scholarly journals Quantifying Sentence Variety of English Learners

2020 ◽  
Vol 24 (3) ◽  
pp. 1-15
Author(s):  
William Charpentier-Jiménez
Keyword(s):  
English Learners ◽  
Esl Writing ◽  
Language Program ◽  
Sentence Combining ◽  
Written Production ◽  
Writing Course ◽  
Actual Use ◽  
Sentence Patterns

This article studies students’ use of sentence variety in an ESL writing course. The study includes three sentence features: (a) sentence types, (b) sentence combining, and (c) sentence patterns. Although sentence variety is part of the curriculum, the actual use of sentence structures has not been measured so far. By understanding students’ use of sentence structures, it is possible to propose valid curricular changes in the language program. This quantitative project has been carried out by analyzing 36 paragraphs written by students in the first writing course of a B.A. in English. 433 sentences were included in the study. Each sentence was examined individually. Data shows that 14.54% of the sentences presented a type of error. The types of errors included: 12 fragments (2.77%), 29 fused sentences (6.69%), and 22 comma splices (5.08%). The remaining number of traditional sentences studied was 370 (85.45%). Results demonstrate that students favor certain types of structures and ignore others. Therefore, the demands of the curriculum and the written production of students lack coherence. Consequently, curricular changes must be incorporated to improve students’ written production.

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

scholarly journals ANALYSIS STUDENT’S SPEAKING FLUENCY IN SPEAKING CLASS PERFORMANCE

2021 ◽  
Vol 10 (1) ◽  
pp. 43
Author(s):  
Aditya - Permana ◽  
- - Arjulayana ◽  
M. Abduh Al-Manar
Keyword(s):  
Data Analysis ◽  
English Learners ◽  
English Language ◽  
Language Program ◽  
Video Record ◽  
Or Practice ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
Data Collection Technique ◽  
Descriptive Method

Speaking skill becomes one of the most fundamental skills in this era; however English learners need to develop their capability to show their language skill through speaking practice. This research aims to investigate students speaking fluency level toward speaking practice. The qualitative descriptive method is used to describe data analysis. The sample of this research is single sample, English language program students at semester 5.  The video record towards speaking practice and professional feedback are became the data collection technique. The video records duration is about 10 minutes and during that presentation, researcher tried to analysis based on the vocabulary used, voice, and speech fluency. The result of the research showed that student’s speaking fluency level is still low, and it needed to treat and drill more, could be through watching a YouTube or practice among English learners.

scholarly journals Reflective Writing on an ESL Writing Course

2021 ◽  
pp. 38-56
Author(s):  
Anna Wärnsby ◽  
Asko Kauppinen ◽  
Damian Finnegan
Keyword(s):  
Curriculum Design ◽  
Education Programme ◽  
Reflective Writing ◽  
Assessment Practices ◽  
Esl Writing ◽  
Course Content ◽  
Complex Relation ◽  
Vernacular Language ◽  
Course Grades ◽  
Writing Course

Research shows that student reflective writing is a valuable window into student learning, particularly student metacognition; however, our knowledge of the challenges of accessing metacognition to inform curriculum design and assessment practices in the ESL (English as a Second Language) context is less robust. This paper reports two qualitative studies of student reflective writing on an ESL writing course within a teacher education programme. The studies investigate how student metacognition manifests itself in reflective papers and how mapping student metacognition can inform evidence-based curriculum design and assessment. The data comes from several iterations of an ESL writing course and is analysed using directed and conventional content analyses. Our results expose a complex relation between metacognition, curriculum design and assessment practices: 1) unless scaffolded by the curriculum design to use precise terminology, students resort to expressing their understanding of the course content in terms of everyday, vernacular language and 2) student reflective writing not only provides a more nuanced picture of their learning than the final course grades but is invaluable for developing scaffolding and assessment practices. Based on our results, we recommend integrating structured reflection as part of the regular curricula to gauge ESL student metacognition and monitor more precisely their uptake of course content.

scholarly journals Learner Agency, Motive, and Self-Regulated Learning in an Online ESL Writing Class

2013 ◽  
Vol 43 (2) ◽  
pp. 57-81 ◽  
Author(s):  
Jie Zhang
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Self Regulation ◽  
Online Environment ◽  
Esl Writing ◽  
Writing Classes ◽  
Self Regulated Learning ◽  
Writing Class ◽  
Writing Course ◽  
Learner Agency

Online learning has become a viable popular alternative to traditionalESL writing classes over the past decade. However, the effectivenessand validity of online ESL learning remains controversial.Furthermore, most researchers have used surveys to assess studentperceptions of online learning. This study presents a case study of twoparticipants in an online ESL writing course at a university in theNortheastern United States. Using activity theory as a framework, Iexplore what makes a successful learner in an online environment andhow learner agency, motive, and self-regulation impact studentperformance and academic achievement in the online learning context.Data from different sources were collected to provide a triangulatedanalysis. Results suggest that learners who employ good self-regulationstrategies and are motivated to learn and adapt tend to benefit morefrom the online learning experience, while students who do not employsuch strategies and are motivated solely to fulfill a degree requirementare more likely to be frustrated. The results also reveal that thephysical distance created by technology could be a challenge for thosewho do not seek assistance from instructors or peers. In other words,learners need guidance and support on how to be self-motivated andself-directed in the online environment. I also discuss how to effectivelydesign and deliver an online ESL course.

scholarly journals Genre-Based Aproach in L2 Writing Classroom

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Nur Rasyidah
Keyword(s):  
Genre Theory ◽  
Writing Classroom ◽  
Esl Writing ◽  
Holistic Understanding ◽  
Writing Course ◽  
Conceptual Paper ◽  
Similarities And Differences ◽  
Genre Writing ◽  
The Relationship ◽  
Food Writing

This conceptual paper is aimed at examining the application of genre theory to an L2 classroom in a local university in Malaysia in the learning of specialized vocabulary in a food writing course. All three types of genre theory will be discussed, namely literary, rhetoric and linguistic genre theory to give a holistic understanding of genre. This will allow the coverage of both similarities and differences through all disciplines, and subsequently inform the richness of these theories, how it can be applied, and the significance of using these genre theories in the ESL writing classroom. This paper will also discuss the relationship between genre approach and genre writing and its application in the food writing classroom.

C Language Animation Design Teaching Methods Analysis for Engineering Applications

2014 ◽  
Vol 889-890 ◽  
pp. 1696-1699 ◽  
Author(s):  
Chun Fang Liu ◽  
Yi Biao Sun ◽  
Li Mei Wang
Keyword(s):  
Curriculum Design ◽  
University Teaching ◽  
Engineering Applications ◽  
Language Program ◽  
C Language ◽  
C Programming ◽  
Actual Use ◽  
Limited Class ◽  
Teaching Curriculum ◽  
Design Guidance

C language program design is a basic and also the core of university teaching computer courses. This paper discussed C language animated programming and curriculum tutorial design in the engineering applications, need be able to combine theoretical knowledge and practical application, in the limited class hours, stimulate students' interest in learning, and improve students' ability to actual use the C programming language. This paper summarized some experience about the characteristics of C language to improve the efficiency of teaching curriculum design guidance and outcomes, improve engineering capabilities.

scholarly journals Intentional Learning as a Principle for ESL Writing Instruction: A Case Study.

1986 ◽  
Vol 3 ◽  
pp. 69 ◽  
Author(s):  
Alister Cumming
Keyword(s):  
Writing Development ◽  
Intentional Learning ◽  
Writing Proficiency ◽  
Esl Students ◽  
Esl Writing ◽  
Adult Esl ◽  
Think Aloud Protocols ◽  
Writing Course ◽  
Esl Instruction

This paper first discusses the principle of intentional learning then reports on a case study investigating the application of this principle to instruction in ESL writing. Twenty, young adult ESL students of engineering were asked to select goals for their writing development, to monitor their attempts to achieve these goals during writing tasks, and to assess their learning achievements. Data collected from students' reports, think-aloud protocols, and analyses of achievement in composition writing indicate that most learners were able to use this form of learning to make discernable achievements in their writing proficiency. The instructional design used to promote intentional learning in the ESL writing course is described. Implications for ESL instruction and theories of learning are discussed.

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