scholarly journals Utilizing Mobile Learning in Writing Skills in ESL Classroom

2021 ◽  
Vol 11 (12) ◽  
Author(s):  
Siti Sarah Musthaffa Kamal
Keyword(s):  
Mobile Learning ◽  
Writing Skills ◽  
Esl Classroom

Correct Writing and Spelling in the ESL Classroom

2015 ◽  
pp. 269-287
Author(s):  
Seetha Jayaraman
Keyword(s):  
Academic Writing ◽  
Mother Tongue ◽  
Writing Skills ◽  
Spoken Word ◽  
Theory And Practice ◽  
Target Language ◽  
Advanced Level ◽  
Similarities And Differences ◽  
Basic Level ◽  
Esl Classroom

Writing is an activity that serves as a link between theory and practice. Learning to write involves the basic level of learning to spell a spoken word or phrase and the advanced level of learning to write creatively. This chapter discusses the practical challenges faced by the teacher and student in learning to spell words and applying the rules of grammar in English. Authentic examples are drawn from writing samples from the ESL classroom, produced in a session of timed writing when teaching academic writing skills to undergraduate learners in Oman's Dhofar Region. The results of the study point to the use of a bilingual approach as a very useful method for bringing out the similarities and differences in the use of the target language. This minimizes Mother Tongue interference in students' writing in English.

An Exploration on Issues and Challenges in Teaching Writing Skills to Tertiary-Level Learners

2020 ◽  
pp. 98-107
Author(s):  
Jefferson K. ◽  
Ramya Sri R. ◽  
Radhakrishnan V.
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Inappropriate Use ◽  
Area Of Concern ◽  
Esl Classroom

Writing is considered a very important skill in language learning yet a very challenging task for students to master it. It is also a required skill for students to score good grades in their academics. Inappropriate use of words, incorrect, and illogical sentence structures and grammatical mistakes while writing, reflect poorly on the language proficiency of learners. This also creates issues later in their professional life. Addressing these challenges at the tertiary level has been an area of concern to English language teachers. The prime aim of this study is to explore the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom. This chapter also proposes a process-product based effective pedagogic practice which was experimented in the ESL classroom while teaching writing. The approach employed facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.

scholarly journals Developing creative writing skills in a high school ESL classroom

2018 ◽  
Vol 2 (4) ◽  
pp. 55-69
Author(s):  
Anna Avramenko ◽  
Maria Davydova ◽  
Svetlana Burikova
Keyword(s):  
High School ◽  
Creative Writing ◽  
Writing Skills ◽  
Esl Classroom

scholarly journals MOBILE LEARNING TO IMPROVE WRITING IN ESL TEACHING

2016 ◽  
Vol 27 (2) ◽  
pp. 182
Author(s):  
Heidy Selene Robles Noriega
Keyword(s):  
Second Language ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Writing Skills ◽  
Private University ◽  
Caribbean Region ◽  
Pedagogical Approach ◽  
Writing Ability ◽  
The Caribbean

This article reports on the results of a study concerning the type of texts and their features produced by a student after using mobile technology as a support to improve the development of the students’ writing skills in a second language. The Functional Systemic Linguistic (FSL), Genre Pedagogical Approach (GPA), and mobile learning concepts were employed as theoretical framework. The participant of the research was a freshman student that belongs to an English narrative course in a private university of the Caribbean region, Universidad Del Norte in Barranquilla, Colombia. This case study analyzed the student’s writing during a period of eight-week course, which was then complemented with an interview conducted by the researcher. The results reveal that genre approach can be implemented with mobile technology to increase students’ writing ability. 

scholarly journals Role of Literary Texts in Improving Writing Skills

2020 ◽  
Vol 1 (2) ◽  
pp. 55-72
Author(s):  
Aasma Nijabat ◽  
Rafia Razaq ◽  
Naheed Ashfaq
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Document Analysis ◽  
Study Data ◽  
Literary Texts ◽  
Elementary Level ◽  
Improving Writing ◽  
Esl Learners ◽  
Esl Classroom

The current paper deals with the identification of the role of English literary texts in ESL classroom intended for the improvement of writing skills at elementary level. Qualitative approach was used in this study. Data was collected through document analysis and open-ended questionnaires. Six teachers who taught literary texts in ESL classroom were selected to fill the questionnaires. Twenty specimens of ESL learners’ classwork were analyzed using ESL Profile Composition (Jacobs, Zinkgraf, Wormuth, Hartfiel, & Hughey, 1981, p.30). This research offered promising results regarding the beneficial role of literary texts in improving writing skills. It also paves the way for future researchers to further investigate the role of literary texts in the learning of English language.

scholarly journals WATTPAD.COM: ENHANCING WRITING SKILLS IN ESL CLASSROOM.

2018 ◽  
Vol 6 (12) ◽  
pp. 818-829
Author(s):  
Nurul SyifaBintiAbdulRahman ◽  
◽  
Nurul AkmalAmirahBintiSarudin ◽  
Nurul HananiBintiShamsudin ◽  
Melor MdYunus ◽  
...  
Keyword(s):  
Writing Skills ◽  
Esl Classroom

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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