scholarly journals Investigating Chinese EFL College Students’ Writing Through the Web-Automatic Writing Evaluation Program

2019 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Zongwei Song
Keyword(s):  
College Students ◽  
Writing Strategies ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Vocabulary Richness ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
Efl College Students

WWE-pigai is a kind of upgraded automated writing evaluation (AWE) system and there are 444,877,400 essays submitted and corrected on this platform. Some previous research on AWE system indicates that students do not tend to utilize AWE feedback to revise essays and improve writing abilities. The major objective of this study is to investigate Chinese EFL college students’ writing through the comparison of WWE-pigai and traditional writing method. The study lasts two terms and 120 Chinese colleges students participate in the research. The findings reveal that WWE-pigai can motivate EFL students to revise and resubmit their essays more than ten times, improve the scores, increase students’ grammar accuracy and vocabulary richness. The surface-level spelling errors (including punctuation mark misuse) are the most common for freshmen. WWE-pigai is not very effective to correct certain grammatical errors besides spelling and conjugation errors. For certain grammatical errors that the students cannot correct by themselves, the assistance of EFL teachers is necessary. We argue that the results reached through this study can offer useful implications for the usage of EFL writing strategies.

scholarly journals EFL College Students’ Skill in Using Collocations in Writing Essays

2021 ◽  
Vol 2 (1) ◽  
pp. 6-11
Author(s):  
Dewi Nopita
Keyword(s):  
College Students ◽  
English Education ◽  
Natural Order ◽  
Study Program ◽  
Training And Education ◽  
Essay Writing ◽  
Writing Course ◽  
Efl Students ◽  
Efl College Students ◽  
Academic Year

Collocation is a natural order of words in which one word should be attached to another in a particular context. For students who learn English as a foreign language (EFL students), using collocations has been recognized to become a problem. This article is going to describe EFL college students’ skill in using collocations in writing essays. 42 students from the same class were selected. They were the 4th semester students of English Education Study Program at Teacher Training and Education Faculty of UMRAH who took Essay Writing course in the academic year 2019/ 2020. The students were given a take-home assignment to write essays. Then, the essays were analyzed to find out the students’ skill in using collocations. It was found that in using collocation in writing essays, 5 students had excellent skill, 14 students had good skill, and 23 students had low skill. The incorrect use of collocations consisted of lexical and grammatical collocations. Finally, it is hoped that these findings could be a useful input for future Essay Writing course.

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

scholarly journals WRITTEN CORRECTIVE FEEDBACK IN WRITING SKILL: A BRIEF REVIEW

2021 ◽  
Vol 4 (2) ◽  
pp. 209
Author(s):  
Setiyowati Setiyowati ◽  
Hanna Sundari
Keyword(s):  
Thematic Analysis ◽  
Corrective Feedback ◽  
Research Papers ◽  
Treatment Length ◽  
Written Corrective Feedback ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
Analysis Design ◽  
Review Study

<p>The study presented here includes collectively selected research papers that emphasize written corrective feedback, particularly Direct Written Corrective Feedback and Indirect Written Corrective Feedback. Writing is considered the most challenging task for students because writing needs the student's creativity to form ideas of their minds into a form of a text. Some difficulties that EFL students in writing usually find are the lack of the knowledge to choose the appropriate vocabulary, and they also have some problems in grammar and syntax. To overcome these, Written Corrective Feedback (WCF) has been used widely to show students grammatical errors in EFL students' writing works and help EFL students minimize their errors. The Written Corrective Feedback also shows students' performance in enhancing their writing accuracy. Five selected research papers have been selected to give some enlightenment about the effectiveness of Written Corrective Feedback. The feedback was given by EFL teachers and lecturers who teach in Indonesia, China, Iran, Malaysia, and Thailand. The method that is used in this literature review study is thematic analysis design. These are divided into five themes. The themes are Participants, Treatment, The Treatment Length, Instruments and Writing Prompt, and The Effectiveness of The Written Corrective Feedback. The findings reveal various results in the use of Direct Written Corrective Feedback and Indirect Written Corrective Feedback.</p>

scholarly journals Telegram App in Learning English: EFL Students’ Perceptions

2019 ◽  
Vol 13 (1) ◽  
pp. 51
Author(s):  
Zahra A. Abu-Ayfah
Keyword(s):  
College Students ◽  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Device ◽  
English Language ◽  
English Language Learning ◽  
Learning Techniques ◽  
Device Applications ◽  
Efl Students ◽  
Efl College Students

The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students&rsquo; perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionnaire was utilized as an instrument for data collection. The results revealed that the majority of EFL students perceived Telegram as a useful tool for English language learning, particularly in vocabulary learning. The findings of the present study may contribute to developing the process of improving learning techniques in higher education in Saudi Arabia.

scholarly journals Investigating Iraqi EFL College Students’ Ability of Parametric Resetting

2018 ◽  
Vol 9 (2) ◽  
pp. 10
Author(s):  
Mahdi I. Kareem al-Utbi ◽  
Mawj K. Obeid Aljubory
Keyword(s):  
College Students ◽  
Negative Transfer ◽  
Efl Learners ◽  
Null Subject ◽  
Grammaticality Judgment ◽  
Null Subject Parameter ◽  
Efl Students ◽  
Efl College Students ◽  
Academic Year ◽  
Head Parameter

This paper tries to answer whether Iraqi EFL college students are able to reset the parametric values of their native Arabic into those which suit English. It aims at enhancing Iraqi students' knowledge of some of the parametric values of English via tackling three parameters: Null-subject parameter, Head-parameter, and Serial parameter. To achieve the aim of this study,  Grammaticality Judgment Tasks are administered to sixty students of the fourth year at the Department of English- College of Languages/ University of Baghdad for the academic year 2016-2017. The students' responses have been corrected and statically analysed. The study concludes that Iraqi EFL students' ability to reset parameters varies as to the parameter in question since they have succeeded to reset the Head parameter, but failed to reset the Serial parameter; this is accompanied by a partial ability to rest the Null-subject parameter. As well, it has further been revealed that Iraqi EFL students' inability to reset a parameter is due to negative transfer from Arabic to English, hence EFL learners need be exposed to extensive input data to encourage the resetting of parameters.

scholarly journals Reading Practices of EFL Students: A Survey of Kuwaiti College Students

2019 ◽  
Vol 12 (5) ◽  
pp. 130
Author(s):  
Abdus Sattar Chaudhry ◽  
Amel Al-Adwani
Keyword(s):  
College Students ◽  
Basic Education ◽  
Reading Practices ◽  
Academic Reading ◽  
College And University ◽  
College Of Basic Education ◽  
Efl Students ◽  
Good Potential ◽  
Efl College Students ◽  
Applied Education

Reading is important for students by contributing significantly to success in their studies and their career development. A questionnaire-based survey was conducted in the English Department of the College of Basic Education, Public Authority for Applied Education and Training (PAAET), in Kuwait. Based on 410 responses of EFL college students in Kuwait on their reading practices, it was found that students read mainly for entertainment, and reading does not appear to be a popular activity among students. Fiction, fashion, and best sellers were the three main types of reading, indicating that academic reading was not a priority. Only a small proportion of students used e-books. Most students perceived such features of e-books as their portability and ability to store more information as likely to attract more students to e-reading, and indicated that they would be attracted to reading e-books themselves if circumstances change. This indicates a good potential to promote e-reading among students if steps are taken to make e-books and e-readers available to them through libraries and academic institutions. E-reading is also expected to become more popular among students if it could be linked to academic reading, particularly to the availability of text books in e-format. Libraries in Kuwait should start more proactive program to promote e-books and e-reading among college and university students.

scholarly journals UTILIZING GRAMMARLY IN EVALUATING ACADEMIC WRITING: A NARRATIVE RESEARCH ON EFL STUDENTS’ EXPERIENCE

2018 ◽  
Vol 7 (1) ◽  
pp. 80
Author(s):  
Muhamad Nova
Keyword(s):  
Academic Writing ◽  
High Rate ◽  
Reference List ◽  
Writing Quality ◽  
Postgraduate Students ◽  
Evaluation Program ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Free Service ◽  
Efl Students

With the development of technology, any writer now can easily check their academic writing with automated writing evaluation program. Though, the utilization of this program may bring both benefits and drawbacks. Thus, a consideration of its strengths and weaknesses is needed. To fill the need, this study aimed to identify the strengths and weaknesses of Grammarly program as an automated writing evaluation program in evaluating academic writing. Using a narrative inquiry in exploring three Indonesian postgraduate students’ experiences by conducting interview and documentation, the result showed that this program has provided useful color-coded feedback with explanation and example, ease of account access, high rate of evaluation speed, and free service for evaluating academic writing. However, some caveats were also found in this program utilization, such as several misleading feedbacks, weaknesses on detecting the type of English and reference list, and lack of context and content evaluation experienced, which became the weaknesses of this program. Further investigation on the efficiency of the feedback given by Grammarly in improving students’ writing quality is needed.

scholarly journals Using Awareness Raising in Syntactic and Semantic Errors to Foster Translation Performance among Majmaah University EFL Students

2019 ◽  
Author(s):  
Eman Abdel-Reheem Amin
Keyword(s):  
College Students ◽  
Pilot Study ◽  
Foreign Language ◽  
Systematic Analysis ◽  
Efl Students ◽  
Awareness Raising ◽  
Spss Software ◽  
Semantic Errors ◽  
Efl College Students ◽  
The Given

The present study aimed at developing English as a foreign language (EFL) college students’ translation performance through raising their awareness of related syntactic and semantic errors. During the pilot study, the researcher analyzed fifty translated passages from students' assignments. The aim of this systematic analysis was necessary to build a list of their most frequent errors. Besides, a checklist was used to determine students’ level of awareness of these errors. As a result, a program based on some metacognitive strategies was developed to raise students’ awareness of syntactic and semantic errors to improve their translation performance. Metacognition awareness went through five stages of preparation, presentation, practice, evaluation, and expansion. Students worked together in the process of translation to translate the given passages. They worked in pairs to proofread their translation by identifying their errors, correcting them, and finally editing their final copy. A pre-post translation test was developed to assess students’ translation performance. Data obtained from the test was dealt statistically with SPSS software. The results indicated improvement in students' translation performance.

scholarly journals UTILIZING GRAMMARLY IN EVALUATING ACADEMIC WRITING: A NARRATIVE RESEARCH ON EFL STUDENTS’ EXPERIENCE

2018 ◽  
Vol 7 (1) ◽  
pp. 80
Author(s):  
Muhamad Nova
Keyword(s):  
Academic Writing ◽  
High Rate ◽  
Reference List ◽  
Writing Quality ◽  
Postgraduate Students ◽  
Evaluation Program ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Free Service ◽  
Efl Students

With the development of technology, any writer now can easily check their academic writing with automated writing evaluation program. Though, the utilization of this program may bring both benefits and drawbacks. Thus, a consideration of its strengths and weaknesses is needed. To fill the need, this study aimed to identify the strengths and weaknesses of Grammarly program as an automated writing evaluation program in evaluating academic writing. Using a narrative inquiry in exploring three Indonesian postgraduate students’ experiences by conducting interview and documentation, the result showed that this program has provided useful color-coded feedback with explanation and example, ease of account access, high rate of evaluation speed, and free service for evaluating academic writing. However, some caveats were also found in this program utilization, such as several misleading feedbacks, weaknesses on detecting the type of English and reference list, and lack of context and content evaluation experienced, which became the weaknesses of this program. Further investigation on the efficiency of the feedback given by Grammarly in improving students’ writing quality is needed.

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