scholarly journals The Effect of the Process-Based Approach on the Writing Skills of Bilingual Elementary Students

2019 ◽  
Vol 12 (1) ◽  
pp. 72-98
Author(s):  
Luisa Fernanda Sánchez ◽  
Margarita Lopez-Pinzon
Keyword(s):  
Foreign Language ◽  
Private School ◽  
English Learners ◽  
Writing Skills ◽  
Third Grade ◽  
Writing Strategies ◽  
Self Assessment ◽  
Third Grade Students ◽  
Content Organization ◽  
The Impact

The objective of this action research study was to assess the impact of the Process-Based Approach (PBA) on the development of the writing skills of young students who are learning English as a Foreign Language. The participants included 12 third-grade students from a bilingual private school in Manizales, Caldas. Six workshops were implemented, guiding the students to write different texts in English by using the writing process stages and applying some writing strategies, such as planning, monitoring, and evaluating their own output. Instruments such as a teacher’s journal, a writing rubric, external observations, self-assessment protocols, and L2 writing pre- and post-tests were used to collect the data. The results suggest that the PBA was useful for enhancing the writing skills of young English learners. Additionally, the strategies applied during the process bettered third-grade students’ writing performance in aspects such as content, organization, conventions, vocabulary, and fluency. Finally, the data illustrated that the PBA and the writing strategies made students feel confident about writing, which, at the same time, contributed to the students’ self-efficacy in writing tasks.

scholarly journals PENINGKATAN KETERAMPILAN MENULIS KARANGAN NARASI SISWA KELAS III SDN 004 BATURIJAL HULU KECAMATAN PERANAP DENGAN MENERAPKAN MODEL PEMBELAJARAN THINK TALK WRITE

2020 ◽  
Vol 3 (2) ◽  
pp. 183
Author(s):  
Aida Nursanti
Keyword(s):  
Action Research ◽  
Writing Skills ◽  
Learning Model ◽  
Third Grade ◽  
Narrative Writing ◽  
Essay Writing ◽  
Third Grade Students ◽  
Classroom Action Research ◽  
Grade Iii

The problem in this research is the low skill of writing narrative essays for third grade students of SDN 004 Baturijal Hulu, from 27 students, 2 students with very skilled category; students with the skilled category 5 students; 10 students categorized as skilled enough; 10 students in the less skilled category. The method used in this research is classroom action research, which is conducted in 2 cycles which aims to improve the writing skills of third grade students of SDN 004 Baturijal Hulu by applying the Think Talk Write (TTW) learning model. The subjects of this study were third grade students of SDN 004 Baturijal Hulu. Data obtained through observation and tests. Meanwhile, the results of narrative essay writing skills after applying the Think Talk write learning model increased at UH1 with an average of 74.70 with a large increase from the basic score of 14.52% and the average UH II was 84.70 with a large increase in score. the base of 24.52%. Based on the results of this study, it can be concluded that the implementation of the Think Talk Write (TTW) learning model can improve the narrative writing skills of grade III students of SDN 004 Baturijal Hulu.

A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

2013 ◽  
Vol 114 (2) ◽  
pp. 252-276 ◽  
Author(s):  
Asha K. Jitendra ◽  
Danielle N. Dupuis ◽  
Michael C. Rodriguez ◽  
Anne F. Zaslofsky ◽  
Susan Slater ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Third Grade ◽  
Randomized Controlled ◽  
Third Grade Students ◽  
Mathematics Difficulties ◽  
Based Instruction ◽  
The Impact

scholarly journals Cognitive and Applied Linguistics Aspects of Using Social Media: The Impact of the Use of Facebook on Developing Writing Skills in Learning English as a Foreign Language

2019 ◽  
Vol 10 (1) ◽  
pp. 110-118 ◽  
Author(s):  
Blanka Klimova ◽  
Marcel Pikhart
Keyword(s):  
Foreign Language ◽  
Web Of Science ◽  
Language Skills ◽  
Writing Skills ◽  
Review Article ◽  
Language Competence ◽  
Time Period ◽  
The Impact ◽  
Positive Effect ◽  
Learning English

Facebook is undoubtedly the most popular social network site nowadays with over two billion users. Therefore, there has been research exploring its potential as a learning environment for various fields of education, including learning English as a foreign language (EFL). As the findings of research studies indicate, Facebook is especially used in developing productive language skills, such as writing, which is considered to be the least popular and the most difficult skill to master. Thus, the purpose of this article is to explore the impact of Facebook on developing writing skills in learning English as a foreign language. The methodology is based on the search for available studies on the research topic, i.e., the impact of Facebook on developing writing skills in EFL, in the world’s databases: Web of Science and Scopus. The search was not limited by any time period. The results of this review article reveal that using Facebook has a positive effect on developing writing skills in EFL classes, especially in shaping and organizing ideas, enhancing motivation, developing and supporting collaboration among peers, improving vocabulary, and reducing students’ shyness. However, more experimental research should be done in this area to reveal other aspects of the writing process, such as communicative language competence, which can be improved by using Facebook, as well as address researchers from continents other than Asia.

scholarly journals KEGIATAN LITERASI MELALUI MENDONGENG SEBAGAI UPAYA PENANAMAN MINAT BACA SISWA KELAS III SD NEGERI 4 KUTOSARI TAHUN AJARAN 2019/2020

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Nurul Safitri ◽  
Rokhmaniyah Rokhmaniyah ◽  
Moh Salimi
Keyword(s):  
Third Grade ◽  
Literacy Activities ◽  
Third Grade Students ◽  
The Impact ◽  
Reading Interest ◽  
Literacy Activity

<p class="pos"><em>Indonesians have low reading interest.The study aimed to describe the implementation of literacy activity through storytelling and the impact on third grade students’ reading interest of SD N 4 Kutosari. It was case study. The subjects were students and teacher of third grade of SD N 4 Kutosari. The d</em><em>ata collection techniques</em><em> were </em><em>observation, interviews, </em><em>questionnaire</em><em>, </em><em>and document study</em><em>. The result showed that were three stage of implementation of literacy activities through storytelling: (a) preparation, (b) storytelling activity, (c) evaluation.  The implementation of literacy activities through storytelling have good impact on students’ <a href="http://www.u-dictionary.com/home/word/Interest%20in%20reading/from/en/to/hi">reading</a> interest</em></p>

The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Mohammad Hassanzadeh ◽  
Elahe Saffari ◽  
Saeed Rezaei
Keyword(s):  
Foreign Language ◽  
Concept Mapping ◽  
Academic Writing ◽  
English Learners ◽  
Process Writing ◽  
Lexical Diversity ◽  
Computer Aided ◽  
Argumentative Essays ◽  
D Values ◽  
The Impact

Abstract Nowadays, many second/foreign language (L2) academic writing instruction programs place a high premium on pre-writing strategies. The current study examined the effect of software-supported concept mapping on lexical diversity (LD) of English learners’ argumentative essays within a process writing framework. Additionally, the relationship between the learners’ LD and their overall writing quality was investigated. To this end, 53 university English as a foreign language (EFL) undergraduates were assigned to a computer-aided concept mapping (CACM) and a traditional outlining condition over a span of seven weeks. The CACM group was instructed through the graphic organizer software Inspiration®, whereas the comparison group underwent outlining instruction for planning their writing tasks. Measure of textual lexical diversity (MTLD) was used to assess the so-called D values of the assignments. The results revealed that the CACM group outperformed the outlining group in terms of LD scores. Also, no relationship was found between LD and overall quality of the essays. The findings provide L2 researchers and teachers with insights into understanding the use of CACM strategy in process writing. Moreover, exploiting MTLD afforded our experiment the opportunity to counteract potential pitfalls associated with text size. Further implications for the L2 teacher are also discussed.

scholarly journals Fostering EFL Preservice Teachers’ Academic Writing Skills Through Reflective Learning

2021 ◽  
Vol 23 (1) ◽  
pp. 89-106
Author(s):  
Angélica Meza ◽  
Ingrid Rodríguez ◽  
Lorena Caviedes
Keyword(s):  
Preservice Teachers ◽  
Academic Writing ◽  
Self Regulation ◽  
Writing Skills ◽  
Qualitative Approach ◽  
Reflective Learning ◽  
Formative Feedback ◽  
Assessment Process ◽  
Self Assessment ◽  
The Impact

This article focuses on the impact reflective learning has on a group of EFL preservice teachers’ academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants’ academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an action-research design to foster students’ academic writing skills as part of their professional development. The data-collection instruments were essays and teacher’s feedback, students’ journals, and rubrics. The results evidenced learners’ writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.

scholarly journals TEACHING SPELLING THROUGH GAMES

2018 ◽  
Vol 9 (1) ◽  
pp. 137-150
Author(s):  
Hijjatul Qamariah ◽  
Sri Wahyuni
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Third Grade ◽  
Basic Form ◽  
Traditional Media ◽  
Third Grade Students ◽  
Better Than

Games have been believed to be good media in assisting teaching for years. Games are believed can promote learning become more interesting. Many studies have been conducted on utilizing games in learning. Some have proved that games can catch students’ attention better than traditional media such as textbook. In this study, games were used in teaching students about spelling. Since spelling is the basic form of language, there are still contradicts in how to teach it better. The researchers believed that games can assist in enacting more interactive spelling course well. Thus, this research employed some spelling games to be used in teaching third grade students of English as a Foreign Language (EFL) Elementary school, Bungcala, Aceh Besar. The researchers wanted to know the students’ responses after teaching by using spelling games. Thus at the end of teaching and learning process after four meetings by applying games in teaching spelling, the researcher distributed questioners to students asking their opinion about spelling games in learning spelling. The students’ responses showed that they love to study spelling through games, games make them interested in studying spelling. Games let them work more in groups.

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