Three Steps of English Writing—Research on the Methods of Improving College Students’ English Writing Skills

In this global era, all educated people, such as professionals and college students, need to have English writing skills. Writing competence will facilitate professionals’ success in their careers and students’ success in their studies. However, coherent writing is a complex task that requires complex skills and is therefore not easy. For manyIndonesian scientists, English scientific writing for international seminars or journals is likely still the hardest work (Suharno 2012). Based on the background above, this study investigated the coherence of English articles, such as argumentative discourses by Indonesian professionals. The study is descriptive and qualitative in nature. It applies both topical and paradigmatic analyses. The data of the study include 14 English articles found in the “Opinion Forum” of The Jakarta Post. The research results reveal that, for the most part, English argumentative discourses by Indonesian writers are developed only partly coherently.

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A Survey on the Cultivation of College Students’ Audience Awareness in English Writing

Theory and Practice in Language Studies ◽

10.17507/tpls.0812.21 ◽

2018 ◽

Vol 8 (12) ◽

pp. 1732

Author(s):

Jie Liu ◽

Lingyu Guo

Keyword(s):

College Students ◽

Writing Skills ◽

Great Influence ◽

Cognitive Status ◽

Key Factors ◽

English Writing ◽

Content Selection ◽

Writing Class ◽

The Status ◽

Audience Awareness

The strength of audience awareness has a great influence on the content selection, expression and writing techniques of the article. Therefore, the cultivation of the students’ audience awareness in writing becomes one of the key factors that determine the qualities of the students’ compositions. This thesis conducts a questionnaire and interviews on college students from the four grades of Nanchang Normal University in order to reveal the college students’ cognitive status and attitude of audience awareness. Based on the status quo, this thesis analyzes the possible causes of this situation from two aspects: the teachers’ carelessness on audience awareness and overly concern with writing skills, and the students’ shortage of language ability and logical thinking ability and their excessive attention to writing skills. For these reasons, this thesis proposes corresponding countermeasures: in the English writing class, the reader's awareness should be emphasized; the theme of the article needs to be much closer to life; students are supposed to create imaginary readers in writing; the method of readers' feedback should be fully utilized. The use of these strategies will effectively help college students cultivate audience awareness in English writing.

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College Students’ Perceptions of English Writing Teacher Feedback

The Journal of Mirae English Language and Literature ◽

10.46449/mjell.2019.08.24.3.273 ◽

2019 ◽

Vol 24 (3) ◽

pp. 273-301

Author(s):

Ji Yeon Kim

Keyword(s):

College Students ◽

Teacher Feedback ◽

English Writing ◽

Writing Teacher

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Evaluation of error correction in writing process

Vietnam Journal of Education ◽

10.52296/vje.2019.42 ◽

2019 ◽

Vol 3 (2) ◽

pp. 45-51

Author(s):

Cuong Phu Nguyen

Keyword(s):

University Students ◽

Error Correction ◽

Positive Attitude ◽

Writing Process ◽

Writing Skills ◽

Mutual Understanding ◽

English Writing ◽

The World ◽

Popular Language ◽

Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

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Enjoying Learning Writing through Facebook Group

Lingua Cultura ◽

10.21512/lc.v13i1.5513 ◽

2019 ◽

Vol 13 (2) ◽

pp. 115

Author(s):

Zulfadli Abdul Aziz ◽

Husnul Khatimah

Keyword(s):

Foreign Language ◽

Thematic Analysis ◽

Writing Skills ◽

Situational Interest ◽

Individual Interest ◽

English Writing ◽

Research Findings ◽

Efl Students ◽

Interactive Feedback ◽

Group 1

This research showed many English as a Foreign Language (EFL) students in Aceh struggle in learning English writing as they had a lack of interest in it. This descriptive qualitative study aimed to find out in what ways Facebook Group might facilitate the enjoyment of the students in learning this skill. The data were collected using interviews and was analyzed through thematic analysis. The interview was done one by one at a time. Ten students from UIN Ar-Raniry were purposely chosen for the interviews in this research. The research findings show that there are four themes found that caused the participants enjoyment of the learning writing in the group: (1) it provides unlimited timing; (2) it facilitates the participants’ freedom and creativity; (3) it provides the interactive feedback; and (4) it helps them in brainstorming the ideas. These four themes directly enhance the students’ situational interest in learning writing that related to an environmental factor, but it results in the development of their individual interest. This research suggests that the teacher should combine the learning process in the classroom with the Facebook group media to fasten the enhancement of the learners’ writing skills. For the learners, it is suggested that they should utilize their social media such as Facebook group not only as their communication media but also for developing their learning in writing.

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Effects of Explicit Instruction on Text Structure in Process Writing

10.37546/jaltpcp2019-50 ◽

2020 ◽

Vol 2019 (1) ◽

pp. 433

Author(s):

Sachi Oshima

Keyword(s):

Explicit Instruction ◽

Writing Skills ◽

Text Structure ◽

Self Report ◽

Process Writing ◽

Advanced Level ◽

English Writing ◽

Proficiency Levels ◽

Research Questions ◽

Efl College Students

This study investigates the effectiveness of explicit instruction on text structure in the development of Japanese EFL college students’ English writing skills by examining two research questions: (1) How does students’ writing change after being given lessons on explicit instruction and process writing?; and (2) How do students’ perceptions of English writing change due to process writing and explicit instruction on text structure? Two groups of students were given four lessons on process writing and explicit instruction. While one group of advanced-level students wrote an argumentative essay, the other group with beginner-level students wrote a descriptive essay. The results suggest that explicit instruction on text structure can be a useful means of developing English writing skills regardless of students’ English proficiency levels. Students self-report indicated that their ability to organize ideas was highly improved, and they exhibited positive changes in writing in terms of organization and awareness of readers. 本研究では、EFL環境下にある日本人大学生を対象に、文章構成（text structure）の明示的指導がライティングにどのような効果を有するかを、次の2点について考察し、検証した。（1）プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングはどのように変化するか。（2）プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングに対する認識はどのように変化するか。2グループの学生に対しプロセスライティングと文章構成に関する明示的な指導を4レッスンずつ行った。英語上級者のグループにはargumentative essay（議論型エッセイ）を、初級者のグループにはdescriptive essay（記述型エッセイ）を書かせた。結果、文章構成の明示的指導は、学習者の英語運用能力に関わらず、英語ライティングの向上に効果的であることが分かった。学習者は文章構成力が最も上がったと回答しており、ドラフトにも文章構成力の向上や読み手を意識した文章への変容といった効果が表れた。

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English Writing Formative Assessment in Indonesia

10.31219/osf.io/rxp4q ◽

2021 ◽

Author(s):

Alexander Musa

Keyword(s):

Formative Assessment ◽

Classroom Observation ◽

Writing Skills ◽

Narrative Text ◽

Performance Tasks ◽

English Writing ◽

Short Answer ◽

Assessment Tasks ◽

Assessment Techniques ◽

Construction Task

This study aimed to investigate the assessment techniques used by a teacher in assessing students’ writing skills, the reason in implementing the techniques, and the students’ responses toward the implementation of the techniques. The collected data in this study included classroom observation that had been held in three times, interview, and written document. The following is the conclusions based on the data analysis. Since formative assessment of writing skill is the main focus of this study, the teacher implemented five writing performance tasks suggested by Brown (2010) namely dicto-comp, picture-cued task, short answer task, guided question and answer, and paragraph construction task. From the teaching process done by the teacher, the assessment tasks were implemented for formative purposes, that is, to monitor students’ progress in comprehending the lesson that is about narrative text. The teacher implemented some assessment tasks in an informal way to monitor students’ ongoing progress without recording the result of the performance, while the other tasks were implemented in a formal way to record students’ progress and to give them an appraisal of their progress and achievement.

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The Effect on Learning Objectives and Outcomes of Students’ Inability to Develop Language Competencies for Appropriate Communication at the Undergraduate Level

English Language Teaching and Linguistics Studies ◽

10.22158/eltls.v2n3p64 ◽

2020 ◽

Vol 2 (3) ◽

pp. p64

Author(s):

Casimir Adjoe ◽

Rosemary Kimani

Keyword(s):

Learning Outcomes ◽

Undergraduate Students ◽

Random Sampling ◽

Writing Skills ◽

Learning Objectives ◽

Communication Studies ◽

Undergraduate Level ◽

English Writing ◽

Linguistic Ethnography ◽

Language Competencies

The ability to communicate is a skill needed for beneficial learning outcomes. It is likewise needed for functioning in our connected world and spaces. However, undergraduate writing still gives the impression of poor English writing skills and inadequate communication. The paper takes a linguistic ethnography approach to examine the effects of poor English writing skills on the learning objectives and communication of undergraduate students. Using a random sampling of 37 examination scripts of Communication Studies students and their analysis through a revised version of Bloom’s taxonomy of educational objectives, the study suggests that poor English writing skills and the inability to communicate are likely among the effects of the inability of undergraduate students to acquire competence at the comprehension, analysis, synthesis, and evaluation tasks needed to enable them compose knowledge and meaningful messages as well as to communicate them. The study, therefore, suggests the need for investigating practical steps that can be taken to assist students with poor English writing competencies and skills to access knowledge and be able to produce knowledge in their learning situations, and further still, be able to communicate their knowledge as competently as possible without an overemphasis on grammatical correctness as the goal.

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PENERAPAN DIALOGUE JOURNALS PADA PEMBELAJARAN MENULIS BAHASA INGGRIS UNTUK MENINGKATKAN MOTIVASI MENULIS DAN KETERAMPILAN MENULIS SISWA ENGLISH AS ADDITIONAL LANGUAGE (EAL) KELAS 4 DI AUSTRALIAN INDEPENDENT SCHOOL (AIS) [THE IMPLEMENTATION OF DIALOGUE JOURNALS IN ENGLISH WRITING LEARNING TO INCREASE THE WRITING MOTIVATION AND WRITING SKILLS OF GRADE 4 ENGLISH AS ADDITIONAL LANGUAGE (EAL) STUDENTS AT AN AUSTRALIAN INDEPENDENT SCHOOL (AIS)]

Jurnal Teropong Pendidikan ◽

10.19166/jtp.v1i1.3129 ◽

2021 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Dwi Endah Puspitowati

Keyword(s):

Time Management ◽

Writing Skills ◽

Independent School ◽

Implementation Process ◽

Dialogue Journals ◽

Observation Study ◽

Writing Improvement ◽

English Writing ◽

Writing Motivation ◽

Development Of Students

Writing in English takes place intensively but students’ writing motivation was low and their writing improvement didn’t meet the expectation. This situation raised concerns which led to improvement planning that aimed to 1) describe the implementation process of Dialogue Journals, 2) analyze the development of students’ writing motivation, 3) analyze the development of students’ writing skills, and 4) identify obstacles faced during the process of implementation and solutions to overcome them. This research used a classroom action research which consisted of three cycles and was conducted at Australian Independent School with six grade 4 EAL students involved. Resources of data collection were based on class observation, study of documentation, and measurement of students’ writing motivation and writing skills using writing motivation and writing rubric. The results of the research showed that 1) Dialogue Journals were applied based of suggestive steps and plans, 2) 5 out of 6 students’ writing motivation raised , 3) 5 out 6 students’ writing skills improved, 4) obstacles had been identified which included students’ absence, emotional, and behavioural problems which needed immediate solution, and teacher time management to reply to students, and learning tool availability and access. Solutions to the related obstacles were arranged and applied.BAHASA INDONESIA ABSTRACT: Kegiatan menulis bahasa Inggris siswa EAL kelas 4 berlangsung secara intensif namun motivasi menulis siswa rendah dan perkembangan keterampilan menulis siswa tidak sesuai harapan. Kondisi ini merisaukan. Bermula dari kerisauan ini, guru melakukan tindakan perbaikan dengan penerapan Dialogue Journals yang bertujuan: 1) mendeskripsikan proses penerapan Dialogue Journals, 2) menganalisis perkembangan motivasi menulis bahasa Inggris, 3) menganalisis perkembangan keterampilan menulis bahasa Inggris, dan 4) mengidentifikasi kendala yang dihadapi selama proses penerapan berlangsung dan solusinya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Penelitian dilaksanakan dalam tiga siklus di Australian Independent School (AIS). Subyek penelitian terdiri dari enam orang siswa dan siswi kelas 4. Pengumpulan data dilakukan melalui observasi, studi dokumentasi dan penilaian dengan menggunakan rubrik, serta dianalisis secara kualitatif deskriptif. Hasil penelitian menunjukkan: 1) penerapan Dialogue Journals sesuai dengan langkah-langkah yang disarankan dan direncanakan, 2) motivasi menulis 5 dari 6 orang siswa meningkat, 3) keterampilan menulis 5 dari 6 siswa meningkat dan 4) kendala dalam proses penerapan diantaranya ketidakhadiran siswa, masalah sikap yang timbul yang perlu penanganan segera, manajemen waktu guru, penggunaan dan ketersediaan fasilitas alat bantu. Solusi berupa penyediaan strategi manajemen emosi dan sikap, mengatur waktu dan mendorong siswa belajar secara mandiri.

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