholarly journals Enhancing EFL Learners’ Writing Skill via Journal Writing

2019 ◽  
Vol 2 (2) ◽  
pp. 96-116
Author(s):  
Hanif Maulaniam Sholah
Keyword(s):  
Journal Writing ◽  
Control Group ◽  
Writing Difficulties ◽  
Interactive Communication ◽  
Writing Classes ◽  
Writing Ability ◽  
Efl Learners ◽  
English Writing ◽  
Writing Skill ◽  
Experimental Group

English writing, for a number of EFL learners, appears to be challenging. Let alone, this language should be mastered by every learner since English is mean of communication between nation and nation, country and country all over the world. This paper aims to investigate whether learners can improve their writing ability and grow out of the writing difficulties by engaging in journal writing activity. 60 second-year students from the two writing classes are involved. One treated as the experimental group (EG) and the other as the control group (CG), at the Faculty of English Department Education of the IAI Al-Qolam Gondanglegi were invited to participate in the study, whose findings shows the benefits of journal writing as an extensive activity to enhance learners' writing motivation and foster their writing skill as well as to build a close interactive communication between teachers and learners.

Sign in / Sign up

Export Citation Format

Share Document