scholarly journals The Role of Individual Difference Factors in Writing Feedback Use and Involvement: A Qualitative Study of Iranian EFL Learners’ Perceptions

2017 ◽  
Vol 20 (4) ◽  
pp. 82-106
Author(s):  
Mahboobeh Saadat ◽  
Saeed Mehrpour ◽  
Yaser Khajavi
Keyword(s):  
Teaching Writing ◽  
Efl Learners ◽  
Writing Class ◽  
Different Types ◽  
Efl Students ◽  
Group Interviews ◽  
Writing Feedback ◽  
To Receive

The purpose of the present study was to investigate individual factors that mediate Iranian EFL students’ engagement with feedback they receive on their writing. In fact, the purpose behind such a consideration was to identify the factors that may contribute to students' using or ignoring feedback as well as the emotions they may have during or after receiving feedback. A convenient sample of 10 students was recruited from an intact writing class in which students were usually provided with different types of feedback in both oral and written forms. The study enjoyed a qualitative case study design. The findings of the focused-group interviews revealed that students favored selective, individual and dialogic feedback by the teacher. In addition, they ignored feedback when they were not interested to learn or when the person providing it was not of interest to them. Finally, they liked to receive feedback and anxiety reduced their uptake from the received feedback. The findings are discussed and implications are suggested in relation to teaching writing.

scholarly journals From Picture to Text: the Use of Picture in ELT Writing Class

2018 ◽  
Vol 18 (2) ◽  
pp. 291
Author(s):  
Ika Apriani Fata ◽  
Syamsul Bahri ◽  
Muridhal Muridhal
Keyword(s):  
Writing Assessment ◽  
Group Discussion ◽  
Point Of View ◽  
Teaching Writing ◽  
Assessment Process ◽  
English Teacher ◽  
Efl Learners ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes

Having students to produce an organized and neat piece of writing has always been the life-long dream and goal of all EFL teachers. Thus, many studies have been conducted under quantitative study as like experimental research, to fill in this gap this study focused on figuring out the teacher’s point of view toward the use of picture as media, what are the target and how are the students’ participations toward it based by using qualitative design. The instruments applied are interview, observation and field notes, as triangulation data. One English teacher and 36 EFL learners participated as informants in this research. It turned out that the findings showed that based on interview of the teacher, it is believed that media as alternative to assist teacher in teaching writing. Besides, the teacher seems confident to teach writing by using the picture. Furthermore, the English teacher believed that students developed their writing skill by using picture. Meanwhile, based on observation and field notes, the EFL students seem enthusiast to learn writing especially it is combined with group discussion techniques. As further studies, it is best to look at the students writing assessment process through picture strategies in EFL class.

scholarly journals STUDENTS’ PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA

2020 ◽  
Vol 3 (3) ◽  
pp. 220
Author(s):  
Ani Fiani
Keyword(s):  
Language Learning ◽  
Private University ◽  
Learning Goals ◽  
Teaching Program ◽  
Efl Writing ◽  
Metacognitive Instruction ◽  
Writing Class ◽  
Efl Students

Metacognition plays an important role in developing EFL students to become successful learners who are able to plan their learning goals, monitor their learning progress, and evaluate their learning outcomes in the disruption era. Because of the crucial role of metacognition in language learning, the implementation of metacognitive instruction in an EFL writing class had been investigated during one semester. Thus, this article discussed the students’ responses towards the use of the teaching program. This research study conducted with thirty three students in a private university in Lubuklinggau used a case study by collecting data through a questionnaire and reflective journals. The research results revealed that most of the EFL students had highly positive responses towards the implementation of metacognitive instruction in an EFL writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. Therefore, the teaching program had encouraged and benefited to the students in learning to write.  Metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners.Keywords: Metacognition, metacognitive instruction, writing

scholarly journals The Role of Language Proficiency in Willingness to Communicate: A Case Study of Saudi EFL Learners

2021 ◽  
Author(s):  
Hassan S. Alqurashi ◽  
Haitham A. Althubaiti
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Willingness To Communicate ◽  
Group Discussions ◽  
Efl Learners ◽  
Individual Interviews ◽  
Foreign Language Learners ◽  
Efl Students

This study’s principal aim revolves around expanding comprehension of the facets affecting people’s readiness to use foreign languages. To achieve that, the study investigates the various elements of verbal interaction between undergraduate English as a Foreign Language learners and their instructors in the classroom. Linguistic skills are of particular interest, especially their connection to learners’ readiness to speak during classes. The research aims to answer the question ‘How does language proficiency affect the willingness to communicate among Saudi EFL students in the classroom?’ Qualitative data was gathered through the implementation of a triangulation strategy that incorporated focus-group discussions and individual interviews. Moreover, the research takes inspiration from the work of MacIntyre (1994) and MacIntyre and Charos (1996), who focused on learners’ readiness to speak as the conceptual basis for their studies. The study shows that learners exhibit an unwillingness to speak in EFL settings due to perceived linguistic inadequacies, a limited lexicon and concerns that they may make mistakes when attempting to speak English, which would, in turn, prompt further misunderstandings. The study concludes with recommendations for further studies in similar institutions to investigate other factors that may influence students’ willingness to communicate.

scholarly journals The Role of Language Proficiency in Willingness to Communicate: A Case Study of Saudi EFL Learners

2021 ◽  
Vol 12 (2) ◽  
pp. 469-478
Author(s):  
Hassan S. Alqurashi ◽  
Haitham A. Althubaiti
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Willingness To Communicate ◽  
Group Discussions ◽  
Efl Learners ◽  
Individual Interviews ◽  
Foreign Language Learners ◽  
Efl Students

This study’s principal aim revolves around expanding comprehension of the facets affecting people’s readiness to use foreign languages. To achieve that, the study investigates the various elements of verbal interaction between undergraduate English as a Foreign Language learners and their instructors in the classroom. Linguistic skills are of particular interest, especially their connection to learners’ readiness to speak during classes. The research aims to answer the question ‘How does language proficiency affect the willingness to communicate among Saudi EFL students in the classroom?’ Qualitative data was gathered through the implementation of a triangulation strategy that incorporated focus-group discussions and individual interviews. Moreover, the research takes inspiration from the work of MacIntyre (1994) and MacIntyre and Charos (1996), who focused on learners’ readiness to speak as the conceptual basis for their studies. The study shows that learners exhibit an unwillingness to speak in EFL settings due to perceived linguistic inadequacies, a limited lexicon and concerns that they may make mistakes when attempting to speak English, which would, in turn, prompt further misunderstandings. The study concludes with recommendations for further studies in similar institutions to investigate other factors that may influence students’ willingness to communicate.

When Hockey Won’t Sell in Minnesota: Using Design Thinking to Innovate the Ticket Service

2021 ◽  
Vol 10 (S1) ◽  
pp. S14-S17
Author(s):  
Clinton Warren
Keyword(s):  
Design Thinking ◽  
University Of Minnesota ◽  
Athletic Department ◽  
Ticket Sales ◽  
Sales And Marketing ◽  
Group Interviews ◽  
Spectator Attendance ◽  
The University

This case study asks students to assume the role of a ticket sales strategist hired to work as a consultant for the University of Minnesota Golden Gopher athletic department. In this case, you will be asked to work with members of the Gopher Fan Advisory Board to develop service innovations in the area of ticket sales. As a sales and marketing consultant, you will examine existing data on spectator attendance trends and focus group interviews to determine the current issues facing the athletic department. Then, you will be asked to suggest the manners by which the athletic department should innovate the ticket service, using a design thinking approach to grow ticket sales and spectator attendance for the men’s hockey program.

Exploring the learning potential of models with secondary school EFL learners

2019 ◽  
Vol 32 (1) ◽  
pp. 155-184
Author(s):  
Félix Montealegre Ramón
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Learning Potential ◽  
Efl Learners ◽  
Different Types ◽  
Stage 1 ◽  
Model Texts ◽  
Writing Task

Abstract The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [Qi & Lapkin, 2001]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.

Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study

2005 ◽  
Vol 23 (1) ◽  
pp. 28 ◽  
Author(s):  
Rula L. Diab
Keyword(s):  
Relative Effectiveness ◽  
Study Data ◽  
Teaching Writing ◽  
Esl Writing ◽  
Teachers And Students ◽  
Beliefs About Teaching ◽  
Feedback Strategies ◽  
Writing Feedback ◽  
Feedback Techniques

The purpose of this study was to investigate ESL instructors' feedback techniques and the rationales behind these techniques, to explore ESL students' beliefs about the relative effectiveness of various types of feedback, and to compare students' beliefs with those of their instructors. A university-level ESL instructor and two of her students participated in this case study. Data were collected by think-aloud protocols and semistructured interviews, and results revealed four major categories: (a) types of feedback the instructor emphasized, (b) the instructor's beliefs about teaching writing, (c) students' beliefs about learning to write, and (d) students' views on the effectiveness of teachers' feedback strategies. Because some of the instructor's beliefs seemed to conflict with her students' views, it was concluded that teachers should make an effort to explore their students' beliefs about writing, feedback, and error correction and to try to bridge any gap between their own and their students' expectations.

scholarly journals The role of collaborative journalism in West Papua: A Jubi and Tirto case study

2021 ◽  
Vol 27 (1and2) ◽  
pp. 119-131
Author(s):  
Ana Nadhya Abrar
Keyword(s):  
Human Rights ◽  
News Media ◽  
Qualitative Content Analysis ◽  
West Papua ◽  
Media Outlet ◽  
To Receive ◽  
Practical Level

In this article, the author explores the collaboration between Tirto and Jubi in reporting on the Wamena and Jayapura riots in September 2019 in what has been described as the Papuan Uprising. The collaboration was greatly influenced by the desire of both media to improve the quality of news on human rights violations in West Papua. Tirto is an Indonesian online media outlet. Its journalists often criticise various government policies and the Indonesian political world through headlines, news and special articles. Tirto won an award as the Most Innovative Cyber Media in the 2017 Adinegoro Journalism Awards organised by the Indonesian Journalists Association. In the following year, Tirto became the only media outlet in Indonesia to receive an award from the International Fact-Checking Network (IFCN). Jubi is a general news media service from West Papua which reports on the West Papuan conflict, especially human rights issues. At the conceptual level, one can expect an accurate and in-depth report resulting from the journalism collaboration between Tirto and Jubi. However, at the practical level, a question arises about what the collaboration means for the life of West Papuan journalists? Research results using qualitative content analysis and interviews suggest that the collaborative journalism they created was able to restore West Papuan journalists’self-esteem. These findings can contribute to the enhancement of the knowledge in the field of journalism and provide valuable information for West Papuan journalists.

scholarly journals EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language

2020 ◽  
Vol 13 (8) ◽  
pp. 120
Author(s):  
Enas Abdelwahab Eltom RahmtAllah
Keyword(s):  
English Language ◽  
Research Question ◽  
Writing Skills ◽  
Efl Learners ◽  
Writing Test ◽  
Study Results ◽  
Efl Students ◽  
The Subject ◽  
Undergraduate Programs

Writing is considered an essential learning tool for all content areas. However, to master and have excellent writing skills for EFL students of undergraduate programs is challenging. Cohesion and coherence are both crucial textual elements to master writing. The present study examined coherence in English essays written by 46 female Saudi EFL third year at Unaizah College of Sciences and Arts, Qassim University. Examination of essays by the subject group designed to answer the research question. 1.) To what extent are EFL students competent in achieving coherence in writing skills? Each student was asked to write two essays (a writing test that included two essay questions). The data were analyzed through SPSS. The study results demonstrated that learners are not competent in achieving coherence in their writing tasks. In light of these results, recommendations are presented. The results also recommend further studies to investigate coherence and action research to improve this crucial skill among undergraduate Saudi EFL learners.

scholarly journals Effects of Activating Background Knowledge in Listening Skill and How to Improve IELTS Listening

2021 ◽  
Vol 3 (6) ◽  
pp. 13-25
Author(s):  
Nguyen Nu Nhu Linh
Keyword(s):  
Learning Styles ◽  
Background Knowledge ◽  
The Other ◽  
Efl Learners ◽  
Listening Skill ◽  
The World ◽  
Efl Students ◽  
First Time ◽  
International English

Among the well-known international English tests, IELTS has been seen as one of the most well-trusted and popular to EFL learners throughout the world. In Vietnam, most of the universities require their EFL students to have an IELTS score of 6.5 or 7.0 to fulfil their bachelor degree program, which is not quite an easy job. The paper emphasizes the role of background knowledge in improving IELTS Listening scores for EFL students at Saigon University. The research was done by observing two groups of students learning Listening Module 3 at the institution. They were required to do the same test; however, while a group was constructed with pre-listening activities, the other simply listened and completed the task without preparation. The result showed little difference between the two groups in terms of efficiency, but most of the students in the first group were able to complete their test in the first time listening while some members of the latter group needed a second time. They were then required to complete a survey, including learning styles and attitudes. The results also tell us that EFL students pay much attention to pre-listening activities, and they believe such tasks can help them do their listening test better.

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