scholarly journals Effect of the Comparative Continuation on L2 Writing Performance

2020 ◽  
Vol 13 (8) ◽  
pp. 27
Author(s):  
Jia-ling Han
Keyword(s):  
Foreign Language ◽  
L2 Writing ◽  
Writing Performance ◽  
Efl Learners ◽  
Input Text ◽  
Reading Materials ◽  
Language Writing ◽  
Writing Task

This study is a follow-up study of the continuation task, aiming to investigate the long-term alignment effects of the comparative continuation on L2 writing performance. The research lasted for a period of 16 weeks and employed a pretest-treatment-posttest research design. Two comparable groups of fifty-five Chinese undergraduate EFL learners participated. Both groups were assigned the same writing tasks i.e. writing an argument essay of the same topic within 30 minutes. One group was given an input text with comparative ideas before writing, while another group did not have any reading materials. After 8-week treatment, both groups received a posttest, in which the data were compared and analyzed with those of pretest. Results showed that (i) the comparative continuation task resulted in greater improvement in EFL learners’ writing performance than topic-writing task. (ii) the comparative continuation task was superior to the topic-writing task in incurring less meaning-based errors, but there was no difference in form-based errors between the two groups. The results can provide some enlightenment for teaching and research of foreign language writing.

scholarly journals The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽  
2018 ◽  
Author(s):  
Alicia Martínez-Flor ◽  
Esther Usó-Juan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
Long Term Effects ◽  
Positive Role ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

scholarly journals Iranian English as a Foreign Language (EFL) Learners’ Argumentative Writing Performance in Private Language Institutes

2015 ◽  
Vol 11 (15) ◽  
Author(s):  
Vahid Nimehchisalem ◽  
Masoud Machinchi Abbasi ◽  
Amirtohid Ebrahimzadeh ◽  
Seyed Ali Rezvani Kalajahi
Keyword(s):  
Foreign Language ◽  
Argumentative Writing ◽  
Private Language ◽  
Writing Performance ◽  
Efl Learners

scholarly journals Exploring syntactic complexity and its relationship with writing quality in EFL argumentative essays

2019 ◽  
Vol 20 (1) ◽  
pp. 68-81
Author(s):  
Farzaneh Shadloo ◽  
Hesamoddin Shahriari Ahmadi ◽  
Behzad Ghonsooly
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Syntactic Complexity ◽  
Writing Quality ◽  
Efl Learners ◽  
Syntactic Features ◽  
Development Scheme ◽  
Language Writing ◽  
Argumentative Essays ◽  
Different Levels

Abstract To predict syntactic complexity in second/foreign language writing, some studies have advocated the use of T-unit and clausal subordination measures while others have argued for the use of phrase-based measures. This study seeks to identify syntactic features that can be regarded as discriminators among different levels of writing quality. For this purpose, a corpus of argumentative essays by EFL learners was compiled and then the essays were rated and placed into three groups of high-rated, mid-rated, and low-rated essays. The corpus was then coded and analysed for both phrasal and clausal features. The phrasal features were manually coded based on the development scheme hypothesized by Biber, Gray and Poonpon (2011) for academic writing, and the clausal features were analysed using the online L2 Syntactic Complexity Analyzer developed by Lu (2010). A separate ANOVA test was used to compare the three groups of essays for each of the phrasal and clausal features. The findings of the current study demonstrated that subordination and dependent clauses were not good indicators of different writing qualities in our corpus. Also, the pattern of noun phrase complexity predicted by Biber et al. (2011) was not observed across argumentative essays from three different levels of writing quality.

scholarly journals Investigating Metalinguistic Written Corrective Feedback Focused on EFL Learners' Discourse Markers Accuracy in Mobile-mediated Context

2021 ◽  
Author(s):  
Natasha Pourdana ◽  
Payam Nour ◽  
Fariba Yousefi
Keyword(s):  
Corrective Feedback ◽  
Preliminary Test ◽  
Discourse Markers ◽  
L2 Writing ◽  
Chi Square ◽  
Writing Performance ◽  
Efl Learners ◽  
Intact Group ◽  
Written Corrective Feedback ◽  
Learning Platform

Abstract Among a growing body of research that examined the contradictory role of written corrective feedback (WCF) in development of L2 writing accuracy, this study investigated the possible impact of focused metalinguistic WCF on discourse markers (DMs) in writing performance of an intact group of 42 Iranian English as a Foreign Language (EFL) learners over an eight-week period. In an authentic, situated, and personalized learning platform, giving and receiving WCF were made possible only through the mobile-mediated application of WhatsApp. Before participants wrote on selected elicitation topics, they had taken part in a 2004 version of Oxford Preliminary Test in order to be screened for their initial differences in writing performance. After receiving metalinguistic WCF on their scripts, participants were required to work on the coded feedback and try to eliminate the DM errors in their revised writing assignment. After collecting the scripts over an eight-week period, the content of written assignment was thematically analyzed using NVivo 21 Software for the additive, adversative, causal and temporal DMs, following Halliday and Hasan’s (1976) typology. In a convergent mixed-methods design, the content analysis of the qualitative data showed a larger distribution of additive DM than adversative, causal, and temporal DMs in all participants’ written scripts. Exploring the possible impact of metalinguistic WCF on improving the DMs accuracy, analysis of the frequency count data with Statistical Package for the Social Sciences (SPSS) multivariate Chi-square test reported the fluctuation and unsystematic patterns of distribution for four types of DMs with no sign of significant long-term improvement in DMs accuracy after receiving metalinguistic WCF. These findings implied further research on practicing alternative WCF strategies focused on variety of error types in actual and virtual L2 writing environments.

Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance

2021 ◽  
Vol 44 (3) ◽  
pp. 417-429
Author(s):  
Haiyan Miao
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
First Year ◽  
College Level ◽  
Learning Gains ◽  
Text Difficulty ◽  
Efl Learners ◽  
Efl Students

Abstract This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language (EFL) learners’ listening. Different from previous research that explored reading while listening for listening development, this study combined the two skills in dictation in which listening was a continuation of reading. Participants were two groups of first-year Chinese EFL learners who were exposed to the target language under two conditions: the traditional dictation (i. e., listening-only) and the reading-listening integrated dictation in a counterbalanced order. Three datasets were collected: listening performance, perception questionnaires and follow-up interviews. Results indicated that the reading-listening integrated dictation was superior in terms of learning gains from listening and that their effect was commensurate with dictation text difficulty. The findings also showed that the reading-listening integrated dictation could enhance EFL students’ confidence and interest and make the use of strategies possible during listening.

Comparing the Impact of Divergent and Convergent Tasks on Extrovert and Introvert EFL Learners’ Writing Performance

2016 ◽  
Vol 6 (6) ◽  
pp. 1305
Author(s):  
Mania Nosratinia ◽  
Kolsum Kounani
Keyword(s):  
Foreign Language ◽  
Analysis Of Variance ◽  
Personality Inventory ◽  
Entry And Exit ◽  
Comparative Effect ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
The Impact ◽  
Persian Translation

The present study attempted to study the comparative effect of convergent and divergent tasks on introvert and extrovert English as a Foreign Language (EFL) learners’ writing ability. 120 homogeneous EFL learners between 20 to 28 years old (Mage = 24), including 60 extroverts and 60 introverts, were selected as the participants of this study; they were assigned into 4 groups. In order to categorize the participants as introverts and extroverts, the Persian translation of Eysenck and Eysenck’s (1985) Personality Inventory was employed. A number of PET tests by Quintana (2004) were piloted and employed for selecting homogenous individuals and testing participants’ entry and exit writing performances. Running a two-way analysis of variance (ANOVA) revealed that there were not significant differences between the extrovert and introvert participants' means on the posttest of writing (F (1, 116) = 3.67, p =.058, η2 = .031). It was also concluded that the divergent group had a significant but moderately higher mean on the posttest of writing than the convergent group (F (1, 116) = 16.32, p =.000, η2 = .12). The significance of divergent tasks over convergent tasks among introvert and extrovert participants was also confirmed through running 3 independent samples t-tests.

Wiki effect on English as a foreign language writing achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 218-227
Author(s):  
Seyda Savran Celik ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Writing Achievement ◽  
Efl Writing ◽  
Efl Learners ◽  
Sample Group ◽  
Efl Context ◽  
Language Writing ◽  
Post Test ◽  
Efl Learning

The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners’ EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachersKeywords:English as a foreign language, wiki, writing, achievement

scholarly journals Motivating EFL Learners Comprehensively: Applying Dörnyei’s Taxonomy of Classroom Motivational Strategies

2019 ◽  
Vol 4 (1) ◽  
pp. 117
Author(s):  
Ernita Raharja ◽  
Ashadi Ashadi
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Motivational Strategies ◽  
Language Aptitude ◽  
Efl Learners ◽  
Efl Teachers ◽  
Efl Students ◽  
Single State ◽  
Learning English

<p><em>Learning English as a foreign language is considered as a long-term process. During the period of learning, students might undergo ‘ups’ and ‘downs’ issue related to motivation swings. It is believed that motivated learners likely to outperform others who have high language aptitude but possess low motivation. For this reason, EFL teachers are required to involve strategies that captivate EFL students’ motivation. Motivating students should not only rely on immediate teaching strategies or a single activity since learning English as a foreign language is not an immediate process. Students tend to show fluctuated motivation in a time while in the other occasions could suffer in learning. </em><em>Hence, how motivation is considered as a process rather than a single state is described. Examining other perspective about motivation and the changing of focus in researching motivation show that seeing motivation as a process indicates more promising results for EFL students’ learning accomplishment. </em><em>Pointing out the importance of motivation in English learning attainment and the need of continuum process in motivating students, this paper offers the practical and comprehensive classroom motivational strategies by applying </em><em>Dörnyei’s motivational taxonomy</em><em>. </em></p>

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