scholarly journals Teacher Constructed Corrective Feedback Enhancing Students Writing Skills in EFL Classroom

2019 ◽  
Vol 10 (5) ◽  
pp. 103
Author(s):  
Kesavan Vadakalur Elumalai
Keyword(s):  
Writing Skills ◽  
Corrective Feedback ◽  
Language Abilities ◽  
Writing Classes ◽  
Writing Skill ◽  
Free Writing ◽  
Post Test ◽  
Efl Students ◽  
Advanced Writing

The present study states in the field of teaching EFL students in the process of writing correct feedback in the classroom, the study was conducted to explore the influence of feedback on the students’ writing skill and language abilities in grammar. 30 student participants enrolled in “Advanced Writing” classes were administered to write a short paragraph of their interested topics for 15 weeks they were given separate note books to write essay, letter and a short paragraph of any instant situation and were also asked to write eight essays throughout the semester. At the beginning semester, students were taken pre-test open-ended questionnaire and at end of the semester were taken post- test, both test involves the students’ method of writing and its benefits of feedback. The obtained data showed that the students’ language abilities significantly improved especially in the grammar and vocabulary. The students also reported their satisfaction in the free-writing method which allowed them to learn more on self-expression and organization of ideas.

scholarly journals Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

2013 ◽  
Vol 17 (1-2) ◽  
pp. 70-82 ◽  
Author(s):  
Ashok Sapkota
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Progress Test ◽  
Test Items ◽  
Correction Technique ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Post Test

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

scholarly journals Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

2018 ◽  
Vol 6 (4) ◽  
pp. 16 ◽  
Author(s):  
Nahla Al-Hazzani ◽  
Sultan Altalhab
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Positive Effect ◽  
Experimental Group ◽  
Made In

Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

scholarly journals Brainstorming Strategy and Writing Performance: Effects and Attitudes

2018 ◽  
Vol 9 (5) ◽  
pp. 1084
Author(s):  
Arezoo Omidvari ◽  
Soheila Abedianpour
Keyword(s):  
Writing Skills ◽  
Significant Progress ◽  
Writing Performance ◽  
Writing Ability ◽  
Homogenous Group ◽  
Writing Strategy ◽  
Writing Skill ◽  
Performance Effects ◽  
Efl Students ◽  
The Impact

The study sought to examine the impact of employing brainstorming strategy, as a pre-writing strategy, on advanced EFL students' writing ability. Moreover, the study sought to investigate the attitudes of the participants in terms of the efficacy of brainstorming for developing writing performance. Sixty participants were randomly assigned to two groups participating in Writing II course at Atlas Language Institute in Yasouj, Iran. The highest as well as the lowest achievers were deleted in order to have an almost homogenous group. The participants were randomly assigned to control (No = 30) and experimental (No = 30) groups. Both groups had the same teacher. Based on the results of the pretest and posttest, learners that were treated with brainstorming made significant progress in writing. Furthermore, questionnaire scores indicated that the majority of the learners found brain storming a useful strategy in enhancing their writing skills. The results of the current study highlight the effectiveness of employing brainstorming as a pre-writing strategy in developing EFL students’ writing skill.

Efficacy of Three Different kinds of Error Feedback on EFL Students’ Writing in China

2015 ◽  
Vol 3 (3) ◽  
pp. 155-164
Author(s):  
Zhuxiu Tan ◽  
Chen Jiliang
Keyword(s):  
Tertiary Education ◽  
Language Abilities ◽  
Writing Classes ◽  
Advanced Learners ◽  
Efl Writing ◽  
Chinese Context ◽  
English Writing ◽  
Effective Feedback ◽  
Efl Students

Feedback is very important for learners to improve their writing but providing effective feedback is not an easy job for the teachers who teach English writing. This is particularly true in tertiary education in Chinese context. Teacher’s explicit feedback (TEF), implicit feedback (TIF) and the guided peer review (GPR) are three types of feedback commonly used by English teachers in the EFL writing classes in China. This paper aims to examine the effects of these three different types of feedback on college students’ writings in Chinese context by using a pretest and posttest treatment, questionnaires and a case study. The qualitative results reveal that the three types of feedback are all valued by students and do help to improve their writing. GPR and TIF are preferred mostly by advanced learners but GPR triggers more self-initiated revisions and more unsuccessful revisions are found in the TIF class. TEF is mostly favored by students with lower language abilities and more successful revisions are reported in this class. These findings are consistent with the results of the pretest and posttest from the three classes. The quantitative data show that GPR contributes the highest mean score to students’ writing, and TEF the second while TIF the last. The implications of these findings are also discussed.

scholarly journals Students’ preferences and teachers’ beliefs towards written corrective feedback

2020 ◽  
Vol 9 (1) ◽  
pp. 85-95
Author(s):  
Alviana Tri Adhi Kencana
Keyword(s):  
High School ◽  
Corrective Feedback ◽  
Vocational High School ◽  
Written Corrective Feedback ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Writing Skill ◽  
Efl Students

Writing skill has been considered as a crucial skill that EFL students need to master. One of the techniques usually employed by teachers to help students improve their writing is via Written Corrective Feedback (WCF). Although many studies have been conducted to test its effectiveness, fewer studies have examined students’ and teachers’ preferences and beliefs towards the usefulness of WCF. Therefore, the present study analyzed students’ preferences and teachers’ beliefs regarding WCF. The participants consisted of 35 EFL students and 5 EFL teachers enrolled in SMK Negeri 1 Bawang Banjarnegara, a vocational high school in Banjarnegara, Indonesia. The data were both obtained through written questionnaires for the students and interview questions for the teachers. The collected data were analyzed based on WCF types classified by Ellis (2008), specifically for certain types like direct, indirect, and metalinguistic corrective feedback. The result of the present study demonstrated that both students and teachers mostly agreed that students should receive WCF in large amounts. Both of them also agreed that teachers should provide comprehensive feedback which consists of correction and explanations. Finally, both of them also had similar opinions that form-focused errors should be prioritized for correction than content-focused errors.

scholarly journals Exploring the Impact of Peer Assessment on EFL Students’ Writing Performance

2021 ◽  
Vol 9 (3) ◽  
pp. 77-95
Author(s):  
Eleni Meletiadou
Keyword(s):  
Positive Impact ◽  
Peer Assessment ◽  
Writing Classes ◽  
Writing Performance ◽  
School Year ◽  
Greek Cypriot ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

Lately, researchers have expressed their concern for EFL students’ poor writing performance and exam failure. They have indicated that peer assessment (PA) can be successfully employed to support a better integration of teaching/instruction with assessment of progress in learning. Bearing this in mind, the current study employed a pre-test post-test quasi-experimental design and aimed to explore the effect of PA on 200 Greek Cypriot EFL students’ writing performance. These adolescent learners attended two writing classes per week (90 minutes) for a full school year. Teachers received training in PA skills and then had to train their own students. Students were asked to use a PA rubric which was also devised by the researcher but negotiated between the students and their teachers during the training sessions. Paired T-tests were performed to investigate whether students in the control (n=100 students and 10 teachers) and the experimental groups (n=100 students and 10 teachers) enhanced their writing performance comparing their pre- to post-test scores. The study outcomes indicated that PA could have a moderately positive impact on students’ writing performance. The use of PA improved students’ writing performance in 5 aspects: mechanics, organisation, content, focus, and vocabulary and language use. In response to the need for more experimentation, this study provides recommendations for PA implementation in secondary school EFL writing classes which enable teachers to improve students’ writing performance.

scholarly journals The Effect of Using IPod Technology on EFL College Students' Writing Skill: أثر استخدام تقنية الآي بود على المهارة الكتابية لمتعلمي اللغة الانكليزية كلغة أجنبية

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Thekrayat Ali Al-Subaihat, Ahmad Mousa Bataineh
Keyword(s):  
Conventional Method ◽  
Study Data ◽  
Teaching Writing ◽  
Control Group ◽  
Ministry Of Education ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Efl College Students ◽  
Experimental Group

This study aimed to explore the effect of using IPod technology on EFL students' writing skill. It also aimed to investigate whether teaching writing via using IPod Technology is better than the conventional method of teaching. To carry out the study, 65 male and female undergraduate EFL students who registered for a Writing 2 course at, Al-alBayt University, in the second semester of the academic year 2015/2016 were chosen as participants of the study. They were assigned randomly into two groups: Group one consisted of 35 students, which was chosen as an experimental group and was taught writing using IPod technology and group two consisted of 30 students, which was assigned as a control group and was taught using conventional method of teaching. Both groups were taught the same material, on the same days of the week, and on the same period. Both groups sat for a pre-post-test to assure that both groups have the same linguistic ability level in the aspects of writing. The Statistical Package for Social Sciences (SPSS) software was used to conduct the required statistical analysis of the data related to the objectives of the study. Means, standard deviations, one-way ANOVA, and Scheffe tests were used for all the variables of the study. Data were collected within eight weeks. The findings of the study showed that there were statistically significant differences between the mean scores of the experimental group and control group students' writing performance in favor of the experimental group. Thus progress might be due to using IPod technology. A number of related recommendations were presented to the Ministry of Education and the teachers.

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