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1
Paltridge, Brian. "Academic writing." Language Teaching 37, no. 2 (April 2004): 87–105. http://dx.doi.org/10.1017/s0261444804002216.
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This article reviews research and developments that are relevant to second language students writing in academic settings. First, it reviews research into writing requirements at undergraduate and postgraduate levels of study. It then discusses the particular socio-cultural context of academic writing, including the notions of genre and discourse community, and the politics of academic writing. The article then reviews descriptions of academic writing that draw on register studies, discourse studies, genre studies, and corpus studies. This includes cross-cultural comparisons of academic writing, disciplinary differences in academic writing, and critical views on the nature of academic writing. The article then reviews the development of approaches to the teaching of academic writing. The article concludes with a discussion of the assessment of academic writing and indications for future research in the area of second language academic writing.
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Belyaeva, Elena G. "Methodological model of teaching academic writing to undergraduate students." Focus on Language Education and Research 3, no. 1 (September 15, 2022): 36–51. http://dx.doi.org/10.35213/2686-7516-2022-3-1-36-51.
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Methodological model of teaching academic writing to undergraduate students is presented and explained in this paper which intends to re-emphasize the role of academic writing at the beginning of university studies in Russian universities. The paper suggests an overall methodological framework for developing undergrads writing skills and competencies and offers some practical suggestions on its implementation. The proposed model of teaching academic writing has been piloted throughout the English for Academic Purposes (EAP) course for the 1st year students of the Faculty of Liberal Arts and Sciences at St Petersburg State University and the pilot study outcomes are reported and discussed in this paper. This article is aimed at university faculty who help undergraduates improve their academic writing for further education. The target readership includes EAP and academic writing teachers, academic writing tutors and all those who see pedagogic value in academic writing as a university course.
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Park, Sang-eun, and Seohyun Ahn. "A Study on the Teaching Method for Academic Writing through Interactive Feedback." Korean Association of General Education 15, no. 5 (October 31, 2021): 143–55. http://dx.doi.org/10.46392/kjge.2021.15.5.143.
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Interactive feedback refers not to the unidirectional feedback given by a professor, but rather to responsive feedback is provided as response the student’s self statement on their own writing, regarding his or her their intentions as an author and their writing process. It allows students to accept feedback as conversation and communication with readers within the academic community, rather than as a modification demand or justification of evaluation from the professor. Students can experience feedback request and constructive application of the feedback in their writing as a useful writing strategy. Professors also can provide effective and efficient writing guidance and advice by identifying their students’ writing intentions and concerns in advance. This study examined the theory and overseas examples of practiced interactive feedback, constructed post-writing activities and feedback process that can be implemented in class, and then demonstrated them in writing courses of university. As a result, this study confirmed that students experience the writing process in a more communicative manner through interactive feedback.
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Al Sharoufi, Hussain. "A novel framework for teaching academic writing." Pragmatics and Society 5, no. 3 (November 14, 2014): 484–507. http://dx.doi.org/10.1075/ps.5.3.10sha.
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This study represents an attempt to create a new framework for teaching academic writing. The new concept of the ‘Lexical Cohesive Trio’, LCT, combines elements of textual reference: anaphora, cataphora, and transitional signals (lexical repetition, bundles, and phrases). 30 English majors from the Gulf University for Science and Technology, GUST, in Kuwait were selected to write a pre-framework and a post-framework essay. The results were analysed using an SPSS package t-test. A pairwise t-test confirmed that more transitional signals were produced after the framework was used: t(1,29) = –4.938, p-value < 0.001. Similarly, a pairwise t-test confirmed that more lexical repetitions were produced after the framework was used: t(1,29) = –5.218, p-value < 0.001. Finally, a pairwise t-test confirmed that significantly more lexical phrases were produced after the framework was used: t(1,29) = –10.672, p-value < 0.001. These tests present strong evidence in favour of using LCT, and confirm that using this new framework enhances students’ ability to write coherent essays.
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Twagilimana, Innocent, and Devika Naidoo. "Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda." Rwanda Journal of Social Sciences, Humanities and Business 1, no. 1 (August 5, 2020): 65–75. http://dx.doi.org/10.4314/rjsshb.v1i1.6.
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In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. The findings revealed that lecturers’ conception of teaching and learning academic writing is underpinned by an autonomous view - based on discrete skills. It is recommended that the lecturers’ understanding of the academic literacies approach should be properly developed to meet the expected literacy competence goals.
Key words: ESL, Writing skills, Academic writing, Literacies, Conceptualisation
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Hussain, Syed Sarwar. "Strategies for Teaching Academic Writing to Saudi L2 Learners." English Language Teaching 12, no. 12 (November 3, 2019): 1. http://dx.doi.org/10.5539/elt.v12n12p1.
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Of all English Language skills, writing poses the greatest challenge for students due to the demands of style, structure and vocabulary. Even if second language learners (L2 learners) can speak the language well enough for everyday activities - shopping, traveling, and so on, producing an academic write-up that is precise, accurate, objective and fully referenced is still quite a task. This study aimed to determine the academic writing strategies used in ESP classrooms. Along with this, the study determined the perceived proficiency of L2 learners in academic writing, based on their ESP test course. The study also reports the needs of L2 learners in academic writing, and how English for Academic Purposes (EAP) instructors can help to improve the writing skills of L2 learners. The study participants consisted of 60 L2 learners from various departments in King Saud University. A questionnaire was used to gather the responses of participants. The data was analyzed using SPSS 20.0 software. The results are displayed in descriptive statistics - frequencies and percentages. Inferences were made from the quantitative data, which formed the bases of discussion of the results of the study. The study found that L2 learners consider their academic writing skills to be adequate. This was reported as perceived proficiency since previous studies have reported discrepancies between the perception of teachers and students. L2 learners also revealed that they need to improve on grammar, vocabulary and punctuation as well as the use of academic writing strategies. The study revealed that majority of the respondents use strategies such as outlining and brainstorming. L2 learners performed above average when they use these writing strategies. However, L2 learners want EAP instructors to improve on core ESP topics including grammar, vocabulary and the use of writing strategies. Still, others want EAP instructors to improve on their teaching methods, as well as create an all-inclusive environment for students.
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Wingate, Ursula, Nick Andon, and Alessia Cogo. "Embedding academic writing instruction into subject teaching: A case study." Active Learning in Higher Education 12, no. 1 (March 2011): 69–81. http://dx.doi.org/10.1177/1469787410387814.
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D. Roxas, Mark Joshua. "Exploring Senior High School Students’ Academic Writing Difficulties: Towards an Academic Writing Model." International Multidisciplinary Research Journal 2, no. 1 (March 26, 2020): 10–19. http://dx.doi.org/10.54476/iimrj376.
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Undeniably, writing is an indispensable skill in different contexts of life. It is one of the pivotal components of education. With the advent of the K-12 Basic Education Curriculum, students are confronted with different academic writing tasks through the English for Academic and Professional Purposes and Practical Research courses. Despite the efforts of the educational sector to improve students’ writing skills, many students still experience difficulties in academic writing. Therefore, there is a need to fill the gap and advance an in-depth understanding of students’ academic writing difficulties. In order to satisfy the said aim, this Qualitative study grounds on Flower and Hayes’ (1981) Cognitive Process Theory of Writing. Focus group discussion of 14 purposively selected Grade 11 Senior High School students was carried out. The results expound on the different Academic Writing difficulties encountered by the participants in terms of the Task Environment, Writers’ Long-Term Memory and Writing Process. A model for teaching academic writing was formulated anchored on the identified difficulties. The model will benefit the teachers as it may serve as a guide in more effective and efficient teaching of academic writing.
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Listyani. "Promoting Academic Writing Students’ Skills through “Process Writing” Strategy." Advances in Language and Literary Studies 9, no. 4 (August 31, 2018): 173. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.173.
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Writing in a second language is complex, and complicated, mainly because of by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). Teachers therefore, whether they like it or not, have to select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their Academic Writing class is Process Writing strategy. This study shows information on a teaching strategy named Process Writing which was applied to one group of Academic Writing class in Semester II, 2016-2017. Research took place from January to April 2016. This group was taught using Process writing teaching strategy, with the hope of helping students improve in both their reading and writing skills. There were 20 students altogether in this group. One central question to be answered in this study is: How effective is Process writing strategy when it is used to teach Academic Writing students? Instruments used were pre-tests, post-tests, direct observation, video-recording; and weekly journals that students had to write every time they passed a stage of the Process Writing. From the statistical analysis as well as from students’ perceptions, one main conclusion can be drawn, that is, Process writing is effective to teach Academic Writing. Another conclusion which is not less significant is that Process Writing can be used to teach any level of education, not to mention in tertiary education, provided that lecturers adjust the materials as well as level of difficulty. One last conclusion is that every strategy that teachers will apply in their classroom is very context-dependent. That is, it depends on the class situation, which varies from one class to another. The context, atmosphere, as well as situation of the class became the factors that contribute to the effectiveness and success of a strategy. This piece of research is hoped to benefit both lecturers as well as students of second language writing. Pedagogically, this research can enrich another source of literature in terms of teacher strategy in teaching second language writing.
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Park, Hyun-Hee. "Teaching Methods for Strengthening Authorship in College Academic Writing －A Case Study of a Social Science Writing Class." Korean Association of General Education 15, no. 4 (August 31, 2021): 71–83. http://dx.doi.org/10.46392/kjge.2021.15.4.71.
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College academic writing education must focus on reinforcing authorship. Authorship means that one's identity as an author is reflected throughout the text. Authorship also refers to the identity of a subject who produces knowledge through a dynamic process. However, this process requires the author to actively participate in academic dialogues with other scholars, rather than simply act as a passive recipient of knowledge and discourse in the academic community. This is particularly true when it comes to academic writing. This study presents educational guidelines on how to strengthen authorship based on communication in the academic community. It further explores specific teaching methods by examining several instructive teaching samples. We propose an explicit and specific authorship-enhancing teaching method that could prove particularly useful in process-oriented academic writing. Through theory-based lectures and case studies that critically review previous research as a product of the academic discourse community, we propose explicit and specific educational methods, not only to strengthen authorship among our students, but to also teach them about the certain types and characteristics of academic writing. We also provide education regarding citations and plagiarism by applying explicit theories and using examples from the authorship-enhancement perspective. This study suggests that one-on-one consultations can help students address the difficulties inherent in academic writing. Furthermore, through the process of writing education which aims at strengthening authorship among our students, we can also expect other educational effects to naturally develop as well.
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Agus Amroni, Urmila Arini. "The Teaching of Academic Writing (a Case Study at Kresna English Course Pare)." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 2, no. 1 (March 18, 2020): 85. http://dx.doi.org/10.32503/edulink.v2i1.997.
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The aim of this study to describe the teaching process of academic writing at Kresna English Course, the students‟ response toward the teaching of academic writing, and the tutor‟s solution for the problems faced by students. To collect data from the field the researcher used interview, observation, documentation, and questionnaire. The result of this study showed that the teaching process of academic writing program at Kresna English Course had been supported by handbook. The material was taken from Gramedia‟s book, the media used were whiteboard and marker, the method used was direct or natural method, the technique used was tutorial (one to one technique), and the evaluation was carried out on Friday the second week. The students had problem in constructing idea and developing writing in English. These problems increase their motivation to follow this program because it gives them a clear picture of how to define a key idea and then develop it. From student problems, tutors provide solutions by giving them tutorial (one-to-one teaching techniques) and discussions to improve their understanding of writing.
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Abramova, I. E., and A. V. Ananyina. "Systematic Approach to Teaching Academic Writing: Practical Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 105–16. http://dx.doi.org/10.31992/0869-3617-2021-30-7-105-116.
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The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed academic style that leads to the cross-cultural academic barrier. The described ten-year study involved 25 students of Petrozavodsk State University, aged 17 to 28, who subsequently completed bachelor’s, master’s and postgraduate programs. At each of the three stages, the participants completed a set of tasks aimed at consistent and systematic formation of academic writing competence through writing abstracts (bachelors), conference proceedings (master’s students) and full-text academic articles (postgraduate students). To collect and process the data, the researchers used an open-ended questionnaire, the observation method, expert assessment, and descriptive statistics. The study results showed that the systematic approach helps to effectively eliminate structural and stylistic writing problems over the course of studies. However, the difficulties associated with the manifestation of the Russian accent in written English-language academic discourse are more resistant. The authors make the conclusion that the systematic development of academic writing skills in English will help to overcome obstacles for the internationalization of Russian science.
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Ivanova, Marina, Nadezhda Arupova, and Natalya Mekeko. "Digital Support for Teaching Punctuation in Academic Writing in English." Journal of Language and Education 8, no. 3 (September 30, 2022): 81–96. http://dx.doi.org/10.17323/jle.2022.13608.
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Background. Academic writing skills are crucial to the enterprise of higher education, because much of the academic communication is in writing. As a rule, foreign language learners face different problems with vocabulary misuse, grammatical errors, spelling, capitalization, punctuation and some others when write academic texts in English. There are various technologies for solving these problems. One of them is digital support, because traditional types of academic writing instruction in the classroom are not always sufficient.
Purpose. The present study researches the influence of digital support on students’ knowledge and punctuation skills in academic writing in English.
Methods. The paper summarizes the results of an empirical study: training punctuation in academic writing lessons for two groups of students. The control group was applied a face-to-face and a text-book based traditional methodology. The experimental group was trained not only with a basic text-book but also with digital support. The level of knowledge and abilities in punctuation were measured with three final tests.
Results. The results obtained indicate that digital support has significant didactic potential that is why it should be applied permanently in academic writing training process.
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Barton, George P. "Don Inglis." Victoria University of Wellington Law Review 39, no. 3 (November 3, 2008): 397. http://dx.doi.org/10.26686/vuwlr.v39i3.5468.
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The author, having served as his lecturer, provides a tribute to Professor Angelo of the Law Faculty at Victoria University of Wellington. The article recalls Professor Angelo's instrumental role in bringing Comparative Law to the law school, as well as playing an important part in providing academic hospitality to visiting scholars. The author praises Professor Angelo's encyclopaedic knowledge on Comparative Law, and states that the University owes him a real debt for his commitment to expand and diversify law teaching, research, and writing.
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Barton, George P. "Anthony Angelo." Victoria University of Wellington Law Review 39, no. 4 (December 1, 2008): 543. http://dx.doi.org/10.26686/vuwlr.v39i4.5476.
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The author, having served as his lecturer, provides a tribute to Professor Angelo of the Law Faculty at Victoria University of Wellington. The article recalls Professor Angelo's instrumental role in bringing Comparative Law to the law school, as well as playing an important part in providing academic hospitality to visiting scholars. The author praises Professor Angelo's encyclopaedic knowledge on Comparative Law, and states that the University owes him a real debt for his commitment to expand and diversify law teaching, research, and writing.
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Zanaty, Dina. "Utilizing Process Approach through IELTS Essay Practice in Teaching Writing for Medical Students through Online Teaching." International Journal of Linguistics, Literature and Translation 4, no. 10 (October 29, 2021): 79–87. http://dx.doi.org/10.32996/ijllt.2021.4.10.11.
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Mastering the skill of writing means mastering a very powerful tool of expression. Hence, English language teaching is an integral part of training medical students in Egypt. Developing ‘writing skills’ is essential for their future career after graduation. Due to smartphones, autocorrect devices, and pre-prepared writing templates available online; students lack the competence in a very indispensable skill in their academic progress which is ‘writing’. The main goal of this study is to investigate how ‘writing’ could be developed through the process approach in an academic semester during the period of quarantine in Egypt from 15th of March, 2020 to 30th of May, 2020, which coincidentally became an online teaching semester due to Covid-19 circumstances, an experiment involved (230) students in Oral and Dental Medicine Faculty at Delta University in their first year of study. There was a variety of research methods involved in this paper which included the theoretical and the practical ones in addition to inductive-deductive ones, observation, and analyzing techniques to reach data and statistical values of students. The results revealed a great improvement estimated by more than 60% in students writing performance after the application of this approach and demonstrating an ability to use proper terms and conjunctions in academic writing.
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Trinh, Linh Hong. "The effectiveness of using scoring rubrics in academic writing to English-majored students." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 76–82. http://dx.doi.org/10.52296/vje.2020.83.
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English academic writing competences play such an integral part in students’ academic life. Nevertheless, students often deliver poor performances in academic writing class at university or have a great deal of difficulties in writing a composition. The paper presents the results from an action research project on the effectiveness of using scoring rubrics in teaching academic writing to English-majored freshmen in University of Languages and International Studies, Vietnam National University. 150 students coming from 6 different classes, all majoring in English language teaching or English language interpretation participated in this study. The article shows that after a semester using rubrics, the academic writing skills of students improved significantly with the increase in their grades also the decrease in the number of mistakes that they made during the writing process. However, there are still some certain hindrances to the use of rubrics in teaching and learning academic writing. Several recommendations are made concerning the effective use of scoring rubrics in academic writing class.
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Furqan, Muhammad, Maulidia Rahmawati Nur, and Syfa Athifah. "STUDENTS’ VOICES ON ACADEMIC WRITING ACTIVITIES AT TERTIARY LEVEL." ENGLISH JOURNAL 15, no. 1 (March 31, 2021): 35. http://dx.doi.org/10.32832/english.v15i1.4561.
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<p>Academic writing activities play an important role for students at the tertiary level. Because students are required to be mastered to write academically. The aim of this research was to know-how is the teaching of writing for academic purposes, to know how students perceive the teaching of writing for academic purposes, and to know how a teacher perceives the teaching of writing for academic purposes. Case study was used as the research design in the paradigm of the qualitative and 20 students (in the 5th semester) and 1 teacher from Bogor Ibn Khaldun University were invited as a research participant. Observation, interview, photovoice, voice recorder, and documents were used as a research instrument to get the data. The result of this study showed the teacher taught the materials before each student was required to write an essay. The teacher provided feedback and comment on their essay in the process of writing an essay. Students did the revising process to make their essays better. The students also had a positive perception of the teaching of writing for academic purposes. There were three aspects that students perceive on the teaching writing for academic purposes those were the teaching practice, teachers’ feedback, and students’ problems or challenges. Besides, the teacher perceives there were some problems encountered in the teaching of writing for academic purposes. The problems encountered were students’ level proficiency, students’ motivation, technical problems in the classroom, the production of the students’ essay, and the support from the leader.</p>
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Badrasawi, Kamal J. I., Ainol Zubairi, and Faizah Idrus. "Exploring the Relationship between Writing Apprehension and Writing Performance: A Qualitative Study." International Education Studies 9, no. 8 (July 26, 2016): 134. http://dx.doi.org/10.5539/ies.v9n8p134.
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<p class="apa">Writing skill is seen as a cornerstone of university students’ success in both academic and career life. This qualitative study was conducted to further explore the teachers’ and students’ perceptions on the relationship between writing apprehension and writing performance, contributing factors of writing apprehension, and strategies to reduce writing apprehension. Semi-structured interviews were conducted to get more in-depth information from two respondents: one experienced instructor of teaching writing at the Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, and another, a graduate student who was reported to having a high level of writing apprehension using Daly and Miller’s (1975) questionnaire on writing apprehension. Thematic analysis approach was used for data analysis. Both respondents were convinced that writing apprehension has a negative influence on students’ writing performance; the sources of contributing factors could be students, instructors, and teaching learning setting; and writing apprehension could be reduced through suggested strategies. It is recommended that instructors should be more aware of students’ problems in the writing skill.</p>
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Imaniar, Fahmy, Lies Amin Lestari, and Ahmad Munir. "The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education." Journal of English Language and Literature 10, no. 1 (August 31, 2018): 975–81. http://dx.doi.org/10.17722/jell.v10i1.382.
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Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.
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Yang, Xiaodong. "Syntactic Complexity Measures as Indicators of Teaching L2 Academic English Writing." Journal of English Language Teaching and Applied Linguistics 3, no. 12 (November 30, 2021): 23–33. http://dx.doi.org/10.32996/jeltal.2021.3.12.4.
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The purpose of this research is to examine the effectiveness of reforming academic English writing instruction via the perspective of the syntactic complexity of L2 learners' practice. The present study evaluates 14 measures of syntactic complexity as indicators of language growth in academic writing by 52 Chinese undergraduate students. The findings indicate that an intensive academic teaching design can be used to help students enhance their academic writing output ability. The findings of this study provide direct quantitative evidence for altering classroom instruction, textbook compilation, assessment practice, and curriculum development at the undergraduate level for academic English.
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Ibrahim, Omnia. "Academic Writing Teaching Method for Arab Students: A Case Study in a Health Sciences University in the U.A.E." Journal of Critical Studies in Language and Literature 2, no. 3 (March 4, 2021): 8–19. http://dx.doi.org/10.46809/jcsll.v2i3.63.
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This study examines the difficulties faced by Arab students in the tertiary level in creating a well-written paragraph in English academic writing. The participants were approximately 40 students from RAK Medical and Health Sciences University located in Ras Al Khaimah in The United Arab Emirates. The study’s significance is to propose potential methods and solutions for academic English instructors to improve the students’ performance by designing a writing course based on the pre-and post-tests that were used to monitor students’ progress in writing before and after the course of Academic writing. Pre-tests were conducted to analyze the needs of the students. The analyses revealed that the participants had trouble using the writing fundamentals like grammar, vocabulary, and sentence structure. After implementing the course topics, the results of the post-tests showed changes in the students’ academic writing performance. The study concludes that to obtain the best results from the courses of English Academic writing, the course should be based on the difficulties faced by the students. It also shows that before applying any academic writing course, the instructor has to carry out an error or needs analyses to identify the weak points of the group, then the course can be designed accordingly.
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Hsieh, Wen-Ming, and Hsien-Chin Liou. "Case Study of Corpus-Informed Online Academic Writing for EFL Graduate Students." CALICO Journal 26, no. 1 (January 14, 2013): 28–47. http://dx.doi.org/10.1558/cj.v26i1.28-47.
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Research articles (RAs) have been recognized as a distinct genre in the English-using discourse community because of their unique writing conventions. Despite the great number of studies on the analysis of the textual or phrasal aspects of abstracts of RAs, few have been transformed into actual teaching materials for EFL graduate students. The purpose of this study is to extend the results of abstract analysis to the development of online course content for the explicit teaching of abstract writing in Applied Linguistics. Results of the comparison of patterns found in the corpora of 50 abstracts of RAs published in journals and 50 abstracts of papers given at conferences--written by novice, nonnative writers--to patterns in a learner corpus formed the core of the online course content, along with principles of L2 writing and CALL task design. An academic concordancer and a synchronous peer review tool were incorporated into the Moodle-based course. Formative evaluation of the unit on abstract writing was conducted with 35 students. The abstract-writing unit was then incorporated into an academic writing course in which the analysis of students' writing samples demonstrated some improvement in their writing. The study suggests that corpus-informed online instruction that includes learner corpus insights can facilitate EFL academic writing.
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Chernysheva, M. A., A. O. Kozlova, and E. V. Donova. "Teaching Academic English to Russian-speaking Academic Staff: The Case of the Office of Academic Writing." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 50–57. http://dx.doi.org/10.31992/0869-3617-2019-28-10-50-57.
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The paper discusses the preliminary results of teaching academic writing to scientific and academic staff at South Ural State University (national research university) within the framework of advanced training courses. The 36 and 72-hour training programs were developed by the academic and methodological department of the Office of Academic Writing. The Office was opened at the university in 2016 in order to improve the academic literacy of the university’s academic staff, develop professional communication skills in English, and assist authors who aspire to get their papers published in top rated scientific journals indexed in the scientific citation databases Scopus and Web of Science. Upon completion of these programs, authors of scientific papers gain knowledge about the basics of academic writing, the structure of a scientific paper, the English scientific style and its lexical and grammatical features, as well as editing a paper, working with scientific citation databases, and elaborating a publishing strategy. We conducted a study from October 2016 to December 2018 and calculated data on the attendees’ affiliation (an institute or higher school), the contingent (position), and the importance of the offered training programs (the number of attendees in each course). The obtained data indicates that representatives of social-humanitarian and technical fields show a special interest in the courses. The courses of academic writing are most popular among associate professors who have experience in publishing papers in Russian. Authors are especially interested in intensive practice-oriented programs. Upon completion of the courses and with the support of the Office of Academic Writing, attendees prepared scientific texts in English and submitted them to top rated journals and conference proceedings. The educational activity of the Office of Academic Writing can be developed through elaboration and implementation of new advanced training programs, including the distance ones. Their effectiveness will be evaluated by an increase in the publication activity of the university’s employees.
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Laila Wati, Siti Husna Maab, Hamzani Wathoni, Siti Maysuroh, and Ari Prasetyaningrum. "TEACHING WRITING DESCRIPTIVE TEXT THROUGH RESPONDED THEMATIC WRITING TASK." Getsempena English Education Journal 9, no. 2 (December 4, 2022): 91–97. http://dx.doi.org/10.46244/geej.v9i2.1842.
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This study aims at finding the effectiveness of Responded Thematic Writing Tasks in teaching writing descriptive text to develop students’ fluency in writing. This research is a pre-experimental research with pretest-posttest design. The sample of this research was 32 students of semester 2A of Study Program of English Language Education of Hamzanwadi University in the academic year 2021-2022. A writing test was used to collect the data. The data were then analyzed by using descriptive statistic, and paired sample T-test was used to test the hypothesis. Based on the result of the study, the mean score of the pretest was 63.28 while the posttest was 78.75. This shows that the mean score in the posttest was higher than the mean score in the pretest. Additionally, the sig score was at 0.00 < 0.05, so the hypothesis (Ha) of this study was accepted. It implies that Responded Thematic Writing Tasks was significantly effective in developing students’ fluency in writing descriptive text. It is suggested that English teacher use Responded Thematic Writing Tasks as an alternative technique in teaching writing.
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Kubrakova, Natalya A. "Technologies of Teaching Academic Writing in English (The Case Study of Personal Statement)." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 20, no. 4 (November 23, 2020): 458–62. http://dx.doi.org/10.18500/1819-7671-2020-20-4-458-462.
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Introduction. Developing academic communication skills is one the priorities in English language learning and teaching at universities. The process involves a comprehensive study into various genres of academic discourse. Written genres are of utmost importance since the greater part of academic communication takes place in a written form. Objective. The paper is aimed at describing the algorithm of teaching how to write a personal statement in English. Results. The author puts forward the methods that take into account genre conventions of a personal statement and special approaches to creating academic written texts that were designed by the foreign practitioners and are now being actively used by the Russian school of academic writing. Each stage employs universal and specific educational technologies that improve efficiency of class and independent work on personal statements. Conclusion. The algorithm consists of a wide range of procedures that enhance learning of the major components of a personal statement that refer to various knowledge dimensions. This approach enables all the participants to learn academic writing more effectively and consciously.
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Emiratli, Artur, Mykola Marchuk, and Kateryna Osadcha. "The problem of forming skills from academic writing for future programmers." Ukrainian Journal of Educational Studies and Information Technology 5, no. 3 (September 30, 2017): 28–36. http://dx.doi.org/10.32919/uesit.2017.03.03.
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The ability to write a scientific publications and works plays an important role in science. Different aspects of teaching academic writing were considered in the writings of scientists, in particular the peculiarities of writing skills and skills of foreign language students, approaches to the formation of academic writing skills in English language classes at medical universities, peculiarities of the methodology of teaching English writing (practical, academic and creative), content training courses on the formation of language competence from academic writing at separate stages of study (bachelor's, master's and doctoral studies), methods of teaching students writing in English. However, the features of academic writing in the field of computer science in the national scientific thought were considered insufficient. In the article, based on the analysis of theoretical studies on academic writing (J. Zobel, I. B. Korotkina) practical experience of forming an academic writing for future specialists (T. Babenko, L. Sazanovych), in particular future IT specialists (V. О. Safonov, O. S. Synekop), an understanding of the concept of "academic writing" is presented and the content component of the methodology of academic writing for future programmers is developed. Offered on the first and fourth courses to introduce elements of teaching academic writing future programmers in learning the disciplines "Introduction in specialty programmer" and "Methods of writing the diploma project". This approach will provide empiricism in research in the field of information technology and will prepare students for in-depth studies in a magistracy and postgraduate study, will allow us to teach future programmers to plan, conduct and describe research that involves the formulation of research questions, theory, data analysis (using both quantitative and qualitative methods), preparation of evidence, evaluation of the validity and publication. They will learn to use research methods, which are used for human interaction with computer technology: a controlled experiment, testing the software, efficiency of the calculation algorithms, the calculation of the economic efficiency of the developed software. In addition, we consider it appropriate to focus on the fact that despite the fact that at first glance, a programmer's professional activity has little to do with the writing, it is still an essential component of their daily work. In the future prospects of the study, it is planned to conduct an experimental study in order to find out the effectiveness of the proposed methodology of forming academic writing skills from future programmers.
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Zashikhina, I. M. "Academic Writing: A Discipline or Disciplines?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (February 22, 2021): 134–43. http://dx.doi.org/10.31992/0869-3617-2021-30-2-134-143.
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In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.
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Rose, David, Leah Lui Chivizhe, Anthony Mcknight, and Arthur Smith. "Scaffolding Academic Reading and Writing at the Koori Centre." Australian Journal of Indigenous Education 32 (2003): 41–50. http://dx.doi.org/10.1017/s1326011100003811.
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AbstractThis paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.
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Khoirunnisa, Khoirunnisa. "Reading Habits and Its Effect on Academic Writing Skill: A Study of Master Degree Students." JELE (Journal of English Language and Education) 4, no. 1 (July 2, 2018): 43. http://dx.doi.org/10.26486/jele.v4i1.298.
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Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.
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Guo, Yi-Huey. "UNDERSTANDING THE GENRE FEATURES OF QUALITATIVE RESEARCH: A CASE STUDY." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, no. 2 (December 19, 2019): 115–26. http://dx.doi.org/10.30743/ll.v3i2.1674.
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Some researchers’ prejudiced attitude on qualitative research as non-scientific research seems to hinder the development of qualitative research in some Asian social science research communities. Nevertheless, the present study on a qualitative novice’s writing process found that the lowly formulaic style of qualitative research writing could be another reason that impedes such development as well. Novice researchers’ writing tends to follow model-imitation, which contradicts the lowly formulaic style of qualitative research writing. With the employment of a social approach on writing studies as the theoretical framework, this study treated academic writing as an activity influenced by the writer’s situated research community. The writer’s varied research attempts in thesis writing process such as the formulation of research questions, employment of research methods, interpretation of research results, and the like, were treated as his/her composing acts. By longitudinally observing one graduate student’s use of qualitative research in his thesis proposal writing process, the present study discussed the multifaceted nature of qualitative research and the need of teaching/learning qualitative research as a specific genre in academic writing. Related genre elements to be included in teaching qualitative research are addressed.
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Sijono, Sijono. "A STUDY OF MIND MAPPING COLLABORATIVE WRITING TECHNIQUES FOR TEACHING WRITING DESCRIPTIVE TEXTS." VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 9, no. 1 (August 1, 2018): 41–55. http://dx.doi.org/10.31932/ve.v9i1.34.
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This research aimed to improve students’ ability in writing descriptive text through mind mapping collaborative writing technique. The data were taken from students of A1 in English Study Program of STKIP Persada Khatulistiwa Sintang in the Academic Year 2017-2018. The finding showed that this technique could make the students enjoyed the writing activity and generated the students’ motivation to get involved in the writing process. The students were happy worked collaboratively with other student; moreover, the students could share their difficulties among the activity. Mind mapping collaborative writing could help the students to improve their writing descriptive texts and motivate the students to be active in the writing activity. Mind mapping collaborative writing is suggested to use in teaching writing at any level of the studentsand for any kind of texts. Keywords: Teaching Writing, Mind Mapping Collaborative Writing, Writing Descriptive Texts.
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Budiartha, Christianus I. Wayan Eka, and Yoga Pratama Putra Ramadhan. "LEXICAL ANALYSIS OF THE MOST FREQUENT ACADEMIC WORD IN STUDENTS’ ACADEMIC ESSAY." ELTR Journal 4, no. 2 (July 31, 2020): 188–205. http://dx.doi.org/10.37147/eltr.v4i2.88.
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Writing as a productive skill in English has been valued greatly, especially in academic context. The process approach was started to be considered when teaching writing as it offers a more meaningful learning. Furthermore, the approach makes room for collaborative learning between students and teachers. For EFL students whose first language is not English, mastering writing skills could be more challenging. To address the issues, the idea of a writing center has been adapted in a higher educational level for students who want to improve their writing. The study was conducted by using a qualitative descriptive approach and its data collection was carried out through a number of instruments to fulfill the triangulation method of a qualitative approach such as observation, semi-structured interview, survey, and corpus-based research. From the eight purposive sampling of tutees and the four tutors, the study concluded that EFL students are not familiar with the process of writing, so many of them consider having support merely on revising their essay draft. Even though collaborative writing was successfully carried out, but EFL students need to improve their independent study to follow up the discussion they had with the tutors.
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Budiartha, Christianus I. Wayan Eka, and Yoga Pratama Putra Ramadhan. "LEXICAL ANALYSIS OF THE MOST FREQUENT ACADEMIC WORD IN STUDENTS’ ACADEMIC ESSAY." ELTR Journal 4, no. 2 (July 31, 2020): 188–205. http://dx.doi.org/10.37147/eltr.v4i2.88.
Full textAbstract:
Writing as a productive skill in English has been valued greatly, especially in academic context. The process approach was started to be considered when teaching writing as it offers a more meaningful learning. Furthermore, the approach makes room for collaborative learning between students and teachers. For EFL students whose first language is not English, mastering writing skills could be more challenging. To address the issues, the idea of a writing center has been adapted in a higher educational level for students who want to improve their writing. The study was conducted by using a qualitative descriptive approach and its data collection was carried out through a number of instruments to fulfill the triangulation method of a qualitative approach such as observation, semi-structured interview, survey, and corpus-based research. From the eight purposive sampling of tutees and the four tutors, the study concluded that EFL students are not familiar with the process of writing, so many of them consider having support merely on revising their essay draft. Even though collaborative writing was successfully carried out, but EFL students need to improve their independent study to follow up the discussion they had with the tutors.
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Budiartha, Christianus I. Wayan Eka, and Yoga Pratama Putra Ramadhan. "LEXICAL ANALYSIS OF THE MOST FREQUENT ACADEMIC WORD IN STUDENTS’ ACADEMIC ESSAY." ELTR Journal 4, no. 2 (July 31, 2020): 188–205. http://dx.doi.org/10.37147/eltr.v4i2.88.
Full textAbstract:
Writing as a productive skill in English has been valued greatly, especially in academic context. The process approach was started to be considered when teaching writing as it offers a more meaningful learning. Furthermore, the approach makes room for collaborative learning between students and teachers. For EFL students whose first language is not English, mastering writing skills could be more challenging. To address the issues, the idea of a writing center has been adapted in a higher educational level for students who want to improve their writing. The study was conducted by using a qualitative descriptive approach and its data collection was carried out through a number of instruments to fulfill the triangulation method of a qualitative approach such as observation, semi-structured interview, survey, and corpus-based research. From the eight purposive sampling of tutees and the four tutors, the study concluded that EFL students are not familiar with the process of writing, so many of them consider having support merely on revising their essay draft. Even though collaborative writing was successfully carried out, but EFL students need to improve their independent study to follow up the discussion they had with the tutors.
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Amjad, Muhammad, Adnan Tahir, and Ayyaz Qadeer. "Practicing Dogme ELT to Enhance L2 Academic Essay Writing Skills." International Journal of Applied Linguistics and English Literature 9, no. 5 (September 30, 2019): 55. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.55.
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English language has been a pressing need of people all over the world; so, the experts are making efforts for effective and successful teaching and learning of different language skills through innovations in teaching approaches and methods. As a new teaching approach, Dogme ELT was introduced in 2000, which claimed success and better outcomes in different language teaching areas. Focusing on the claim of this new teaching approach, this study was conducted to explore the effectiveness of Dogme ELT to enhance English language competence in academic writing skills. For this purpose, a Classroom Action Research (CAR) was conducted, and the data was collected through a diagnostic assessment test on the very first day and a final test after Dogme ELT treatment. The collected data was analyzed through qualitative and quantitative methods to record the results of the study. The research participants’ performance in the diagnostics test and in the final test after Dogme ELT treatment shows that this new teaching approach is very effective and successful to enhance English language competence in academic writing skills.
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Bambulu, Dewi Oktaviani, Noldy Pelenkahu, and Maikel Sanger. "THE EFFECTIVENESS OF TASK BASED LANGUAGE TEACHING IN TEACHING WRITING." Journal of English Culture, Language, Literature and Education 9, no. 1 (September 4, 2021): 44–57. http://dx.doi.org/10.53682/eclue.v9i1.1633.
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The aim of this study was to see the effectiveness of Task-Based Language Teaching in Teaching Writing. Writing is very important for students because they can express themselves in writing form and being brave to state their own opinions. Many English teacher got some problem in teaching writing, the teacher must choose a strategy which is suitable on the students conditions. Not only speaking ability that must be taught and applied in the class but also writing ability. The data of this research was students scores in writing procedure text. The population of this study were the first grade and the sample was 31 students of smp berea tondano in academic year 2017/2018. The research used one group pre-test and post-test experiment. The result showed that there was an increase between the pre-test (62,40) and tghe post-test (67,60). In this research, the research used quantitative experimental research as design of this research. Then, the research identified and analyzed based on statistic calculation for getting good result accuratelty, completely and systematically. A teacher should be creative to use various strategy in english teaching moreover teaching writing. In choosing the strategy, the teacher should pay attention to the material will be given.
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Hundarenko, Olena. "Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 87–102. http://dx.doi.org/10.18662/rrem/12.4/335.
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Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.
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Rahmat, Noor Hanim, Norhartini Aripin, Zarina Razlan, and Zulaikha Khairuddin. "The Influence of Metacognitive Scaffolding on Learning Academic Writing Online." International Journal of Education 13, no. 3 (September 12, 2021): 48. http://dx.doi.org/10.5296/ije.v13i3.18902.
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The pandemic has caused a big wave of change in the way teaching is done. One of the many areas of concern is that the teaching that was previously done not only face -to-face but also using hands-on; coupled with one-to-one or group by group conferences, is now done online. How can that be done online? In the traditional face-to-face classroom, the writing teacher monitors the working memory of the writers (planning, translating and reviewing) by marking and making comments of the learners’ drafts. The comments and recommendations for changes made by the teachers acted as scaffolds to the learners to guide them to improve on their writing. When online learning hits the classrooms, writing teachers need to incorporate creative language teaching into the online classrooms. This study explores the use of metacognitive scaffolding on learning academic writing online. Learners were taught metacognitive scaffolding during online classes. They responded to the survey. Findings revealed interesting implications for teaching and learning of academic writing online.
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Sarzhoska-Georgievska, Emilija. "Coherence: Implications for teaching writing." English Studies at NBU 2, no. 1 (August 20, 2016): 17–30. http://dx.doi.org/10.33919/esnbu.16.1.2.
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The paper presents the results of a study consisting of three text-based analyses of groups of student argumentative essays written on the same topic. The aim was to identify text-based features of coherence in L1 and L2. The analyses were carried out on essays written by first and third year undergraduates at the Department of English Language and Literature, Faculty of Philology "Blazhe Koneski" at the Ss. "Cyril and Methodius" University in Skopje, Republic of Macedonia who wrote in their first language Macedonian, L1, and in English as a foreign language, L2. The goal was to recognise the importance of discourse organisation in academic writing in L1, and to examine factors which may affect second language learners' competence in the organisation of written discourse in English as a foreign language, L2. The paper points out the differences in the rhetorical models in Macedonian and English written discourse and how these differences may have an impact on writing assessment and the teaching of writing at university level.
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Bin-Hady, Wagdi Rashad Ali, Aref Nassi Abdu Nasser Nasser, and Abdu T. Al-Kadi. "A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing." Journal of Language and Education 6, no. 4 (December 31, 2020): 44–54. http://dx.doi.org/10.17323/jle.2020.10347.
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This study explored the feasibility of using a process-genre approach (PGA) for teaching academic writing from the perspective of EFL undergraduates. The sample consisted of 15 students enrolled in a four-year English program at the College of Education in Socotra, Yemen during the academic year 2018-2019. The study followed a pre-experimental design in which a pretest was given to the sample, and an extensive 30-hours program was pursued using the PGA. Additionally, ten informants were singled out for interviews to explore their opinions about the PGA-based teaching they experienced during the experiment. A Wilcoxon Signed Rank Test was used to calculate the degree of significance in students’ improvement on opinion essay writing (Z=3.408, p < 0.05) between the pretest and posttest in favor of the latter. The findings also revealed that students had positive perceptions towards the PGA that was applied by their instructors. The findings suggest that applying such an approach in writing courses could engage learners in writing practices that they view positively.
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Oktarina, Santi, Sri Indrawati, and Adeng Slamet. "Students’ and Lecturers’ Perceptions toward Interactive Multimedia in Teaching Academic Writing." Journal of Education Research and Evaluation 6, no. 2 (March 19, 2022): 377–84. http://dx.doi.org/10.23887/jere.v6i2.44002.
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Writing ability is expected to be achieved by all students because it dramatically affects academic achievement. However, some students have poor writing skills. The purpose of this study was to analyze data on student and lecturer perceptions of the use of media/multimedia in academic writing for Indonesian language courses. This type of research is development. Data collection methods in analyzing objective situations are questionnaires, interviews, and focus group discussions (FGD). The instruments used in collecting data are questionnaires and interview sheets. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The research results are that students and lecturers feel that teaching and learning academic writing in Indonesian language courses do not apply interactive multimedia. Most of the teaching sessions use PowerPoint presentation slides and course books. Furthermore, they hope to use interactive multimedia in academic learning so that the sessions will be more exciting and engaging, not dull, use animations and videos, and can be accessed anytime, anywhere.
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Li, Xiao Liang. "Learning Chinese Characters: Academic vs Dynamic Approach." KEMANUSIAAN The Asian Journal of Humanities 29, no. 2 (2022): 141–55. http://dx.doi.org/10.21315/kajh2022.29.2.7.
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This study aims to study the comparative results of the application of the classical academic and modern dynamic types of studying Chinese writing in its pragmatic aspect. Chinese language and writing are among the most difficult to learn as a second language, requiring advanced teaching methods with wider use of elements of the digital environment and the student’s independent active use of web services for active language learning. This aspect is also important when using more and more mass distance learning. The study involved 90 students aged 23 years old to 35 years old, who were equally divided into experimental and control groups. The experimental group used active learning methods and the control group used the usual academic methods of teaching Chinese writing, in accordance with the university course. The training was allocated four hours per week for remote training (using the Google Meet platform). The results demonstrated that the dynamic approach is effective in teaching hieroglyphics and pragmatic aspects of the language (reading, typing on a computer, listening comprehension, recognising words and written hieroglyphs). The academic classroom method is more suitable for the formation of correct pronunciation, taking into account the tonal type of Chinese phonetics.
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Harahap, Sartika Dewi, and Syamsiah Depalina Siregar. "ACADEMIC WRITING COMPETENCY BY USING BLENDED LEARNING STRATEGY." Journal of English Education and Linguistics 3, no. 1 (June 15, 2022): 43–52. http://dx.doi.org/10.56874/jeel.v3i1.772.
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Covid 19 disease has brought the new atmosphere for teaching and learning process. Where the real activity for lectures and students was very limited to do face-to-face activity. It is the fact that education and other side of world activity forced now. Learning from Home (LFH) as the one of alternative instructed by stakeholder to carry out the teaching and learning even though they are not in the classroom. This study present how the blended learning will be applied in academic writing Subject. This study is a case study design where the writer describes and evaluates blended learning in Academic Writing subject learning process to deliver the materials based on syllabus, writing practice by doing task, assignment submission and grading, students concern with the teachers’ elaboration and Foreign Language action and students evaluation. The participants will allow in this study are 13 students of ffifth semester students of English Education Program, Mandailing Natal Islamic State Collage. The data is collected through observation and short interview analysis. The result of this study shows that the students appreciated and benefited from the blended learning used in Academic Writing Subject. It help motivated the students to became independent learners and increase their ability in writing paragraph, essay, undergraduate proposal or thesis and so on.
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Hendriwanto, Hendriwanto, Nurani Hartini, Joko Nurkamto, and Ramnita Sharda. "AN ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING: FUNCTIONAL PERSPECTIVE." Academic Journal Perspective : Education, Language, and Literature 8, no. 2 (November 30, 2020): 147. http://dx.doi.org/10.33603/perspective.v8i2.4373.
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This study aims to investigate the role of SFL theory in teaching academic writing. The present study was to find out what the change of genre awareness of students’ writing. Twenty-two participants were recruited to engage in the process of deconstruction, join construction, and independent construction activities. The findings of study revealed two important aspect in teaching academic writing, thematic Progression in students’ writing and appraisal concept in students’ writing argumentation. Data sources were gathered through student assignments to write argumentative essay. Student assignments were written in 6o minutes with the IELTS and TOEFL writing. Questionnaire and interviews in argumentative writing were given to students. Data were collected from students’ assignment and data were analysed through transitivity and appraisal system (Martin & White, 2015). This finding of the study implies to the language education particularly writing instruction.
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Amjad, Muhammad, Dr Adnan Tahir, and Dr Zia Ahmed. "Practicing Dogme ELT Techniques to Improve Academic Essay Writing: An Evaluative Study of Learners’ Perception." International Journal of Linguistics and Culture 1, no. 2 (December 31, 2020): 133–50. http://dx.doi.org/10.52700/ijlc.v1i2.18.
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Among the teaching approaches and methods that are currently used worldwide, Dogme ELT is a modern one that claims to show better results because of creating a natural learning environment. This action research was performed in order to examine the intermediate level learners’ feedback about Dogme ELT to improve essay writing skills. The data was collected after teaching through Dogme techniques and analyzed by applying mixed methods. The learners’ responses to motivational aspects of learning, their participation and performance in the class and the impacts of Dogme Pedagogy, recorded after Dogme ELT treatment, demonstrated that Dogme ELT techniques proved themselves very effective and successful in improving essay-writing skills. Many of the participants of this class wished to have been taught through such teaching-learning techniques from the very beginning. All these responses showed better learning outcomes by using Dogme Pedagogy to improve academic essay writing skills of intermediate level learners.
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Mansourizadeh, Kobra, and Ummul K. Ahmad. "Material Design for Teaching Citations Skills in Scientific Writing." LSP International Journal 8, no. 1 (June 22, 2021): 19–34. http://dx.doi.org/10.11113/lspi.v8.16787.
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Citations are important rhetorical devices that when properly and strategically employed, allow writers to promote their current research findings persuasively and efficiently. As knowledge construction is progressive and cumulative, specifically in scientific disciplines, it is evident that acquiring skills for adequate and effective application of citations is essential for success. Scientific writers are required to possess advanced academic literacy skills in order to ably position their study within the framework of existing knowledge, and strategically employ citations to advance the acceptability of their research findings. This paper endeavors to propose materials for teaching the rhetorical functions of citations in advanced academic writing courses. The tasks are designed specifically to raise students’ awareness of citation norms, especially in their own specific disciplines. Since the practice of citing the work of others ethically is highly challenging for emerging research writers, materials suggested in this paper can be beneficial to instructors who are involved in developing advanced discipline-specific writing courses, or short-term academic writing workshops.
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Sánchez-Martín, Cristina. "Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality." Journal of Multilingual Education Research 10 (2020): 63–84. http://dx.doi.org/10.5422/jmer.2020.v10.63-84.
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With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.
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Paris, Atika Salman, Mul Muliadi, and Baiq Santika Lestari. "SELF AND PEER-CORRECTION TECHNIQUES IN TEACHING WRITING." JURNAL ILMIAH GLOBAL EDUCATION 3, no. 2 (December 7, 2022): 102–7. http://dx.doi.org/10.55681/jige.v3i2.268.
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This quantitative study aimed at finding out the effectiveness of self and peer-correction techniques in teaching writing at the twelfth graders of MAS Muallimin NW Boro Tumbuh in the academic year 2022/2023. The samples of this study were taken through random sampling technique consisting of 25 students. The data were collected from pre-test and post-test. The gained data were analyzed using descriptive statistics and paired sample t-test. This test was administrated to know answer the hypothesis. The result of the study indicated that self and peer-correction technique was significantly effective in teaching writing for the twelfth graders of MAS Muallimin NW Boro Tumbuh in the academic year 2022/2023. This can be seen from the result of the students’ mean score in the pre-test and post-test. In the pre-test, the mean score was 8.07 with the standard deviation 1.809. In the post-test, whereas, the mean score was 9.77 and the standard deviation was 2.221. The result proved that the pre-test was lower than the post-test. In addition, the hypothesis testing showed that the alternative hypothesis was accepted. In a nutshell, the self and peer—correction technique is an advisable technique to apply by the English teacher in their writing class.
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Farrell, Thomas S. C. "Reflective Practice in Action: A Case Study of a Writing Teacher’s Reflections on Practice." TESL Canada Journal 23, no. 2 (June 1, 2006): 77. http://dx.doi.org/10.18806/tesl.v23i2.56.
Full textAbstract:
Reflective practice, a popular item in current second-language teacher education and development programs, can help bridge the gap between a teacher’s beliefs and classroom practices. This article outlines a case study, highlighting how one teacher of academic writing initiated the exploration of her teaching and how she used classroom observations and oral recall to help her reflect on her practice. Specifically, the exploration sought to outline the teacher’s beliefs about, and classroom practices in, teaching academic writing. It is suggested that oral recall and classroom observations may be effective methods for helping language teachers discover the relationship between their beliefs and classroom practices.