scholarly journals The Relationship between English Writing Ability Levels and EFL Learners’ Metacognitive Behavior in the Writing Process

2012 ◽  
Vol 1 (4) ◽  
Author(s):  
Zu-Feng Wei ◽  
Hui-Fang Shang ◽  
Paul Briody
Keyword(s):  
Writing Process ◽  
Writing Ability ◽  
Efl Learners ◽  
English Writing ◽  
Ability Levels ◽  
The Relationship

On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions

2001 ◽  
Vol 133-134 ◽  
pp. 227-239 ◽  
Author(s):  
G. Reza Kiany ◽  
M. Khezri Nejad
Keyword(s):  
Multiple Regression ◽  
English Learners ◽  
English Proficiency ◽  
Data Gathering ◽  
Chi Square ◽  
Writing Ability ◽  
Efl Learners ◽  
Chi Square Analysis ◽  
Writing Scores ◽  
The Relationship

Abstract The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship between English proficiency of Iranian EFL learners and their writing ability? (3) Is there any relationship between writing ability of Iranian EFL learners and the use of conjunctions? (4) What is the relative importance of the four groups of conjunctions and English proficiency in predicting the writing ability? The study involved 120 male and female English learners of Kish Language Institute studying at different levels: Elementary, Intermediate, and Advanced. Two data gathering devices were employed: a NELSON test compatible with English knowledge of the subjects (version 300-A), and two compositions. The topics assigned for the compositions were “Describe your city, Tehran” and “Describe your English teacher". The students wrote the first composition in a session along with taking NELSON and the second one after a two-week interval. In each examination, the subjects wrote a text including about 150 to 200 words. The analyses included Correlation, ANOVA, Chi-square, and Multiple Regression to display the relationship between the above-mentioned variables. The results indicated taht the High group of proficiency has a significant superiority over the Mid and the Mid group over the Low one on the writing scores. The use of Chi-square analysis displayed which level of proficiency or which level of writing use which type(s) of conjuction more. Multiple regression, then, identified which variable(s) are more important or contribute more to writing scores.

scholarly journals A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process

2019 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Chunxia Lu
Keyword(s):  
Critical Thinking ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Argumentative Writing ◽  
Pedagogical Tool ◽  
Writing Ability ◽  
Efl Learners ◽  
Written Argumentation ◽  
Critical Thinking Instruction

Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.

scholarly journals Analysis of the Errors in the Chinese Students’ Composition

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Haiyan Lu
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
Writing Process ◽  
Chinese Students ◽  
Writing Ability ◽  
English Writing ◽  
Analysis Theory ◽  
Complicated Process ◽  
Made In

Writing is a complicated process and being able to write well is usually considered to be the last skill in language learning. Teachers firstly need to find out the errors the Chinese students made in their English writing process in order to improve students’ writing ability. Errors are common characteristic of language acquisition and learning. Via studying the types of errors on the basis of error analysis theory, the author hopes to seek an effective approach to the teaching of English writing.

scholarly journals An Analysis of Lexical Cohesion on the Students’ Writing

2021 ◽  
Vol 2 (2) ◽  
pp. 62-67
Author(s):  
Usman Sidabutar
Keyword(s):  
Writing Quality ◽  
Research Papers ◽  
Advanced Level ◽  
Writing Ability ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
English Writing ◽  
Writing Problems ◽  
Writing Research

This research aims at finding lexical cohesion in high and low-graded lexical cohesion types on the students' narrative writing. The researcher wants to reveal the reasons why the writing problems exist in lexical cohesion and also to find out what way that the students will use to solve the lexical types in writing narrative text. The present research uses the types of lexical cohesion as proposed by Halliday and Matthiensen (2014). The lexical cohesion items consist of repetition, synonymy, antonymy, hyponymy, and meronymy. The data of this research are derived from students' writing through writing research papers. This research was conducted in qualitative.  The results show that repetition becomes the highest occurrence in the students' writing as there are 240 occurrences (64%) in total types of lexical. Nevertheless, the least kind of lexical cohesion is hyponymy. There are only 20 occurrences (6, 6%). It can be seen that the meaning relation in the text occurs among the six types of lexical cohesion to make cohesive text. Besides that, the context of the text itself also refers to coherent text. It means that the text should consist of interrelated sentences to achieve good unity. Both are related to each other in creating well-structured text.  The students were sometimes difficult to connect one word with other words. There might be a reluctance of translating the classification of the real words of EFL. Pedagogically, the students need to get studying vocabularies professionally to upgrade the stage of English into an advanced level especially in teaching English writing ability. It was recommended to teachers or lecturers to take an in-depth look at the EFL learners' problems in writing English more than and the English lecturers practice the prompt way to master vocabulary as the core of enhancing the writing quality

Chinese EFL learners’ perceptions of their experience with portfolio-based writing assessment: a case study

2016 ◽  
Vol 39 (2) ◽  
Author(s):  
Li Qinghua
Keyword(s):  
Writing Assessment ◽  
Assessment Tool ◽  
Writing Strategies ◽  
Writing Ability ◽  
Efl Learners ◽  
English Writing ◽  
Essay Tests ◽  
Student Journals ◽  
Experimental Group

AbstractIn a case study investigating Chinese EFL university majors’ perceptions of a portfolio-based writing assessment (PBWA) project, English majors were sampled to find out whether the portfolio method made them more interested in writing and/or improved their writing process and writing strategies. Four sophomores were chosen from among an experimental group at a local university in China. Analysis of data from student journals, interviews and reflective essays showed that taking part in portfolio writing empowered them to take charge of their own learning and motivated them to write better. The students welcomed PBWA as a fairer assessment tool than timed, one-shot essay tests. They held more interest in English writing, improved their writing strategies and shifted their attention from products of writing to process of writing and, thus, preferred scores from PBWA as a more satisfactory indicator of their writing ability.

scholarly journals Self-Assessment in Academic Writing: A UAE Case Study

2009 ◽  
Vol 6 (2) ◽  
pp. 52-67
Author(s):  
David Litz
Keyword(s):  
Academic Writing ◽  
Statistical Correlation ◽  
Self Assessment ◽  
Writing Ability ◽  
English Writing ◽  
Moment Coefficient ◽  
Writing Assignment ◽  
University Level ◽  
The Relationship

The main purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the extent to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between student scores and teacher scores while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters as well as amongst all of the raters for an average reliability score. In this case the results were very promising as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students in this particular context to better understand the conventions of English writing and ultimately improve their overall writing ability.

scholarly journals A Study on the Relationship between Iranian EFL Learners’ Beliefs and Their Writing Ability

2012 ◽  
Vol 1 (4) ◽  
pp. 161-172
Author(s):  
Javad Javadi ◽  
Shahrokh Jahandar ◽  
Morteza Khodabandehlou
Keyword(s):  
Writing Ability ◽  
Efl Learners ◽  
The Relationship
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