scholarly journals The Impact of Collaboration on the Process-Based Writing in EFL Classrooms in Saudi Arabia

2018 ◽  
Vol 8 (6) ◽  
pp. 164
Author(s):  
Badia Hakim
Keyword(s):  
Saudi Arabia ◽  
Academic Writing ◽  
Writing Process ◽  
Writing Skills ◽  
Building Blocks ◽  
Collaborative Process ◽  
Efl Writing ◽  
Efl Classrooms ◽  
Definition Of ◽  
The Impact

This research is a study of the impact of collaboration on the process-based writing in EFL classrooms in Saudi Arabia. It focuses on methods that contribute to the enhancement of productivity in writing. First, a definition of the term “collaboration” in the process-based EFL writing is presented and then, the advantages of collaborative process-based writing are discussed in further detail. The research mainly focuses on the practical aspects of introducing the building blocks and the procedural aspects of collaborative process-based writing into classrooms in Saudi Arabia. The main goal is to contribute to an overall understanding of collaborative process-based writing. In this context, the instructor tries to help students get further involved in collaborative and dialog-based activities through the process of writing. Another chief goal of introducing this technique is to help students produce better academic writing pieces and improve their writing skills as they move in their writing process from pre-writing to post-writing.

scholarly journals Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications

2020 ◽  
Vol 7 (2) ◽  
pp. 472-485
Author(s):  
Suhartawan Budianto ◽  
Teguh Sulistyo ◽  
Oktavia Widiastuti ◽  
Dwi Fita Heriyawati ◽  
Saiful Marhaban
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Writing Process ◽  
Corrective Feedback ◽  
Writing Proficiency ◽  
Efl Writing ◽  
Proficiency Level ◽  
Efl Students ◽  
Global And Local ◽  
The Impact

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.

scholarly journals Non-renewable Resources and the Intergenerational Equity Problem in Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 44
Author(s):  
Norman Adamson Sigalla King
Keyword(s):  
Saudi Arabia ◽  
Economic Trend ◽  
Renewable Resource ◽  
Intergenerational Equity ◽  
Future Price ◽  
Nonrenewable Resource ◽  
Definition Of ◽  
The Impact ◽  
Source Of Information

This study examines the intergenerational equity problem of Saudi Arabia, a country that is highly dependent on oil, a non-renewable resource, for most of her income. The first part which is introductory covers the definition of the main concepts, the importance of energy and the Saudi Arabian economic trend. The second part covers oil production and the alternative and future strategies. The paper has articulated documentation as the major source of information, while maintaining review through thinking holistically as the drive to making analyses of the discussion. It is a case study design as it focuses on Saudi Arabia. The third part of the paper discusses the challenges to models, alternatives, and the impact of future price of oil. The paper concludes that managing an economy which has the strength of nonrenewable resource such as oil, need highly adept understanding of resource management while containing other industrial products to support the economy.

scholarly journals Enhancing Elementary Level EFL Students’ Reading Comprehension and Writing Skills through Extensive Reading Enrichment Program

2015 ◽  
Vol 3 (2) ◽  
pp. 28
Author(s):  
Rania Adel Ibrahim Ahmed ◽  
Hussam Rajab
Keyword(s):  
Saudi Arabia ◽  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary School ◽  
Writing Skills ◽  
Arab Countries ◽  
Extensive Reading ◽  
Convenience Sample ◽  
Efl Learners ◽  
The Impact

<p>This quasi-experimental, longitudinal, quantitative study investigated the impact of Extensive Reading (ER) on developing second language (L2) reading comprehension and writing skills among primary school EFL learners in two Arab countries, Egypt and Saudi Arabia. The study is based on an experiment conducted over a nine-month period on a convenience sample of 112 primary school students <em>(n=112</em>) divided into five groups, three experimental groups and two control group, where the students belonged to two different private schools in Egypt and two different international schools in two cities in Saudi Arabia. The experiment, in the form of an enrichment ER program, used graded readers for young learners and was designed to foster ER for pleasure. The study, guided by three hypotheses, incorporated two types of statistical analysis tests, paired samples t-tests and one-way analysis of variance (ANOVA). The statistical analysis tests performed indicated marked improvement in English proficiency in the two experimental groups, with particular reference to reading comprehension and writing. A number of pedagogical implications and recommendations for future research are given. Additionally, the study highlights the issue related to insufficient exposure to English for young Arab EFL learners in their daily lives, which, unfortunately, seems to cause relapses in their L2 intake, despite having an age advantage.</p>

scholarly journals Research in Writing Instruction and Assessment: Current and needed research to improve student writing

2017 ◽  
Vol 1 (2) ◽  
pp. 6-15 ◽  
Author(s):  
MJ Outcault Hill ◽  
Robert Caldwell
Keyword(s):  
Narrative Analysis ◽  
Academic Writing ◽  
Teaching Methods ◽  
Writing Process ◽  
Writing Skills ◽  
Research Literature ◽  
National Commission ◽  
Student Writing ◽  
High Stakes ◽  
Alternative Teaching

Discussions among educators at almost any level will invariably result in one point of agreement: students at all levels are under-prepared in writing skills. Unfortunately, this is a conclusion that also predominates much of the research literature on the improvement of student writing as well. Despite the importance attached to high-stakes academic writing skills, research has contributed little insight about the challenges students face with academic writing tasks. Llosa, Beck, and Zhao (2011) point out that the National Commission on Writing in America’s Schools and Colleges found that this lack of understanding of the writing process was so significant that they identified writing as, the “Neglected ‘R’ (National Commission on Writing, 2003; Llosa, Beck and Zhao, 2011). In the following paper, authors Caldwell and Outcault Hill present a broad review of the areas of research into the writing process and assessment of writing and suggest areas where further research is needed. Their discussion focuses on 1) Research related to the influence of Cognitive function on the writing process, 2) Research into teaching various genres such as exposition, argument, narrative, analysis, and creative writing, 3) Research on the assessment of writing, and finally, 4) Research on alternative teaching methods.

scholarly journals Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers

2015 ◽  
Vol 1 (2) ◽  
pp. 117
Author(s):  
Mirela Dubali Alhasani
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Writing Skills ◽  
Critical Discourse ◽  
University Graduates ◽  
Educational Transformation ◽  
Critical Writing ◽  
Writing Courses ◽  
Definition Of ◽  
Shed Light

<p>Since 2004 Albanian academics have been making efforts to establish the best Western practices of academic writing associated with critical thinking and writing skills for university students. In this article, I will shed light upon the special challenges and peculiarities the establishment of Academic Writing discipline has encountered in Albania over the years of educational transformation in the broad framework of democratic political transition. I argue that the socio-political indoctrination of the society during five decades of communist dictatorship has delayed the cultivation of critical thinking, reading and, consequently, critical writing skills for academic and occupational opportunities. Moreover, the research will not be limited only to causal factors of delay, instead, it will pave the way to recommendations that accelerate the successful acquisition and possession of such crucial academic writing skills for Albanian university graduates and academia in general.</p><p>First, I provide literature on definition of critical thinking and its improvement through writing courses; next I depict the typical political indoctrination of students during communist dictatorship tracing the legacy of mechanic reading and the huge lack of critical discourse even among the academic staffs themselves; later on I discuss the contemporary academic focus being placed upon the need of critical academic writing to prepare independent thinkers successful to face the democratic transition. Finally, and most importantly, I offer substantial suggestions and recommendations how to implement successfully the Western Academic writing tradition in the higher education curricula by taking into consideration Albania’s educational legacy.</p>

scholarly journals The Impact of Virtual Writing Tutor on Writing Skills and Attitudes of Omani College Students

2020 ◽  
Vol 4 (3) ◽  
pp. 101
Author(s):  
Amal Aamir Al Badi ◽  
Mohamed El Tahir Osman ◽  
Abdo, M. Al-Mekhlafi
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Attitude Scale ◽  
Future Research ◽  
Control Group ◽  
Total N ◽  
Post Test ◽  
Writing Tutor ◽  
The Impact ◽  
Experimental Group

The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the academic writing skills of Year 1 Omani EFL students in the College of Applied Science, (CAS)-Sohar and their attitudes towards using VWT software to enhance their academic writing skills. The sample consisted of 35 students in the control group and 35 in the experimental group (Total N= 70) who were enrolled in the English for Academic Purposes (ENAP1002) course at CAS-Sohar. The data collection tools included pre-test and post-test for the two groups, and attitude scale for the experimental group. The findings of the study showed a positive large effect size (Cohen’s d = 0.88) of VWT on writing skills. In addition, Year 1 students in the experimental group enjoyed using the VWT software and found it beneficial and helpful in checking the accuracy of their essays including spelling, punctuation, grammar and vocabulary. In light of the research findings, implications and recommendations for future research were outlined.

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.

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