scholarly journals The Crucial Point in Time Where Thai Students Are Introduced English Language Writing

2015 ◽  
Vol 8 (9) ◽  
Author(s):  
Bayatee Dueraman
Keyword(s):  
English Language ◽  
Crucial Point ◽  
Thai Students ◽  
Language Writing

scholarly journals Coherence in Thai Students’ Essays: An Analysis using Centering Theory

MANUSYA ◽  
2018 ◽  
Vol 21 (2) ◽  
pp. 112-130
Author(s):  
Saranya Pathanasin
Keyword(s):  
English Language ◽  
First Language ◽  
Noun Phrases ◽  
Discourse Coherence ◽  
Word Repetition ◽  
Thai Students ◽  
Language Writing ◽  
English Speaking ◽  
Centering Theory ◽  
Published Research

The contributions of centering theory (CT) have been widely accepted in linguistics, but there has not yet been much published research applying the theory to first language (L1) interference. This study applies CT to investigate L1 interference in discourse coherence in essays written in English by Thai university students. A corpus compiled from 50 essays is analyzed quantitatively and qualitatively. Statistical results suggest that CT is more reliable than human raters in measuring coherence, since the data shows no influence of subjective measurement. Further analysis by CT shows that word repetition is the most common form of Cb (focus of attention) in the continuation states (56.6%), and pronouns are the second most frequent form (39.6%). These findings conflict with the predictions of CT, which assert that pronouns are usually preferred over noun phrases. Results of qualitative analysis pointed out that this discrepancy is caused by L1 interference in writing, since word repetition is commonly used in Thai discourse. The Thai students’ English-language writing abilities were at pre-intermediate levels of competence. However, this aspect is not considered negative L1 interference since the use of repetition in the students’ compositions helped the raters follow the ideas in the writing. The results also show that the students were not aware of issues of cohesion and were not confident in using pronouns. The L1 interference in discourse coherence, specifically word repetition, was recognized by Thai raters but not by native English-speaking (NES) raters.

scholarly journals An Action Research on EFL Writing Dilemmas: A Case of Saudi Students and Instructors

2019 ◽  
Author(s):  
Miriam Alkubaidi
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
English Language ◽  
Sole Source ◽  
Saudi Students ◽  
Language Writing ◽  
Language Classrooms ◽  
Perceptions And Expectations ◽  
Writing Competence ◽  
Writing Curricula

Learning to write in a second language is a great challenge for students; however, certain factors might minimize these challenges. In general, the Saudi students face difficulty to develop the writing competence in a foreign language because they rely on instructors as a sole source of knowledge. Therefore, the study investigated the English language writing in a university in Saudi Arabia. It implemented an action research design based on three main phases; namely, exploration, intervention, and reflection stage. The main questions asked include how the instructors view the writing style of students within the setting and how they perceived the English language writing curricula among the students. The data drew several conclusions that provided insight into the Saudi Higher Education concerning English as a foreign language (EFL) classes. The first is the spoon-feeding of Saudi learners throughout their educational years; therefore, they find it challenging to gain hold of their learning. Second, writing in English is a challenging task for Saudi students. Third, some of the students memorize writing passages to pass their English course. Fourthly, teaching to write was done by focusing on form, writing mechanics, rather than communicative aspects of writing and genre. This study has contributed towards the understanding of Saudi learners in university language classrooms analyzing their perceptions and expectations.

scholarly journals Morphological Processing Difficulty of Thai Learners of English with Different Levels of English Proficiency

MANUSYA ◽  
2015 ◽  
Vol 18 (1) ◽  
pp. 73-92
Author(s):  
Sorabud Rungrojsuwan
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Morphological Processing ◽  
Morphological Knowledge ◽  
Matching Technique ◽  
Thai Students ◽  
Processing Difficulty ◽  
Different Levels ◽  
Difficult Subjects

English morphology is said to be one of the most difficult subjects of linguistic study Thai students can acquire. The present study aims at examining Thai learners of English with different levels of English language proficiency in terms of their 1) morphological knowledge and 2) morphological processing behaviors. Two experiments were designed to test 200 participants from Mae Fah Luang University. The results showed that students with low language proficiency (LL group) have less morphological knowledge than those with intermediate language proficiency (IL group). However, those in the IL group still show some evidence of morphological difficulty, though they have better skills in English. For morphological processing behavior, it was found that, with less knowledge, participants in the LL group employ a one-by-one word matching technique rather than chunking a package of information as do those in the IL group. Accordingly, unlike those in the IL group, students in the LL group could not generate well-organized outputs.

scholarly journals Second Language Writing and Bidialectalism: A Case for African American Student Writers

2017 ◽  
Vol 10 (9) ◽  
pp. 140
Author(s):  
Jason DePolo
Keyword(s):  
African American ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Second Language Writing ◽  
African American Student ◽  
Composition Theory ◽  
American Student ◽  
Student Writers ◽  
Language Writing

There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners’ authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.

scholarly journals A report on challenges faced by students and research scholars academic writing skill in English language

2021 ◽  
pp. 44-65
Author(s):  
DINESH K
Keyword(s):  
Data Collection ◽  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Document Analysis ◽  
Research Paper ◽  
Common Language ◽  
Writing Research ◽  
Writing Skill ◽  
Language Writing

Singh, A. K. G., et.al. (2020) in this world every country has its own language but in the reviewer has some common language that is second language or foreign language such as English language. Writing research paper is more difficult task with use of the English language because everyone well talented in our own natural language or mother tongue. Writing a research paper main aim to identify the L2 (English Language) syntax transferred from L1 (Mother Language). The method was chosen data collection instruments were document analysis and interview.

scholarly journals English Language Writing Centres in Japanese Universities: What do Students Really Need?

2010 ◽  
pp. 17-31
Author(s):  
Jim McKinley
Keyword(s):  
Liberal Arts ◽  
English Language ◽  
Language Education ◽  
Ministry Of Education ◽  
English Language Education ◽  
Attitudes Toward Writing ◽  
The Us ◽  
Language Writing ◽  
Efl Students ◽  
Students Attitudes

The installation of English language writing centres in Japanese universities is a relatively recent event—the first ones established with funding from the Ministry of Education in 2004. Because of the EFL writing context, setting up a writing centre requires consideration of students’ needs and cultural expectations of writing and writing centres. In general, writing centres that have been established in Japanese universities follow a structure similar to those in the US. This raises the question as to whether or not this is appropriate for the particular needs of EFL students and the obstacles they face. For this study, in order to explore students’ attitudes toward writing centres and the role they play in writing education, interview data was collected from students of English composition in two different departments at a university in Japan well known for its English language education: the English department, which does not have a writing centre, and the liberal arts department, which has one of the first writing centres established in Japan.

scholarly journals Voices from EFL Thai learners towards English writing

2020 ◽  
Vol 15 (6) ◽  
pp. 1495-1507
Author(s):  
Chutamas Sundrarajun
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Structured Interview ◽  
Educational Organizations ◽  
Business English ◽  
English Writing ◽  
Writing Course ◽  
Language Writing ◽  
Written Assignments

English language writing is seen as one of the most difficult skills for undergraduate students. When composing a piece of writing, students usually face various problems ranging from grammatical aspects to expressing ideas and opinions. To answer the research questions, this study employed a mixed method of both qualitative and quantitative approaches to identify the students’ perceptions towards Business Article Writing Course, as well as to pinpoint their challenges when working on the written assignments. The intensive data were collected from 20 fourth year students majoring in Business English via the use of questionnaire and a semi-structured interview. The findings give teachers, course designers, and educational organizations an insight into students’ problems in learning English language writing. It also highlights the need to integrate different genres of writing to enhance students’ writing skills so that they can use such techniques to overcome any struggles when composing a piece of writing.   Keywords:  Academic Writing, EFL, Writing Strategies, Peer Feedback

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