Teaching Writing from the Heart: Building EFL Writing Students’ Motivation and Self-Confidence

2021 ◽  
Author(s):  
Listyani Listyani
Keyword(s):  
Teaching Writing ◽  
Efl Writing ◽  
Self Confidence ◽  
Writing Students

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

scholarly journals EFL Writing Students’ Responses towards Teacher Feedback to Enhance Their Writing Quality

2021 ◽  
Vol 11 (1) ◽  
pp. 20
Author(s):  
Listyani Listyani
Keyword(s):  
Corrective Feedback ◽  
Teacher Feedback ◽  
Writing Quality ◽  
Writing Classes ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Students

This study deals with seventy-six students’ feelings and perceptions on the teacher feedback that they received from their writing classes. Teacher feedback is sometimes seen as something unwanted, sickening, and even frustrating. Some students do not like getting feedback from their teachers as they think that the feedback corners them, pinpointing their weaknesses and errors. This makes them full of stress and have greater anxiety. Those aspects may be the negative sides of feedback that some students perceive. As a matter of fact, if learners are willing to look deeper into the benefits of feedback that teachers give, especially in writing, they will not feel the negative sides of feedback. Instead, they will crave and wait for it. The purpose of this study is to reveal the perceptions of 76 EFL learners’ reactions towards teacher feedback that they received in their writing classes. The results of the study hopefully can inspire writing lecturers to give supportive corrective feedback, so that EFL learners’ writing can be improved.

Action Research Of Portfolio Assessment In Writing In English As A Foreign Language While Teaching Preparatory School Students In Georgia

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Ramazan GOCTU
Keyword(s):  
Foreign Language ◽  
Portfolio Assessment ◽  
Teaching Writing ◽  
School Students ◽  
Preparatory School ◽  
Efl Writing ◽  
New Approach ◽  
Approach To Teaching ◽  
One Year ◽  
Insight Into

The goal of the article is to gain an insight into students’ view on portfolio assessment of English as a foreignlanguage (EFL) writing. Eleven students from Preparatory School at International Black Sea University who had notbeen successful in language study either at school or during one year at preparatory school and, correspondingly,needed a radically new approach to teaching writing. During a two-month summer course in writing portfolioassessment of their writing skills was applied to them for formative assessment. This time the students passed thetesting. Then they were interviewed to find out whether the students thought it was more efficient than the weeklytesting they had had the previous year of studies. The respondents’ answers revealed several reasons why studentswere more satisfied with portfolio assessment than with testing.

scholarly journals Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience

2005 ◽  
Vol 23 (1) ◽  
pp. 76 ◽  
Author(s):  
Oleg Tarnopolsky
Keyword(s):  
Creative Writing ◽  
Skill Acquisition ◽  
Writing Skills ◽  
Teaching Writing ◽  
Dramatic Improvement ◽  
Efl Writing ◽  
English Writing ◽  
Peer Reviewing ◽  
Writing Course ◽  
Attention To Students

This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and genre approaches to teaching writing; (b) paying special attention to students’ development of the skills of description, narration, and discussion in creative writing; (c) development the skills of commenting and critique; (e) emphasizing peer-reviewing, peer-commenting, and peer-evaluating students’ written works in the course; (e) and ensuring learners’ autonomy in writing by introducing free-choice writing. This technique allowed students to achieve dramatic improvement in their writing skills. The article describes how its introduction not only intensifies students’ development, but also generates positive motivation for writing in English as a foreign language.

scholarly journals Using Local Drama in Writing and Speaking: EFL Learners’ Creative Expresssion

2016 ◽  
Vol 1 (1) ◽  
pp. 51 ◽  
Author(s):  
Dwi Astuti Wahyu Nurhayati
Keyword(s):  
Learning Community ◽  
Learning Strategy ◽  
Mother Tongue ◽  
Creative Expression ◽  
Teaching Writing ◽  
Self Confidence ◽  
Joint Construction ◽  
Sequence Of Events ◽  
Dramatic Structure ◽  
Writing Problems

<p>Creating encouragement among students to speak up and to write is not easy. It is seen on their responses of joining speaking and writing class; most students suppose that speaking and writing English are difficult especially to utter and organize their ideas freely. Problems of speaking include inhibition, nothing to say, low participation, mother-tongue use; writing problems include they lack ideas, organizing of ideas, rhetoric or pattern of thought, cohesion and coherence. However to cope with these problems, this study offers the variation performance in delivering ideas or activities through writing a script and conducting a drama. The steps of learning writing are (1) Creative Expression (responding to the ideas that learners produce; (2) Composing Process: planning-writing-reviewing framework using dramatic structure: orientation, complication, sequence of events, resolution and coda; (3) Genre and context of writing (Building Knowledge of Field (BKoF), Modeling of Text (MoT), Joint Construction of Text (JCoT), and Independent Construction of Text (ICoT and Local Drama as their creative expression: Learners use pattern they have developed to write a script). In speaking, before conducting the performance the students are divided into some groups to create the learning community, the steps are: create script based on themes, next consult the script (discuss their creative expreesion), observe the characters play, their characterization, mime, and other aspects, practice the script, and finally perform drama outdoor. As the result they become more self-confidence to utter ideas, expressive including writing a script, drama is considered as an appealing learning strategy which promotes not only goal-oriented learning but also emotional intelligence skills.</p><p>Key words:  <em>teaching, writing and speaking, drama</em><em></em></p>

scholarly journals Exploring EFL Writing Teaching Through the Integrated Skills Approach: A Case Study in the Saudi Context

2021 ◽  
Vol 12 (5) ◽  
pp. 800-809
Author(s):  
Waad Aljahdali ◽  
Abdullah Alshakhi
Keyword(s):  
Teaching Practices ◽  
Writing Skills ◽  
Teaching Writing ◽  
Future Research ◽  
Second Phase ◽  
Structured Interviews ◽  
Writing Classes ◽  
Efl Writing ◽  
Diary Writing ◽  
Preparatory Year

This study aims to explore the teaching practices of EFL writing that employ the integrated skills approach. It investigates the benefits and challenges associated with teaching writing that uses the integrated skills approach. The study also aims to provide solutions to the challenges faced by the EFL teachers in teaching writing skills. This study uses a qualitative approach by utilizing two instruments: diary writing of event logs in the first phase, and semi-structured interviews in the second phase. The data were collected in a Saudi university at a Preparatory Year Program (PYP). The sample included four general track teachers. After the analysis of the data, the findings revealed that the integrated skills approach can facilitate students’ output; however, students’ lower-level of proficiency, a large number of students in writing classes, and time constraints can negatively affect the teaching practices. Suggestive measures were proposed to eliminate the negative aspects that might hinder the implementation of the integrated skills approach while teaching writing skills. Based on the findings, pedagogical implications and directions for future research have been put forward.

scholarly journals Incorporating Outside Sources in Kurdish EFL Students’ Academic Writing

2017 ◽  
Vol 13 (31) ◽  
pp. 307
Author(s):  
Asma Abas Brime ◽  
Fatimah Rashid Hassan Bajalan
Keyword(s):  
Academic Writing ◽  
Efl Writing ◽  
First Semester ◽  
Writing Students ◽  
Efl Students ◽  
Academic Year ◽  
Authoritative Discourse

In academic writing, students need to incorporate outside sources. Incorporated sources involve summarizing, paraphrasing, and quoting. Depending on why the source is being used, one method may be more appropriate than another. All three methods of incorporating sources require citations. Sources can be utilized for various purposes: presenting facts or statistics, serving as evidence to support an argument, lending authority to an argument or idea, i.e., authoritative discourse, providing examples and illustrations, stating an opposing viewpoint, and so on. For every source, students must determine the purpose of that source and how to best incorporate it into their writing. Both aspects are crucial to effectively integrating sources throughout the paper. Effective integrating of the sources in the EFL writing is a demanding task. Therefore, the aim of the study is to find out the difficulties and challenges the students face while using outside sources in academic writing. In achieving the aim of this study, twenty five third-year students were given an assignment to write an essay in which they had to incorporate an outside source. The study was conducted in the first semester in the academic year 2016-2017. Discussion of findings, implications and recommendations were presented after analyzing the students’ works.

scholarly journals Students’ Perception in Teaching Writing through Facebook Group in EFL Class

2018 ◽  
Vol 7 (1) ◽  
pp. 46
Author(s):  
Lilies Youlia Friatin
Keyword(s):  
Teaching And Learning ◽  
Positive Influence ◽  
Teaching Writing ◽  
Efl Writing ◽  
Positive Effects ◽  
Twelfth Grade ◽  
Descriptive Qualitative

This paper is a case study on teaching writing through the Facebook group in EFL class which is intended to examinethe students' perceptions on the use of the Facebook group in teaching and learning EFL writing. Descriptive qualitative by conducting closed-ended questionnaire to 17 students at the twelfth grade of SMAN 2Ciamis which were selected purposively as the respondents. The findings asserted that the students' perceptions toward the use of Facebook group in teaching and learning EFL writing showed the positive influence that the application of Facebook group gave positive effects to the students, it motivated and made the students enjoy in learning writing.

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