scholarly journals The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia

2021 ◽  
Author(s):  
Khaled Salem Aldossary
Keyword(s):  
Saudi Arabia ◽  
Collaborative Writing ◽  
Writing Development ◽  
Efl Learners ◽  
The Impact

scholarly journals Enhancing Elementary Level EFL Students’ Reading Comprehension and Writing Skills through Extensive Reading Enrichment Program

2015 ◽  
Vol 3 (2) ◽  
pp. 28
Author(s):  
Rania Adel Ibrahim Ahmed ◽  
Hussam Rajab
Keyword(s):  
Saudi Arabia ◽  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary School ◽  
Writing Skills ◽  
Arab Countries ◽  
Extensive Reading ◽  
Convenience Sample ◽  
Efl Learners ◽  
The Impact

<p>This quasi-experimental, longitudinal, quantitative study investigated the impact of Extensive Reading (ER) on developing second language (L2) reading comprehension and writing skills among primary school EFL learners in two Arab countries, Egypt and Saudi Arabia. The study is based on an experiment conducted over a nine-month period on a convenience sample of 112 primary school students <em>(n=112</em>) divided into five groups, three experimental groups and two control group, where the students belonged to two different private schools in Egypt and two different international schools in two cities in Saudi Arabia. The experiment, in the form of an enrichment ER program, used graded readers for young learners and was designed to foster ER for pleasure. The study, guided by three hypotheses, incorporated two types of statistical analysis tests, paired samples t-tests and one-way analysis of variance (ANOVA). The statistical analysis tests performed indicated marked improvement in English proficiency in the two experimental groups, with particular reference to reading comprehension and writing. A number of pedagogical implications and recommendations for future research are given. Additionally, the study highlights the issue related to insufficient exposure to English for young Arab EFL learners in their daily lives, which, unfortunately, seems to cause relapses in their L2 intake, despite having an age advantage.</p>

scholarly journals The Impact of Genre Based Instruction on EFL Learners’ Writing Development

2020 ◽  
Vol 13 (1) ◽  
pp. 1-16
Author(s):  
Sirisuda Thongchalerm ◽  
◽  
Wisut Jarunthawatchai ◽  
Keyword(s):  
Writing Development ◽  
Efl Learners ◽  
Based Instruction ◽  
The Impact

scholarly journals The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia

2021 ◽  
Vol 12 (3) ◽  
pp. 174-185
Author(s):  
Khaled Salem Aldossary
Keyword(s):  
Saudi Arabia ◽  
Collaborative Writing ◽  
Future Research ◽  
Control Group ◽  
Positive Attitudes ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Experimental Group ◽  
Learning English

No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroom-based study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research.

EFL Learners’ Behaviour States During Cooperative Learning Strategy

2018 ◽  
Vol 10 (6) ◽  
pp. 64
Author(s):  
Rashed Alghamdi
Keyword(s):  
Saudi Arabia ◽  
Cooperative Learning ◽  
Secondary Schools ◽  
Learning Strategy ◽  
Traditional Learning ◽  
Experimental Conditions ◽  
Efl Learners ◽  
Individual Task ◽  
Task Oriented ◽  
The Impact

To examine the impact of cooperative learning strategy on the behaviour states of EFL learners, a 3-month study was conducted in 4 government secondary schools in EFL context (Saudi Arabia). This study aims to identify the effect of cooperative learning in comparison to traditional learning in learning English grammar on the behaviour states of EFL Learners. This study contributed to the knowledge about how EFL learners behave when they interact cooperatively together in cooperative learning groups in comparison to their colleagues who learn in traditional learning. In this study, the participants were 139 tenth grade male students, in 4 male government secondary schools in Al-Baha city, in Saudi Arabia context.An examination of the Kruskal‑Wallis tests shows that the EFL learners in the experimental conditions displayed more cooperative behavioural states and less non‑cooperative states, individual task‑oriented, and individual non‑task behaviours than their classmates in the control condition. In addition, outcome scores were, on average, higher in the experimental condition for cooperative behavioural outcomes. They were lower in the experimental condition for non‑cooperation behaviour, individual task oriented and individual non‑task oriented.

scholarly journals Enhancing English Learners’ Writing Fluency and Lexical Richness Through Timed Blogging

2016 ◽  
Vol 40 (1) ◽  
pp. 9
Author(s):  
Gilbert Dizon
Keyword(s):  
English Learners ◽  
Writing Development ◽  
L2 Writing ◽  
Writing Fluency ◽  
Efl Learners ◽  
Low Level ◽  
Lexical Richness ◽  
Wide Range ◽  
The Impact ◽  
Positive Effect

This study looked into the effects of timed blogging on L2 writing fluency and lexical richness, i.e., the degree in which a student is able to use a varied and large vocabulary (Laufer & Nation, 1995). The participants consisted of nineteen low-level and intermediate EFL learners at a university in Japan. The students wrote timed blog entries twice a week on a wide-range of topics over the course of 12 weeks. Pre- and post-tests were administered to determine the impact the blogs had on the students’ writing development. Results of the analysis revealed that the blogs had a positive effect on both writing fluency and vocabulary use. Not only do these findings confirm the results found in previous studies concerning blogs and vocabulary enhancement (Fellner & Apple, 2006; Nakatsukasa, 2009), but they also clarify conflicting research regarding the effect that blogs have on writing fluency (Fellner & Apple, 2006; Nakatsukasa, 2009). 本論は、第2言語のライティングの流暢さと語彙の豊かさ、すなわち多様で広範囲な語彙を用いることができる度合(Laufer & Nation, 1995)が、限られた時間内でのブログへの書き込み(timed blogging)に与える影響を調査した。被験者は英語を外国語として学ぶ初級から中級レベルの日本の大学生19名である。学習者は限られた時間内で、ブログに週に2回書き込みを行った。書き込むトピックは多岐にわたり、コース期間中の12週間続けられた。ブログへの書き込みが学習者のライティング力向上に与えた影響を測定するため、事前試験と事後試験を実施した。分析の結果、ブログへの書き込みはライティングの流暢さと語彙使用の両方において、非常に良い影響を及ぼしたことが明らかとなった。これらは、ブログへの書き込みと語彙の増加に関する先行研究(Fellner & Apple, 2006; Nakatsukasa, 2009)の結果を立証するだけではなく、ブログへの書き込みがライティングの流暢さに与えうる効果に関しては、先行研究(Fellner & Apple, 2006; Nakatsukasa, 2009) の相反する研究結果をより明らかにした、つまり、本研究の結果がその効果を明らにした。

scholarly journals The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia

2021 ◽  
Vol 11 (3) ◽  
pp. 99
Author(s):  
Iman Oraif ◽  
Tariq Elyas
Keyword(s):  
Saudi Arabia ◽  
English Language ◽  
Online Courses ◽  
National Level ◽  
Traditional Learning ◽  
Online Learners ◽  
Efl Learners ◽  
E Learning ◽  
High Level ◽  
The Impact

As a result of the COVID-19 pandemic, most learning around the world has been transferred online. Learners who previously engaged in traditional learning now face a new challenge, a distinctive rise in e-learning. This drastic change could impact their learning behavior and acceptance of the change. As a result, their learning engagement could be affected massively. The present study therefore explores learners’ level of engagement in online courses using a designated school platform within the context of Saudi Arabia. A reliable measure was implemented in the study based on the Student Course Engagement Questionnaire (SCEQ). A survey was consequently conducted in a high school in Saudi Arabia, with a sample of 379 female English as a foreign language (EFL) learners studying a general English language course. The results revealed a high level of engagement among EFL Saudi learners. This helped to generate recommendations to improve EFL practices, primarily through the use of an online environment either at the national level in the Saudi context or the international level.

scholarly journals Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Mahdieh Akbarzadeh ◽  
Massoud Tajadini ◽  
Mehry Haddad Narafshan
Keyword(s):  
High School ◽  
Mixed Method ◽  
Positive Impact ◽  
Writing Development ◽  
Metacognitive Awareness ◽  
Efl Learners ◽  
Writing Improvement ◽  
Research Questions ◽  
Writing Tests ◽  
The Impact

The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners’ writing skill. To follow this goal, a research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners. To achieve this goal, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments were used: a test of homogenization, pre and post writing tests and finally intrinsic motivation questionnaire developed and examined by (Renee Payne, 2007). The achievements of the study indicated the positive impact of using MAI on the writing improvement of the learners.

scholarly journals PROMOTING FOREIGN LANGUAGE LEARNERS� WRITING: COMPARING THE IMPACT OF ORAL CONFERENCING AND COLLABORATIVE WRITING

2019 ◽  
Vol 7 (2) ◽  
pp. 17
Author(s):  
Mania Nosratinia ◽  
Niousha Nikpanjeh
Keyword(s):  
Foreign Language ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Analysis Of Covariance ◽  
Efl Learners ◽  
Writing Group ◽  
Teacher Student ◽  
Significant Difference ◽  
Before And After ◽  
The Impact

This study is an attempt to compare the effect of oral conferencing alongside collaborative writing on writing skills of English as a Foreign Language (EFL) learners. For this purpose, a piloted sample of the Preliminary English Test (PET) was administered to 90 intermediate female EFL learners, between 20 and 32 years old (Mage = 26). The results of this test enabled the researchers to select 60 homogenous individuals who were then randomly assigned into two experimental groups of 30 named �oral conferencing group� and �collaborative writing group�. To ensure the homogeneity among the participants in terms of their writing ability before the treatment, their scores on the writing section of the PET test were analyzed in isolation and it was considered as the pretest of the study. Oral conferencing included the discussions and negotiations among the participants and the teacher before and after writing activities followed by live teacher-student as well as student-student feedbacks. In the collaborative writing group, the participants wrote compositions in groups based on the same topics introduced in the oral conferencing group. At the end, both groups were given another piloted writing section of the PET test as the posttest. The analysis of the test scores using an independent sample t-test and analysis of covariance (ANCOVA) revealed that there is a significant difference between the effect of oral conferencing and collaborative writing on EFL learners� writing skills. Finally, it can be concluded that EFL learners� writing skill was more affected by applying oral conferencing rather than collaborative writing.

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