An Analysis of Variables Affecting Korean ESL Students’ English Writing Performance

Developing writing proficiency is complex as students need to master specific rules and acquire certain skills. This complexity often obstructs students’ interest and eventually affects their comprehension and performance in language learning. Research has highlighted the significance of English as a Second Language (ESL), particularly in the Malaysian context. This study, therefore, aims to evaluate the effectiveness of blended learning in developing English writing skills, particularly among ESL learners at a Polytechnic in Malaysia. The study adopted quasi-experimental analysis in which pre-test and post-test were used as data-gathering instruments. The data were gathered from a purposive sample of 60 ESL students separated into an experimental group and a control group. The data were analyzed using the Mann-Whitney U test via the Statistical Package for Social Sciences (SPSS). The findings showed that blended learning is significantly effective in developing writing performance among ESL students in the selected institution. Further analysis revealed a slight improvement among students who learned through the traditional approach. This study highlights useful findings that could be useful in designing English curriculums, particularly in higher institutions. However, this experiment focuses on students’ performance, further research may explore instructors’ practices in Malaysian higher intuitions.

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Revisiting the Universality of Multiple Intelligences Theory in English Writing Classroom: Putting Theory Into Practice

ELS Journal on Interdisciplinary Studies in Humanities ◽

10.34050/els-jish.v2i1.6238 ◽

2019 ◽

Vol 2 (1) ◽

pp. 148-155

Author(s):

Rukmana Fachrul Islam

Keyword(s):

Language Learning ◽

Multiple Intelligences ◽

English Department ◽

State University ◽

Writing Performance ◽

English Writing ◽

Multiple Intelligences Theory ◽

The University ◽

The Relationship ◽

Insignificant Correlation

The present study was undertaken based on an assumption that there is no full guarantee that the university-level students from English department could be easily successful in writing activities. This might be as a result of differences in individuals’ characteristics contributing to language learning process, and even better it has something to do with the so-called “Intelligence”. While some relevant studies concerned about the relationship between the students’ Multiple Intelligence profile and their ability in language learning, the current findings contradicted the findings that of researches. In relation with writing skill, some show a significant correlation, some found only partial correlation, and some illustrated insignificant correlation between the observed variables. To have a clearer picture as to this arguable issue, the present study’s aim was about to look into the relationship between multiple intelligences as a whole part and linguistic intelligence as a part of multiple intelligences, and writing performance of English department students in a state university. This study employed mix method and the instruments applied were MI Inventory, a writing scale adopted from IELTS writing task 2, and interview. A small number of students, 27 students, actively participated in this study, and the findings indicated that insignificant correlation existed between students’ writing performance and their MI profile as a whole part or as independent intelligence, namely linguistic intelligence.

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The Impacts of Collaborative Writing on EFL Students’ Paragraph Writing Performance

International Journal of Science and Management Studies (IJSMS) ◽

10.51386/25815946/ijsms-v4i4p117 ◽

2021 ◽

pp. 177-190

Author(s):

Thao Thu Thi Nguyen ◽

Hoang Yen Phuong

Keyword(s):

High School ◽

Collaborative Writing ◽

School Context ◽

Mekong Delta ◽

Structured Interviews ◽

Writing Performance ◽

English Writing ◽

Efl Students ◽

Writing Tests ◽

Learning English

In Vietnam, writing is considered the most challenging skill by English as a Foreign Language (EFL)students. These students encounter various kinds of problems in their writing process, from generating ideas to revising their tasks. Previous studies reveal that collaborative writing could bringstudents numerous benefits regarding their writing performance. The present study was conducted to examinethe impacts of collaborative writing on EFL students’ paragraph writing performance and investigate their attitudes toward using collaborative writing in learning English writing. This research followed a mixed-method design, which lasted 15 weeks and was conducted with the participants of 80 EFL tenth-grade students in a high school context. Three research instruments namely the writing tests (pre-and post-test), questionnaires, and semi-structured interviews were employed in this study. The findings showedan improvement in EFL students’ paragraph writing performance after they had experienced collaborative writing. Moreover, the majority of EFL students also showed their highly positive attitudes towards using collaborative writing in learning English writing. Finally, the suggested pedagogical implications of using collaborative writing in learning English writing are hoped to contribute to the innovation of teaching writing in the context of high school in the Mekong Delta of Vietnam.

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Enhancing the Students’ Writing Skill through Technological Writing Feature of Wridea

Journal of English Education and Teaching ◽

10.33369/jeet.4.1.140-153 ◽

2020 ◽

Vol 4 (1) ◽

pp. 140-153

Author(s):

Marleni Marleni

Keyword(s):

Experimental Research ◽

Writing Process ◽

Efl Writing ◽

Writing Performance ◽

English Writing ◽

Writing Skill

This study experimental research investigated the effect of using Wridea on enhancing EFL writing performance in PGRI University. It shed a light on how Wridea could enhance the writing skill. Wridea helped many of the participants to be more metacognitively aware of their English writing process. The results of this study showed that Wridea could be utilized as a service for improving the writing skill outside of the classrooms.

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