scholarly journals EFL Students’ Perception of Using Portfolio Assessment in the Writing Classroom: the Case of Libyan Undergraduate Second Year Students

2018 ◽  
Vol 8 (2) ◽  
pp. 144
Author(s):  
Hameda Suwaed
Keyword(s):  
Portfolio Assessment ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Writing Courses ◽  
Efl Students ◽  
Second Year

The aim of this study is to investigate EFL second year students’ perception towards using portfolio assessment in their writing courses. It has also intended to find out exam preference of the participants. The participants of the study are 38Libyan EFL students enrolled in second year in the Department of English. Data was collected by using a questionnaire, students’ portfolios and semi-structured interviews with the 8 participants. The results indicate that the participants generally prefer to be evaluated by the portfolio assessment. Most of them believed that portfolio assessment improved their writing and enhanced their motivation. However, some participants prefer traditional paper and pen tests.

scholarly journals Tutors’ Experiences and Perceptions of a Problem-based Learning Approach in an ESL Writing Classroom

2019 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Muhammad Mukhtar Aliyu
Keyword(s):  
Problem Based Learning ◽  
Learning Approach ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Esl Writing ◽  
Group Activities ◽  
Composition Course ◽  
Structured Problems ◽  
Positive Experiences ◽  
Second Year

<em><span>This study investigated tutors’ experiences and perceptions of using a problem-based learning approach (PBL) in an ESL writing classroom. The participants of the study are two Nigerian tutors who facilitated an intact class of 18 second-year students in an English composition course which lasted for 12 weeks. Data were collected through semi-structured interviews. The tutors were interviewed after the implementation of the PBL process. The overall findings of the study show that the tutors have positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the tutors’ positive experiences and perception of the workshop conducted prior to the PBL process, the ill-structured problems presented to the students, tutor facilitation and students’ group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach.</span></em>

Blogging for Collaborative Learning in the Writing Classroom

2020 ◽  
Vol 10 (3) ◽  
pp. 1-11
Author(s):  
Vu Phi Ho Pham ◽  
Ngoc Hoang Vy Nguyen
Keyword(s):  
Peer Feedback ◽  
Ho Chi Minh City ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Student Centered ◽  
Item Questionnaire ◽  
Writing Class ◽  
Writing Course ◽  
Second Year ◽  
Peer Responses

The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two second year Vietnamese students at a university in Ho Chi Minh City participated in a 15-week writing course. Data collection was from the 20-item questionnaire and eight semi-structured interviews. Results of the study revealed that when students perceived good progression in their writing skills when they got involved in e-peer feedback on the blog and their writing was longer after revisions. In addition, the students highly evaluated the use of blogs for e-peer feedback activities because of its usefulness and effectiveness.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

scholarly journals EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

2012 ◽  
pp. 407-422 ◽  
Author(s):  
Mohammad Alnufaie ◽  
Michael Grenfell
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Writing Strategies ◽  
Writing Classes ◽  
Student Writers ◽  
Efl Students ◽  
Second Year ◽  
Process Oriented ◽  
Almost All

This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

scholarly journals The Role of Teacher-Student Conferencing in Improving Grammatical Accuracy in University EFL Students’ Composition Writing

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Naima Hamlaoui ◽  
Sarra Fellahi
Keyword(s):  
University Students ◽  
Writing Classes ◽  
Oral Feedback ◽  
Teacher Student ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
Second Year ◽  
Written Compositions ◽  
Over Time

Based on the value of teacher-student conferencing practice in writing classes, the study investigates the role of this practice in improving grammatical accuracy in EFL university students’ writing. One particular aim of this study is to help second-year students at Sétif 2 University (Algeria) reduce subject-verb (S-V) disagreement and run-ons in their writing. Ten students took part in this study; they wrote 120 drafts, and were provided with teacher’s oral feedback on their written compositions at the editing stage. Corpora of students’ compositions were examined and instances of errors were counted before each conferencing session for four weeks. The findings reveal that the participants successfully show progress in grammatical accuracy over time to reach elimination for Subject-Verb disagreements and a significant reduction for run-ons.

scholarly journals EFL Students 'Unmotivation' toward Writing Classroom: Bangladeshi University Teachers' Narrative Reflections

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 46-63
Author(s):  
Shuvo Saha
Keyword(s):  
Narrative Inquiry ◽  
Lesson Planning ◽  
National Level ◽  
Writing Classroom ◽  
Theoretical Construct ◽  
Student Writers ◽  
University Teachers ◽  
Writing Class ◽  
Efl Teachers ◽  
Efl Students

In L2 research tradition worldwide the concept of motivation has evolved as a well researched, theoretical construct. On the contrary, the notion “unmotivation” (Sakui & Cowie, 2012) has remained equally underresearched as an area of study. The present study is an attempt to embark on scholarly investigation on learner unmotivation in the context of Bangladesh. Here, four EFL teachers from three different universities offer narratives on student writers’ unmotivation in writing class. The participants reveal the factors causing learner unmotivation as well as share the strategies for handling unmotivation. According to the participant teachers, factors yielding unmotivation in student writers include personal, social, and national level factors, alongside teachers’ lesson planning and teaching. To address these factors actions such as reinforcing students positively, offering them freedom during learning, notifying them early about a lesson’s significance and objectives, and revising the approach to providing feedback can be effective. On the basis of these findings, derived through Narrative inquiry (Barkhuizen, Benson, & Chik, 2014), the research offers some pedagogical and research implications at the end.

scholarly journals Using portfolio assessment to improve EFL students’ expository-writing performance

2019 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Waode Nur Gita Dahviyanti
Keyword(s):  
Expository Text ◽  
Writing Process ◽  
Portfolio Assessment ◽  
Descriptive Statistics ◽  
Expository Writing ◽  
Writing Performance ◽  
Writing Test ◽  
South Sulawesi ◽  
Efl Students ◽  
Positive Motivation

The objectives of the research were to find out the extent to which the use of portfolio assessment improves EFL students’ performances in expository-writing and to find out the students’ responses about the taking of portfolio assessment in improving their performance in writing expository text. The researcher applied classroom action research which was done through two cycles. The location of this research was at one of the secondary schools in Makassar, South Sulawesi, Indonesia. There were 31 students as a sample in this research and the data were collected using observation, writing test, interview, and analyzed by using descriptive statistics. The result showed that portfolio assessment had improved EFL students’ expository-writing performance. The students were better in arranging the words into sentences and paragraph in order to convey their ideas, opinions, and feeling because they had already known the steps in the writing process, and they learned from their previous evaluated portfolios, and their responses on the using of portfolio assessment as a method in writing expository process was positive. They got positive motivation and appreciation to progress their writing performance. They were excited to revise and edit their draft to become the best work in every meeting.

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

scholarly journals The Autonomy of Indonesian EFL Students: A Mixed Method Investigation

2021 ◽  
Vol 20 (11) ◽  
pp. 422-443
Author(s):  
M Melvina ◽  
Nenden Sri Lengkanawati ◽  
Yanty Wirza
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Awareness ◽  
State University ◽  
Mixed Method Design ◽  
Efl Students ◽  
Second Year

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

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