scholarly journals Assessment of Writing Skills in English Language among Students of the Walled City Schools at the Elementary Level

2017 ◽  
Vol 22 (07) ◽  
pp. 66-73
Author(s):  
Naima Urooj
2020 ◽  
Vol 1 (2) ◽  
pp. 55-72
Author(s):  
Aasma Nijabat ◽  
Rafia Razaq ◽  
Naheed Ashfaq

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.


2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.


2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Sibel Sert ◽  
Yonca Özkan

AbstractUpon the advocacy of the integration of English as a lingua franca, namely ELF, into English language teaching, some scholars (Hino & Oda, 2015) have focused on its possible implications for classroom settings. Implementing ELF-informed activities in an elementary level classroom within a norm-based educational setting, this study aimed to enable students to experience these activities, and explore their pre and post views regarding Standard English, the concepts of good English, and my English. In addition, it also investigated students’ preference for their educational setting after the implementation. The implementation took seven weeks and the activities were created by the researchers. Within a mixed method design, qualitative and quantitative data were collected via semi-structured interviews and two statement lists. The findings indicated that the majority of the students enjoyed the activities and their pre and post views regarding Standard English, good English and my English differ from each other. However, a substantial number of them preferred to be educated with Standard English in their language learning process. Findings also revealed that potential reasons behind this preference may be the domination of norm-based approach in their context, personal interests and prime objectives, and norm-based exams.


2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.


2019 ◽  
Author(s):  
Abdulelah Alkhateeb

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.


2019 ◽  
Author(s):  
Hailah Alhujaylan

Computer-Assisted Language Learning (CALL) is playing a vital role in teaching English language to English as a Foreign Language (EFL) students. However, to best of my knowledge a little has been done in this regard to keep the students in line with the most recent advancements in this paradigm in Saudi Arabia. This paper evaluates the efficacy of CALL in improving students’ writing skills and provides innovative techniques and robust strategies for long-lasting learning. The research seeks to fill in the knowledge gap regarding prospects of using CALL in the Kingdom with these main research questions; 1) how is the technology presently used for teaching the writing skills?; 2) what is the true impact of using CALL on students’ writing skills?; 3) which area of the language (organization, structure, content, grammar) sees the most improvements by CALL to make them better writers? A quantitative research design was used for this study. The sample was sixty female students of a Saudi University divided equally into control and experimental groups. The elicited data analysis indicates that the performance scores of two groups differ significantly when taught through CALL. The research contends that using CALL can enhance students’ writing skills over a short period of time when compared to the traditional ways of improving the writing skills. The current study also recommends that language classrooms should be equipped with all the latest technological facilities to encourage the use of CALL.


2018 ◽  
Vol 9 (4) ◽  
pp. 33-51 ◽  
Author(s):  
Yahya Ashour Mohammed Alkhoudary

The aim of this study is to investigate the impact of utilizing weblog on facilitating teaching writing at Buraimi University College (BUC) and to explore the extent to which a blog as a computer-mediated tool enhances learners' writing skills in English as a foreign language e(EFL), English as a second language (ESL). Vygotsky's model will be adopted in this study. Furthermore, a process approach is employed to involve students in writing. A mixed-method of qualitative and quantitative was embraced. Three instruments were used to answer the research questions of the study. The participants consisting of 60 students, were placed into two groups: 30 students for experimental group (Ex.G.) and 30 for the controlled group (Cont. G.). Also, 30 EFL teachers (15 males and 15 females) were selected randomly. Pre-and post-tests were assigned to both groups before and after incorporating weblog as a teaching tool. Questionnaires were distributed to (Ex. G) to check the effect of using a weblog on students' writing quality. Interviews were also conducted with both teachers and students. The findings reveal that the students of weblog group significantly outperform their counterparts. This study concludes that integrating weblogs in teaching is of paramount importance to language learners and a promising tool in higher education.


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