Journal articles on the topic 'Basic writing skills'
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Trimmer, Joseph F. "Basic Skills, Basic Writing, Basic Research." Journal of Basic Writing 6, no. 1 (1987): 3–9. http://dx.doi.org/10.37514/jbw-j.1987.6.1.02.
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Scharton, Maurice. "Transcription and Basic Writing Skills." College Composition and Communication 36, no. 4 (December 1985): 485. http://dx.doi.org/10.2307/357868.
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Vysotska, Oksana. "WRITING SKILLS: CHALLENGES AND SOLUTIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 208–11. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-208-211.
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Ability to communicate in writing in a foreign language is required for any educated professional in our modern globalized world. It allows people to get a prestigious job, to participate in international projects and exchange programmes, to get education, etc. For that foreign language proficiency level should be higher than the Intermediate one (B2+), including writing skills. It is this level that allows people to live, study or work independently in a country where and when this particular foreign language is used for communication However, the results of examinations aimed at assessing the writing proficiency of Ukrainian school and university students demonstrate that their writing skills are not developed enough and leave much to be desired. Both teachers and learners consider writing to be the most difficult skill of the four main basic skills as it requires control over a number of variables simultaneously, over the content and the form, i.e., to know what to write about and how to write about it. The present article focuses on the specific features of writing which make it challenging, makes an attempt to analyze the writing challenges Ukrainian students face and to present some recommendations about what may be done by teachers of foreign languages to improve the situation.
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Bernstein, Susan Naomi. "Writing and White Privilege: Beyond Basic Skills." Pedagogy 4, no. 1 (January 1, 2004): 128–32. http://dx.doi.org/10.1215/15314200-4-1-128.
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Macarthur, Charles A. "OVERCOMING BARRIERS TO WRITING: COMPUTER SUPPORT FOR BASIC WRITING SKILLS." Reading & Writing Quarterly 15, no. 2 (March 1999): 169–92. http://dx.doi.org/10.1080/105735699278251.
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Elmubarok, Zaim, Darul Qutni, and Muchlisin Nawawi. "Pengembangan Buku Ajar Keterampilan Menulis Bahasa Arab Berbasis Kearifan Lokal Sebagai Penunjang Kreativitas Mahasiswa." Alsina : Journal of Arabic Studies 1, no. 2 (November 9, 2019): 215. http://dx.doi.org/10.21580/alsina.1.2.5056.
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<p class="ABSTRACT">Basic Arabic writing skills are included in the competency-based curriculum and conservation of the Arabic Education Study Program. Learning basic Arabic writing skills is provided through the taroqib wa takhawiljumal course. Learning basic Arabic writing skills, based on local wisdom, introducing our nation's culture and increasing students' creativity in writing Arabic. The research subjects were students who took taroqib wa takhawiljumal totaling 30 people, data collection methods used in this study included (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision. Learning basic Arabic writing skills based on local wisdom introduces students to their culture, creative in writing Arabic, and encourages to better written language.</p>
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Supriyono, Theodora Cicelia Khristi, Ugy Soebiantoro, and Wilma Cordelia Izaak. "The Implementation of Integrated Marketing Communication to Improve Time Management Basic Skills." Proceedings of International Conference on Economics Business and Government Challenges 1, no. 1 (September 13, 2022): 306–13. http://dx.doi.org/10.33005/ic-ebgc.v1i1.35.
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Community service activities carried out in the form of hybrid training were carried out intensively for 2 days. Business Writing Skill Training Activities are one of the basic skills that are indispensable in the business world. By mastering business writing, students will increase their credibility and professionalism later in the work environment. This training activity that is used to improve the effectiveness of skills in business writing must of course contain clear, relevant, and easy-to-read information for students. Business writing includes emails, letters, reports, brochures, presentation slides, social media, and other business documents. Business Writing is always needed in internal communication with colleagues and leaders or externally even with parties outside the organization or clients, this activity will discuss thoroughly about business writing to be able to improve student competence. All participants in this activity amounted to 50 people with a range of semester 5 and semester 7, even alumni of UPN Veterans of East Java and most of them were interns from PT.SBU's abdimas partners can also take part in this activity. Method activity which used in devotion to Public this is method lectures, question and answer, discussion and practice. Evaluation of activities in this community service is the aspect of knowledge and sustainable skills.
Keywords: Business Writing; Integrated Marketing Communications; Social Media; Time Management
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Sukandi, Syayid Sandi, and Dian Noviani Syafar. "EFL students’ responses to learning basic reading and writing skills." Studies in English Language and Education 5, no. 1 (March 1, 2018): 40–53. http://dx.doi.org/10.24815/siele.v5i1.8419.
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This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.
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Bacon, Donald R., and Elizabeth Scott Anderson. "Assessing and Enhancing the Basic Writing Skills of Marketing Students." Business Communication Quarterly 67, no. 4 (December 2004): 443–54. http://dx.doi.org/10.1177/1080569904271083.
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Employers consistently rank communication skills, in particular writing ability, among the most important skills for undergraduate business students to possess. However, improving writing skills, especially with respect to punctuation, grammar, and word choice, often requires substantial teacher time and effort. To assess and improve student writing skills in a time-efficient manner, the authors developed a computer-scored measure of students’ ability to edit for writing mechanics. The authors tested the method with a pretest and posttest design and found that when students were held accountable for improvement (with 5% of the course grade dependent on improvement), there was a significant increase in students’ ability to edit. Without that accountability, improvement did not occur.
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Mathew Nalliveettil, George, and Abdullah Mahasneh. "Developing Competence in Basic Writing Skills: Perceptions of EFL Undergraduates." International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 323. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.332.
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English language course materials in EFL contexts are tailored to enhance the proficiency levels of receptive and productive skills of undergraduates. These course materials are designed in the form of worksheets to fulfil the aims and objectives of communicative/task based syllabus. During the process of completing these tasks/activities, students are expected to actively engage in writing words and meaningful sentences. In order to understand the effectiveness of their writing skills, the researchers administered a 30-item questionnaire to EFL undergraduates studying at Aljouf University, Saudi Arabia. This study focused on eliciting the perceptions of EFL undergraduates on various aspects related to writing proficiency. A total of 52 male students participated in responding to the questionnaire. The findings of our study reveal that translating strategies often impede progress in the writing skills development.
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Min, Lee Sun, and Flora Debora Floris. "Comparative Evaluation of Speaking and Writing Skills in Project Level 1 (4th Edition) and Achievers A1+." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 26–48. http://dx.doi.org/10.15642/ijet2.2017.6.1.26-48.
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This study is intended to find out about the two basic skills which are speaking and writing skill presented in Project level 1 (4th edition) and Achievers A1+ textbook. The textbooks were evaluated by using the theoretical framework as proposed by Cunningsworth (1995). 4 criteria were used to evaluate the presentation of the speaking skill and 9 criteria were used to examine the writing sections. The findings of this study show some interesting similarities and differences that both textbooks have on the presentation of speaking and writing skills.
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Fallahi, Carolyn R., Rebecca M. Wood, Carol Shaw Austad, and Hamid Fallahi. "A Program for Improving Undergraduate Psychology Students' Basic Writing Skills." Teaching of Psychology 33, no. 3 (July 2006): 171–75. http://dx.doi.org/10.1207/s15328023top3303_3.
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Li, Yifei. "Method to Improve English Writing Skills: Virtual Reality." Journal of Education, Humanities and Social Sciences 2 (July 13, 2022): 119–24. http://dx.doi.org/10.54097/ehss.v2i.772.
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With the increase in the number of English speakers, English education has taken an important place in every country and all grade levels. English writing is a critical part of English teaching. By summarizing the traditional writing teaching method, we believe that the drawback is that it is difficult to balance the relationship between acquiring basic knowledge and improving motivation, so new teaching methods need to be explored. With the development of technology, more technological tools will be available in the future teaching, and virtual reality technology is one of them. This paper argues that the factors causing English writing problems include both vocabulary and learning motivation, and also uses the literature review method to conclude that virtual reality technology can be used in teaching English writing through constructivism, Experiential Learning Theory, Situated Cognition to solve basic vocabulary problems and improve learners' motivation. Through virtual reality education, a new student-centered approach to teaching writing that facilitates students' creative thinking and observation skills can be established.
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Coyle, James P. "32. Teaching Writing Skills That Enhance Student Success in Future Employment." Collected Essays on Learning and Teaching 3 (June 13, 2011): 195. http://dx.doi.org/10.22329/celt.v3i0.3262.
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The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future employment. This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors.
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Roisatin, Umi Anis, Moh Thamrin, and Noverita Wahyuningsih. "An Analysis of Application of Project-Based Learning to Improve Writing Skills of Mechanical Engineering Students." Bulletin of Pedagogical Research 2, no. 1 (February 23, 2022): 64. http://dx.doi.org/10.51278/bpr.v2i1.257.
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Based on previous research, students’ writing skills are considered too low especially in conveying ideas, choosing vocabularies, and arranging the vocabularies to build sentences. And then arrange the sentences as a complete paragraph. This research is motivated by the students’ low writing skills which significantly impacting the students’ skills to write research abstract, job applications, class presentations, and presentations for thesis defense in front of the board examiners. It is a descriptive-qualitative research that conducted with the research subject of 2nd semester students of Department Mechanical Engineering State Polytechnic of Malang. The method used for the research is writing some paragraphs using different tenses and then analyzing the basic writing mistakes of the written paragraphs. After that, students’ writen a set of instruction consisted of six or more sentences that indicate a process. The results are satisfying because the students' writing skills are increased compared to before conducting this research using project-based learning, even though there are still mistakes both in terms of language and from a grammatical point of view.
Keyword :Project Based Learning, Writing Skill, Improving Writing
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Borghans, Lex, and Bas ter Weel. "Are computer skills the new basic skills? The returns to computer, writing and math skills in Britain." Labour Economics 11, no. 1 (February 2004): 85–98. http://dx.doi.org/10.1016/s0927-5371(03)00054-x.
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Coloquit, Lorie Mae P., Luningning A. Canabal, and Mark Philip C. Paderan. "Improving Students’ English Writing Proficiency through Interactive Writing Technique." Journal of English Education and Linguistics 1, no. 1 (June 29, 2020): 72–81. http://dx.doi.org/10.56874/jeel.v1i1.50.
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One of the active skills required not only in the field of academe for students but also in the industry world with degree holder employees that cause predicament in both areas is writing. Writing is one of the hurdles of different companies with their degree holder employees. Similarly, in the context of the academe, it is also found by previous studies that students are coping in writing academic essays and other writing outputs. The study aims to determine the effectiveness of interactive writing technique in intensifying basic writing skills to produce competent employees both in the academe and in the business world. This study also sought to address the predicament of students’ and employees’ low-level proficiency in basic writing. Interactive Writing is a collaborative technique used to enhance the level of proficiency when it comes to the organization of ideas, diction, elaboration, support and writing mechanics. Purposively, using these objectives: To investigate the level of English major’s writing proficiency in pre-test and post-test along with content, mechanics, organization, diction, elaboration, and support; to identify the level of effectiveness of the interactive technique and be able to establish an output based on the research findings. The study used a mixed-method design. Three phases of data gathering procedure were employed namely; pre-test, intervention, and post-test. Pre-test and Post-test were compared using the t-test and analyzed using the Error Density Index of Malicsi (2018). Results of the study unveil that students writing in the post-test improved from the pre-test general weighted mean of 2.28 interpreted as "developing" to 2.58 general weighted mean in the post-test interpreted as "approaching proficiency", indicating that there is an improvement in the writing proficiency of the students after various interventions using the Interactive Writing Technique. Moreover, these results were advertised and employed in producing a teacher and student module to continuously strengthen and amplify student's basic writing skills.
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Sreena, S., and M. Ilankumaran. "Developing Productive Skills Through Receptive Skills – A Cognitive Approach." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 669. http://dx.doi.org/10.14419/ijet.v7i4.36.24220.
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Communication plays an important role nowadays. The transmission and interchange of ideas, facts, and feelings of action are known as communication. It is done through words, actions, signs, objects or combination of all these. Communication skills are needed in each and every field of life. Everyone uses a language to communicate and to express oneself to get ideas and to connect with persons for a purpose. There are four basic skills of learning English language such as speaking, listening, reading and writing. The difficulties in speaking and writing can be found and then improved by some classroom activities by the way of giving task to the students for listening. Teachers give assignments to the learners to develop their writing skills. Cognition refers to the mental activities like thinking, remembering, memory, learning, comprehension, perception, motivation and using a language. The understanding and learning of information and concept is known as the cognitive approach. It is an approach that maintains how a person feels and behaves. Cognitive learning is about developing true understanding and is a way of learning that helps the learners to use their brains more effectively. The configuration of thought processes and psychological activities like problem solving and decision making from early childhood to adulthood is called as the cognitive development. This article deals with the ways and means of enhancing the speaking skills by intensive practise, writing through different activities and improving the receptive skills of the learners through cognitive approach.
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Hussain, Bashir, Imtiaz Ahmad Warraich, and Aiman Mumtaz. "University Students’ Attitude towards Affective Domain of Academic Writing: Gender Differences and Association with Achievement." Review of Education, Administration & LAW 2, no. 2 (December 31, 2019): 93–102. http://dx.doi.org/10.47067/real.v2i2.13.
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Language is the very basic source of transferring ideas, thoughts, beliefs, and feelings to others, and, therefore, plays highly important role in academic life of a student. Among the four basic language skills, the role of writing skill is considered the strongest for the development of the learners. Of the writing skills, students’ academic writing skills is highly focused area, as it is a mean of written communication and, therefore, essential for the academic and professional achievement of learners. Research demonstrates that students’ academic writing skills are also linked with their attitude towards writing in all domains of Bloom’s taxonomy i.e., cognitive, affective, and the behavioral. Considering the importance of the affective domain of students’ academic writing, this research is especially focused on examining university students’ attitude towards affective domain of academic writing. Furthermore, current research study would also examine students’ attitude towards affective domain of academic writing from the perspectives of gender differences, discipline-wise differences, undergraduate and postgraduate differences, and its association with students’ achievement. The current study is descriptive in nature and uses survey research design. For sampling, multistage cluster method was adopted. Total sample size of the current study comprised 972 university students. Tool of the study was a questionnaire, which comprised two sections. The first section of questionnaire focused on collecting demographic data from the participants, while the second section comprised five-point Likert scale, with a set of ten statements regarding students’ attitude towards affective domain of academic writing. First comprised arithmetic mean and SD, while t-test was used from inferential statistics. The results showed that although university students from Multan City have low moderate positive attitude towards Blooms’ affective domain of academic writing, but some gender and discipline-wise differences exist.
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Hukubun, Yohanis, Iwan Rumalean, and Everhard M. Solissa. "LEARNING TO WRITE INSTRUCTIONS: IMPLEMENTATION OF 21st CENTURY LIFE SKILLS INNOVATION." JURNAL TAHURI 19, no. 1 (February 17, 2022): 20–28. http://dx.doi.org/10.30598/tahurivol19issue1page20-28.
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This paper aimed to describe learning to write as part of 21st century life skills. Writing as basic literacy is the main material in the 2013 curriculum. One type of writing is writing instructions which require the abilities and skills acquired from educational institutions to be applied in everyday life. Writing instructions is one of the four language skills should be mastered by students. Therefore, Indonesian language teachers are required to master the material for writing instructions both theoretically and practically. Theoretically, it explained about the meaning of writing, types of writing, writing instructions. Practically, they were implemented in learning according to Regulations of the Minister of Education and Culture Number 22 of 2016 and Number 103 of 2014 concerning on standard process. In those regulations, it is explained about graduate competency standards, syllabus, and lesson plan. The first step that needs to be done before preparing the lesson plan is to analyze the graduate competence standard (GCS). After analyzing the GCS, it is then translated into a syllabus. Furthermore, the writing of lesson plans developed from the syllabus to be a direction of learning in achieving basic competencies. This paper was the result of the collaboration of the community service group of Faculty of Teacher Training and Education of Unpatti in South Buru Regency in 2021
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Syafii, Muhammad Lukman. "BACK and DRAW activities for improving writing skills." Journal on English as a Foreign Language 7, no. 2 (September 30, 2017): 119. http://dx.doi.org/10.23971/jefl.v7i2.501.
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<p>This present paper addresses the issue of writing as an important aspect of EFL instruction. Writing as one of the four basic language skills plays a pivotal role in the context of English teaching as a foreign language in Indonesia. Considering these problems, it is important to modify the writing process in such a way to cope the writing. The process of writing the writer means is <em>BACK and DRAW</em> activities. What the writer termed as <em>BACK and DRAW </em>is a set of writing activities involving students’ active participation in the process, their intense learning experience in producing a required text, as well as their interactive work with peers and the teacher. <em>BACK and DRAW</em> stands for Brainstorming, Attaching, Correcting, Keeping, Developing, Revising, Arranging, and Wow! Or Wonderful! Or Well done!. These activities are good ways to improve the writing Ability.</p>
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Friehat, Rania H., and Anoud Al-Khresha. "The Role of RAMP Initiative (Reading and Mathematics Project) in Raising the Level of Students in the Basic stage in Reading and Numeracy Skills." International Education Studies 14, no. 5 (April 26, 2021): 109. http://dx.doi.org/10.5539/ies.v14n5p109.
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This study aimed to identify the RAMP initiative’s role (read comprehensively, answer with understanding) in raising the level of literacy skills and numeracy from the point of view of teachers. It also aimed to identify its effectiveness in improving the reading and writing level of the basic minimum stage, as an initiative that reduces the delay in reading and helps in the development of skills to help students solve mathematical problems with understanding and accommodating. Closed questionnaires were distributed to the Central Badia region; the questionnaire consisted of (35) paragraphs divided into three areas of reading, writing, and arithmetic, where 88 teachers answered the questionnaire. Statistical analysis was adopted (Statistical Package of Social Sciences (SPSS) was adopted to show the study results. The results showed a role for the RAMP initiative in raising the level of reading and numeracy skill to a reasonable degree, where the skill of reading got a good degree, was the highest skill of voice awareness to an extraordinary degree and other standards are good. Writing skill got a good degree; it was the highest, the skill of writing words and the least skill of creative writing, and also obtained the skill of calculating a good degree above (counting units) and the lowest domain (participation and composition of groups). The results showed no statistically significant differences due to variable years of experience, while the results showed statistically significant differences in favor of a bachelor’s degree.
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MOVLYAMOVA, Nilgün, and Elif Derya Özdemir. "A1- A2 Seviyesinde Yabanci Dil Olarak Türkçe Yazma Becerisinin Gelişiminde Yaratıcı Yazma Tekniklerinin Kullanımı: Kazakistan Örneği." International Journal of Social Sciences 6, no. 24 (May 12, 2022): 400–421. http://dx.doi.org/10.52096/usbd.6.24.24.
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There are four basic skills in foreign language teaching: listening, reading, speaking and writing. These skills are interrelated. One affects the other. Writing skill in foreign language teaching is as important as listening, reading and speaking skills. In this study, the effects of creative writing methods and techniques on the writing skills of A1 and A2 level cognates who learn Turkish as a foreign language were investigated. Creative writing techniques and methods were applied to cognates at A1 and A2 levels.It was investigated whether the creative writing techniques and methods applied had an effect on cognate students learning Turkish as a foreign language.The study group of the research consists of 24 students at A1 level and 23 students at A2 level studying at Bilim Innovation Girls High School in Shymkent, Kazakhstan in the 2021-2022 academic year. case study was used as one of the qualitative research methods. The last creative writing activity was determined as a data collection tool in the study.The findings obtained at the end of the study were evaluated and interpreted according to the Creative Writing Competencies criteria in the European Language Portfolio by using the observation method. as the creative writing activities applied as a result of the research change it is seen that different objects emerge. It is observed that this creative writing skills that are applied differs according to male and female students and female students are more successful in creative writing and creative thinking. Key words: Creative writing, Teaching Turkish language, methods, foreign language
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Hasanbegovic, Husnija, and ,. Esad H. Mahmutovic. "ELECTRONIC COMMUNICATION SKILLS OF DEAF AND HARD OF HEARING PEOPLE." Journal Human Research in Rehabilitation 12, no. 1 (April 29, 2022): 102–7. http://dx.doi.org/10.21554/hrr.042213.
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The aim of this paper was to examine the literacy skills of deaf and hard of hearing people in electronic form writing and to compare these skills in relation to standard (“paper-pencil”) writing. The sample included 50 deaf and hard of hearing students aged from 12 to 20 years. The students were supposed to have basic literacy to be able to answer questions by writing. The Questionnaire for determining basic electronic literacy, which consisted of 15 simple questions about the student’s everyday life, was used. Variables used: correct response, vocabulary, and spelling mistakes, i.e., substitution, omission, addition, and metathesis. The test was performed at two different time intervals and in two different forms (standard and electronic forms). Data were processed by descriptive analysis and t-test. More favorable results were obtained in favor of standard writing compared to electronic writing on all variables except for vocabulary. Statistically significant differences were found for the variables vocabulary, omission, and substitution. It is important that there is also communication competence, and especially better language competence expressed in electronic form. More complex activities, such as education, studying, or doing business, require language competence for electronic expression.
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Yusuf, Muhammad, Indra Pahala, I. Gusti Ketut Agung Ulupui, Indah Muliasari, Marsellisa, Nuramalia Hasanah, Tresno Eka Jaya R, Aji Ahmadi Sasmi, and Gentiga Muhammad Zairin. "Training Basic Skills of Scientific Writing and Publication to Improve Research Competence." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 6, no. 2 (November 28, 2022): 375–82. http://dx.doi.org/10.21009/jpmm.006.2.12.
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The purpose of community service is the achievement of the tri dharma of higher education by providing knowledge that can be applied by the community. This training aims to encourages the academic community to play an active role in research activities. By the theme of the event, this activity is also present to provide benefits in the form of education for both lecturers and students in preparing themselves to make a scientific journal. The Community Service Team held initial discussions with several lecturers from several universities that have cooperation with the Faculty of Economics, Jakarta State University such as YKPN Polytechnic University Yogyakarta, STABN Raden Wijaya Wonogiri, STIE Pertiwi, STIAB Jinarakkhita Lampung, Podomoro University, Dian Nusantara University, Gunung Swaadaya University. Teak. The partners discussed their desire to receive the Basic Skills Training for Scientific Writing and Publication to Improve Research Competence. The method used is qualitative with descriptive analysis techniques. This activity is carried out so that partners can have basic skills in writing scientific papers and publications in international journals. The result of training in writing articles and scientific publications is to improve the quality of research in universities that have an impact on society.
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Chalik, Sitti Aisyah. "Metode Dan Strategi Pengajaran Membaca pada Pembelajaran Bahasa Arab Bagi Pemula." Shaut al Arabiyyah 8, no. 1 (July 31, 2020): 92. http://dx.doi.org/10.24252/saa.v8i1.15031.
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This paper discusses the methods and strategies of reading in Arabic lessons. As is well known that language skills include four aspects, namely speaking skills, writing skills, reading skills, and listening skills. At the beginner level, reading is a basic skill that must be mastered by everyone who wants to learn Arabic as a foreign language and as is well known that Arabic is a Foreign Language for non-Arabs. Teaching Arabic which is a foreign language requires various methods and strategies appropriate so that learning objectives can be achieved effectively and efficiently.
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Workie, Melaku Bayu, and Zelealem Shitahun Haregu. "EAP alignment in EFL writing courses towards developing student’s academic writing skills." Journal on English as a Foreign Language 10, no. 1 (March 20, 2020): 123–44. http://dx.doi.org/10.23971/jefl.v10i1.1736.
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The objective of the present study was to assess the prevailing alignment of English for academic purposes (EAP) in EFL writing courses vis-à-vis the development of academic writing skills of students in public universities of Amhara National Regional State (ANRS) in Ethiopia. The study used a descriptive survey that involved quantitative and qualitative methods. A questionnaire, focus-group discussions, and syllabus and materials survey were used to gather primary and secondary data, respectively, for the study. The descriptive statistics were employed in analyzing the quantitative data. The qualitative data were analyzed and reported thematically. The results showed there were existed a comparable horizontal (cross-department) distribution pattern of common writing courses among the three universities; all learners in taking the common course 'Basic Writing Skills' in each university learnt with the same syllabus and material regardless of their fields of study. So, there was a poor alignment of writing courses with the target students' mainstream discipline (i.e., learning and discourse) both in terms of content and genre.
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Dimaano, Matilda Heralde, and Ngô Thị Thu Hương. "Performance and difficulties in English language macro-skills by freshman students in selected colleges in Bacgiang City, Vietnam." Journal of English Language and Literature 11, no. 3 (June 30, 2019): 1139–48. http://dx.doi.org/10.17722/jell.v11i3.416.
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Knowledge in four macro-skills (i.e., listening, speaking, reading, and writing) are needed by learners for effective communication. The consistent search for improvement on these macro-skills helps promote self-development, effective communication and success in many different environments and context. Learners are motivated by opportunities that may come during learning of macro-skills which in turn allow the skills to subconsciously grow and develop naturally within the learner. This study aims to evaluate the performance and difficulties in English language macro-skills of freshmen Vietnamese students in selected Colleges in Bacgiang City. It made use of the descriptive method of research. The subjects of the study are 299 first year college students taking up basic English course in the three colleges in Bacgiang namely: Ngo Gia Tu College, Industry and Technology College and Vocational College. The data gathering instrument used is a teacher-made test. Results of the study showed that the level of students’ performance in the macro-skills of reading, writing, listening and speaking were all average. There were significant differences in the students’ performance among the macro-skills indicating non-relatedness of the macro-skills to each other. Students encountered difficulties in comprehension for macro-skills in reading and listening; while sharpening writing skill is the difficulty encountered for the macro-skill in writing; and pronunciation for the macro-skill in speaking. The most serious among the difficulties in macro-skills are those that pertain to comprehension both in reading and listening. The findings of the study suggest that English teachers have to be encouraged to provide more language exercises for their students to improve their language deficiencies; intervention measures must be developed based on the language deficiencies identified; similar studies on English language macro-skills will have to be conducted in universities to determine their students’ language performance and difficulties.
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Choi, Myeon-Jeong. "Self-reflection Writing and Basic Job Skills Program (NCS) Training in a Communication Skills Fusion Study." Studies of Korean Literature 59 (July 31, 2018): 331–79. http://dx.doi.org/10.20864/skl.2018.07.59.331.
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Anwas, E. Oos M., Anggi Afriansyah, Khofifa Najma Iftitah, Winci Firdaus, Yuni Sugiarti, Evi Supandi, and Deni Hediana. "Students’ Literacy Skills and Quality of Textbooks in Indonesian Elementary Schools." International Journal of Language Education 6, no. 3 (October 31, 2022): 233. http://dx.doi.org/10.26858/ijole.v6i3.32756.
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Purpose of the study: to find out: 1) basic literacy skills (ability to read, write and count) elementary school early grades students; (2) quality of textbooks in aspects of content, presentation, language, and graphic design; and (3) The significance of the relationship between the quality of textbooks and students' basic literacy skills.Methodology: This research uses a quantitative approach with a survey method. It was conducted in eight provinces in Indonesia. The sampling technique used stratified random sampling, 805 teachers. Data collection used a questionnaire for elementary school teachers who teach in low grades. The data analysis used descriptive statistics and correlation analysis.Main Findings: It was found that there are still relatively many early grades elementary school students who are not fluent in reading, writing, and arithmetic. These students' basic literacy skills have a significant and positive relationship with the quality of textbooks in the aspects of substance, presentation, language, and graphic design.Applications of this study: To improve basic literacy skills (reading, writing, and arithmetic) in early grades elementary school students, it is also necessary to improve the quality of textbooks in the aspects of substance/Content, presentation, language, and graphic design.Novelty/Originality of this study: It was found that there is a significant and positive relationship between basic literacy skills (reading, writing, and arithmetic) of early grades elementary school students and the quality of the textbooks they used both in terms of substance/Content, presentation, language, and graphic design.
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Putri, Putri. "MAFHUM MAHARAH QIRAAH DAN MAHARAH KITABAH." Islamic Education 2, no. 2 (October 20, 2022): 1–5. http://dx.doi.org/10.57251/ie.v2i2.376.
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Abstract
In Arabic there are four basic language skills, namely listening skills (Maharah Istima'), speaking skills (Maharah Kalam), reading skills (Maharah Qiraah), and writing skills (Maharah Kitabah). Listening and speaking are two skills related to the use of Arabic in the spoken realm while reading and writing are two skills related to the use of Arabic in the written realm. These four aspects are important aspects in learning Arabic, because these four skills cannot be separated. Because the position of these four skills is very supportive in the achievement of language skills.
Writing this article aims to describe the concept of Fahmul Mahaarah al-Lughowiyah, namely about Maharah Qiraah and Maharah Kitabah. Which includes the understanding, classification, teaching principles, and teaching techniques of Maharah Qiraah and Kitabah.
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GEÇİCİ, Fidan, and Nahide İrem AZİZOĞLU. "Effect of Creative Drama Method on the Success in Basic Language Skills, Grammar and Vocabulary Teaching Fields in Turkish Lesson: Meta-Analysis Study." Kuramsal Eğitimbilim 15, no. 4 (October 31, 2022): 839–66. http://dx.doi.org/10.30831/akukeg.1093575.
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The purpose of this study was to determine the effect of the creative drama method on the success in basic language skills (listening, reading, speaking, writing), grammar, and vocabulary teaching fields in Turkish lessons by using the meta-analysis method. 37 Effect sizes within 24 different studies were reviewed. Publication type, class level, skill areas, practice time were used as moderator variables in this research. Comprehensive Meta-Analysis 2 (CMA 2) was utilized to analyze the studies determined in the research. According to the results, the creative drama method creates positive (significant) impacts on basic language skills (listening, reading, speaking, writing), grammar, and vocabulary teaching fields (z=9.959; p=.000). As time increases in creative drama applications, the effect of application increases at the same time. However, it is also found that the effect of the creative drama method on students’ success does not significantly vary by publication type and class level. Moreover, the effect of creative drama on students’ success varies by skill areas while the highest effect size is in speaking skill and the lowest effect size is in vocabulary teaching.
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Agustin, Sintia Dwi, Triman Juniarso, and Pana Pramulia. "Pengaruh Teknik Pola Ci – Luk – Ba Terhadap Keterampilan Menulis Cerita Pendek Pada Siswa Kelas IV SDN Ketabang Surabaya." MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 6, no. 2 (October 1, 2020): 112–17. http://dx.doi.org/10.30653/003.202062.128.
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Language skills are a very important skill in everyday life. Language skills are easily expressed through oral and written. The lack of interest of students in terms of writing about his own experiences is happening because of difficulties to express feelings, not able to describe the idea in the form of sentences. Pattern Technique Ci-Luk-Ba! is a technique for writing a story that contains the most basic structure of the narrative. Therein, there is knowledge, tension and enjoyment, while making the story start from the starting point, middle, and end point. The purpose of this research is to know the influence of Ci-Luk-Ba pattern techniques! To short story writing skills. The method used by this research is quantitative using Quasi Experimental Design. Using sampling technique is Non probability Sampling with purposive sampling form. The results of data analysis showed significant differences proved also on the hypothesis test indicating that t_hitung gained 9.85 greater than t_tabel 1.994 at a significant rate of 0.05. It can then be concluded that rejected received. So it can be stated that "pattern technique Ci-Luk-Ba! Influence of short story writing skills in grade IV students at SDN Ketabang Surabaya ".
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Cabigao, Joey Ramos. "Improving the Basic Writing Skills of Grade 7 Learners in Filipino: An Action Research in Filipino Language." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 67–71. http://dx.doi.org/10.34293/education.v9i3.3815.
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This action research primarily aims to remediate the low level of basic writing skills (writing in cursive, capitalization, punctuation, spelling, and paragraphing) of Grade 7 learners in Filipino class/subject in a government high school. The researcher conducted (1) assessment of learners’ writing competency through pre- and post-tests; (2) preparation/development of writing exercises; (3) activities emphasizing the conduct of writing activities in and out of the classroom; and (4) home visitations to reinforce the teacher’s and parents’ monitoring on the progress of their children. A five-point rating scale was utilized in assessing learners’ outputs. An increase of 1.56 was recorded in the general rating of pre- to post-test, which shows that 80% improvement is manifested among the learners’ basic writing competencies, proving that the intervention used is effective in achieving the target of the study. The study reveals the significant role of teachers in arousing learners’ interest in writing and making them realize its importance. The study holds true the importance of having learning activities and worksheets appropriate to the level of learners’ needs to improve/enhance the unique skills in writing of each learner. Just like other researchers, this study encourages the promptly remediate the classroom- and/or school-based problems through the conduct of research for a rational and systematic way of addressing it. With the aid of well a documented study in all research endeavors, this will guide other teachers and school heads to experience the same plight of addressing the gaps in schools effectively.
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Alzahrani, Fahd K. "The Effectiveness of Padlet in Enhancing Reading and Writing Skills in English Language Course Among EFL Students at Secondary Stage." Journal of Educational and Psychological Studies [JEPS] 15, no. 1 (May 22, 2021): 155–67. http://dx.doi.org/10.53543/jeps.vol15iss1pp155-167.
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The study aimed to investigate the effectiveness of Padlet in enhancing the EFL reading and writing skills, which are considered as basic skills taught in public schools, in Saudi Arabia. The present study followed the quasi-experimental design in the form of two groups - a control group (taught reading and writing skills in a conventional way), and an experimental group (taught reading and writing skills by using Padlet). The study sample consisted of (60) grade 10 students (thirty students in each group) from Al-Shati High School. The sample took a pre-post achievement test as an evaluation tool of student’s performance in reading and Writing. The results, showed that there are statistically significant differences between the mean score of the two groups in the achievement test in favor of the experimental group. The study recommended adopting the use of Padlet in EFL classroom learning environments for learning reading and writing skills.
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Gyuris, Emma. "Evaluating the effectiveness of postgraduate research skills training and its alignment with the Research Skill Development framework." Journal of University Teaching and Learning Practice 15, no. 4 (October 1, 2018): 75–89. http://dx.doi.org/10.53761/1.15.4.5.
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This exploratory research focuses on a one-semester subject designed to facilitate deliberate practice while explicitly aiming to develop postgraduate students’ basic research skills: academic writing and its co-requisite skill, critical thinking. The research considers the alignment of the curriculum and assessment design of the subject ‘Research and Communication Skills for the Natural Sciences’ (SC5055) with the RSD framework. The research then identifies students who benefit most from a focus on the development of research and communication skills. The impact of SC5055 on students’ achievement and their ability to self-evaluate the development of their skills and understanding is also explored.
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Asafo-Adjei, Ramos. "Testing the Four Basic Language Skills in the English Language Component of the Mature Students' Entrance Examinations: The Case of Six Ghanaian Universities." Mediterranean Journal of Social Sciences 13, no. 1 (January 5, 2022): 105. http://dx.doi.org/10.36941/mjss-2022-0010.
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This study focused on the Mature Students’ Entrance Examinations (MSEE) which is a commonly used Ghanaian university placement examination. The fundamental aim was to evaluate the comprehensiveness of the English language component of the examination in the area of the four basic language skills (Reading, Writing, Speaking and Listening) tested. A second objective of the study was to explore the reasons behind the choices of the basic language skills tested in the MSEE. The multiple case study design was employed for this study, and the sources of data used were responses from in-depth interviews and the past questions. The data were subjected to analysis via thematic content analysis and document analysis respectively. The analysis highlights the specific contents of the past questions and their related basic language skills tested, as well as the reasons underlying the basic language skills tested. The results revealed that only two of the basic language skills (Reading and Writing) were tested, and time limitations and logistical challenges informed lecturers’ decisions not to test Speaking and Listening. The study recommends that Listening and Speaking tasks be incorporated into the examination to make it comprehensive.
Received: 2 September 2021 / Accepted: 16 November 2021 / Published: 5 January 2022
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Fatmawati, Ira, Djoko Saryono, Maryaeni ., and Roekhan . "The Development of Ecopoetic Writing Activity Program with an Ecocritical Approach." NeuroQuantology 20, no. 2 (February 28, 2022): 227–39. http://dx.doi.org/10.14704/nq.2022.20.2.nq22284.
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The main background in this research is the difficulty of expressing ideas in critical thinking, the difficulty of choosing the right diction, and the increasing destruction to natural populations. The development of this ecopoetic writing activity program was expected to foster students' love for the natural surroundings, capability to think critically, and creatively. The basic framework of thinking used in writing ecopoetic is an ecocritical approach. The development of the activity program was carried out from the adaptation of Anderson's taxonomy of thinking, which starts with [1] remembering skills, [2] understanding skills, [3] applying skills, [4] analyzing skills, [5] evaluating skills, and [6] creating skills. The research method used was the R2D2 development model (Recursive, Reflective, Design, and Development). The poetry writing activity program was developed based on competencies, sub-competencies, and indicators. These activities were carried out on an ongoing basis. The results of the research validation were obtained from product testing activities. The validation activities were carried out by multimedia experts, practitioner experts, evaluation experts, technical experts, and course supervisors. The results of the validation indicate that the guidelines for writing poetry are appropriate for students' activity in writing eco-poetry, with several revisions being the basis for program improvement. Then, students whose scores are below the standard due to their difficulty in writing the right diction in critical thinking can take advantage of the ecocritical approach program that has been developed.
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Kindelán, María Paz. "Communication skills in the scientific and technological sphere: some basic skills and strategies to start writing documents." Epos : Revista de filología, no. 16 (September 4, 2013): 371. http://dx.doi.org/10.5944/epos.16.2000.10159.
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Karakaya, Nergiz. "EVALUATION AND TEACHING WRITING IN TURKISH LANGUAGE CLASSES AS A SECOND LANGUAGE." Vestnik Bishkek state university af. K. Karasaev 2, no. 61 (November 28, 2022): 20–23. http://dx.doi.org/10.35254/bhu/2022.61.20.
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Writing education has an important place in the language learning and teaching process. It is an issue that needs attention in terms of determining the deficiencies of foreign students in language education in a concrete way and giving them correct feedback. Writing is a productive skill that depends on telling. For this reason, writing in a foreign language shows both a process and the product that emerges at the end of this process. Writing skill helps students learn words, grammatical structures, idioms, proverbs, etc. Among the four basic skills, it is the writing skill that students have the most difficulty or problem with. It offers the instructor the opportunity to check whether they have learned correctly or not. This study includes sharing ideas about how to do written expression in the classroom in teaching Turkish to foreigners and sharing experience for the evaluation of the work done.
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Sudaryanto, Memet, and Habib Safillah Akbariski. "Students' competence in making language skill assessment rubric." Research and Evaluation in Education 7, no. 2 (December 30, 2021): 156–67. http://dx.doi.org/10.21831/reid.v7i2.44005.
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This study aims to describe (1) the need for an assessment of language skills rubrics; (2) students' abilities in creating holistic and analytic rubrics; (3) the potential and relevance of the application of the rubric in the micro-teaching class; (4) the obstacles faced by students in compiling the rubric. This research used mix method to answer the research questions and a quantitative approach to measure students' understanding of the rubric. Basic competence was assessed using the rubric and mapped students' competencies in designing the rubric. The qualitative rubric was used to describe students' difficulties in applying the rubrics produced in the learning process at school. The population of this study was 250 students of Indonesian Language Education in Central Java selected using a random sampling technique. The study shows that (1) students' knowledge of the components presented in the language skill assessment rubric is still low: most students know that the assessment rubric can be done analytically and holistically, but they cannot explain the differences and how to design the language skill assessment rubric. (2) The rubric produced by students in assessing reading and writing skills is good enough and relevant to be applied in the school: 76% for reading skills and 83% for writing skills. (3) The rubric produced in assessing speaking and writing skills is less optimal and not relevant enough: 78% of students are unable to make good rubrics for listening skills, and 49% are unable to make a rubric for speaking skills.
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Skjelbred, Bente Helen, and Jorunn Spord Borgen. "Ungdomsskolelæreres oppfatninger av tegning sett i lys av den grunnleggende ferdigheten "å skrive" i kunst og håndverk." Acta Didactica Norge 13, no. 1 (July 1, 2019): 10. http://dx.doi.org/10.5617/adno.6438.
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Denne artikkelen belyser tegning som del av kunst- og håndverksfaget i den formelle og oppfattede læreplanen. Artikkelen undersøker hvordan tegning beskrives i læreplan og støttemateriell, og hvordan lærere på fire ungdomsskoler oppfatter tegning knyttet til læreplanens beskrivelse av den grunnleggende ferdigheten «å skrive» i kunst- og håndverksfaget. Resultatene av dokumentanalysen viser at det er uavklarte forhold mellom de verbene som er brukt i læreplanen LK06s omtale av den grunnleggende ferdigheten «å skrive» og kompetansemål i faget. Læreplanens beskrivelse av «å skrive» innebærer bevisst og allsidig arbeid med tegning på alle trinn. Intervjuer viser at dette er ukjent for de fire lærerne i undersøkelsen. Den grunnleggende ferdigheten «å skrive» blir av lærerne forstått og praktisert som loggskriving, beskrivelser av prosess, og dokumentasjon. Læreplanen vektlegger allsidig arbeid med tegning, men lærerne «ser» ikke dette, og kobler det ikke til kompetansemålene. Lærerne mener at allsidig arbeid med tegning er sentralt i faget, men oppfatter ikke at dette er noe de finner grunnlag for i læreplan og støttemateriell. Samlet sett tyder resultatene på at tegning, slik det omtales i læreplan og støttemateriell, og lærernes oppfattelse av tegning knyttet til grunnleggende ferdigheter, er uavklart i kunst- og håndverksfaget.Nøkkelord: tegning, læreplan, kunst og håndverk, grunnleggende ferdigheter, kompetansemålTeachers' perceptions of drawing seen in light of the basic skill "writing" in arts and craftsAbstractThe article examines the concept of “drawing” as a part of the subject “arts and crafts” (in Norwegian: kunst- og håndverk) in the formal curriculum and the curriculum as perceived by teachers and in guidance materials. Further, it examines how teachers in four lower secondary schools interpret drawing related to the curriculum’s description of the basic skill of writing in the “art and crafts” subject. The results reveal unclear relationships between verbs used to describe the basic skill of “writing” and the competence objectives in the “arts and crafts” subject in the current curriculum for Norwegian elementary schools (LK06). The curriculum’s description of the basic skill of writing implies conscious and versatile work with drawing at all stages. However, this is unknown to the four teachers interviewed in this project. The teachers understand and practice the basic writing skill in the “arts and crafts” subject as student log writing, descriptions of processes and as documentation of tasks. The curriculum emphasizes versatile work with drawing, but the teachers do not "see" and do not link to the competence objectives. The teachers think that versatile work with drawing is central to the subject, but do not perceive this as based in the curriculum and guidance materials. Overall, the results indicate that the concept of drawing, as described in the curriculum and guidance materials, as well as the teachers' perception of drawing related to basic skills, are unclear in “arts and crafts”.Keywords: drawing, curriculum, arts and crafts, basic skills, competence objectives
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Zeleke, Yitayal Damtew. "the Investigating the Implementation of Process Approach to the Teaching and Learning of Writing Skills: The Case of Madda Walabu University." Journal of English Language and Literature (JELL) 7, no. 2 (September 2, 2022): 223–34. http://dx.doi.org/10.37110/jell.v7i2.149.
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The main objective of this research was to investigate the perceptions of Madda Walabu University writing skills teachers and students about writing skills. To achieve this, a descriptive research design through quantitative questionnaires for students and qualitative semi-structured interview for the teachers was employed. While quantitative data were analyzed using a descriptive SPSS analysis, qualitative data were analyzed using a thematic analysis. The population for this study were 1st year 5 male and 15 female and 2nd year 5 male and 8 female totally 33 undergraduate English as a foreign language students and their 2 writing instructors. This was because 1st year undergraduate English as foreign language students take the writing course i.e. Basic Writing Skills and 2nd year undergraduate English as a foreign language students take the writing course i.e. Advanced Writing Skills. First, a questionnaire was distributed to elicit student’s perceptions and then the 2 teachers were interviewed. The overall results demonstrated that although, the instructor’s perceptions about themselves as writing skills course instructor was high, the teaching of writing skills in Madda Walabu University undergraduate English language and literature department was found to be insufficient and thus hampered the enhancement of the students writing ability. The findings of the study also revealed that majority of the students have positive perception about the importance of learning writing skills. Finally, recommendations were forwarded based on the conclusions so as to promote the teachers and students perceptions and maximize the practice of teaching and learning writing at university level.
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Dar, Muhammad Fareed, and Imran Khan. "Writing Anxiety Among Public And Private Sectors Pakistani Undergraduate University Students." Pakistan Journal of Gender Studies 10, no. 1 (March 8, 2015): 157–72. http://dx.doi.org/10.46568/pjgs.v10i1.232.
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Pakistan is among the countries where number of English language users is on rapid growth. Despite English has been an influential language in Pakistan since its independence, learners face difficulties in almost every area of English language learning: Listening, reading, writing and speaking referring to just basic skills of English language. This study focuses on one of the four basic skills: Writing. It measures levels of writing anxiety of Pakistani undergraduate students while writing essays on various topics in English. In this study, 418 students participated which represents both public and private sector universities. Cheng (2004) SLWAI’s instrument was adopted to answer the research questions. Data analysis revealed that majority of the total participants, 61.48 percent has average level of English language writing anxiety. On the other hand, 19.38 percent of the total participants at undergraduate level face high level of English language writing anxiety. Minimum 19.14 percent of the total participants belong to low level of English language writing anxiety. It is interesting to note that both participants from the private and public sector universities experienced average level of writing anxiety. Consequently, English Language Teachers have to adopt/adapt those writing approaches and modify their methods of writing instruction which could help learners decrease their writing anxiety.
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Juarez, Michelle, and Chloe Kenet. "Translating Research as an Approach to Enhance Science Engagement." International Journal of Environmental Research and Public Health 15, no. 8 (August 15, 2018): 1749. http://dx.doi.org/10.3390/ijerph15081749.
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The impact of research depends on the effective communication of discoveries. Scientific writing is the primary tool for the dissemination of research, and is an important skill that biomedical trainees have to develop. Despite its importance, scientific writing is not part of the mainstream curriculum. One strategy used to teach scientific writing is holding a journal club style discussion of primary research literature that the students are asked to read. However, this activity can result in a passive learning experience and limit the development of trainees’ scientific writing skills. In order to improve trainees’ written communication skills, we tested an exercise that involved generating a revised article describing prior research, in essence “translating” the science into basic language. Following the guidelines set out by “Frontiers for Young Minds” and feedback received from “Young Reviewers”, we wrote a revised article with a simpler description of the research. In this article, we describe this scientific writing exercise, which may ultimately serve as a model for scientists to share their research more efficiently in order to promote better public health outcomes.
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Stinchcomb, Jeanne B., and W. Clinton Terry. "A Study of State Certification Exam Results for Florida Police and Correctional Recruits in Relation to Grade-Level Equivalency." Criminal Justice Policy Review 7, no. 3-4 (September 1995): 223–43. http://dx.doi.org/10.1177/088740349500700301.
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Although the high school diploma is almost universally required for criminal justice employment, it has become widely discredited as no longer being a meaningful indicator of reading, writing, or computational abilities. This study examines one state's response to this discrepancy through minimum competency testing for police and correctional recruits undergoing entry-level training. Multiple regression techniques are used to determine: (1) to what extent demographic variables are predictive of recruit's basic skills scores; and (2) to what extent basic skills scores are predictive of performance on the state certification examination required for criminal justice employment. Findings indicate that demographic variables are relatively weak predictors of recruits' abilities in reading, writing, and mathematics. Moreover, contrary to expectations, considerably more of the variance in certification exam performance can be attributed to the test-taker's discipline (law enforcement or corrections) than to their basic skills scores. Possible reasons for this unexpected outcome are explored.
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Baglione, Lisa. "Doing Good and Doing Well: Teaching Research-Paper Writing by Unpacking the Paper." PS: Political Science & Politics 41, no. 03 (June 18, 2008): 595–602. http://dx.doi.org/10.1017/s1049096508080803.
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Learning how to write a research paper is an important skill for political science majors, and faculty can also benefit when their students develop their research-paper-writing talents. Few departments, however, teach these skills explicitly, and many curricula seem to be based on the assumption that students will arrive at college with adequate basic writing skills. Several programs also suppose that a major will develop the ability to write a research paper through her experience with political science and other courses. These expectations are faulty, as most students are not “proficient” writers when they move to campus (McGrath 2004; NCWASC 2003, 16–7; Persky, Daane, and Jin 2003, 20–1), and writing a research paper in political science is a specific skill set that must be developed (Scholes 1998, 95; Russell 2002, 9–10). The approach I advocate here is to demystify the paper and the process for students by identifying and explaining the different parts of a typical paper—introduction, literature review, model and hypothesis, research design, analysis and assessment, and conclusion—and showing how the paper-writing process is broken into manageable tasks. While faculty know the components of research papers, most students have no idea what these sections should contain or what their titles mean. In addition, because revision and editing are essential general writing skills linked with the overall substantive learning process (NCWASC 2003, 1, 9; Maimon 2002, x), I suggest that students submit their papers in pieces, benefiting from feedback from faculty, peers, and themselves. In this essay, I unpack the parts of the paper and the writing process, providing suggestions for teaching about these segments and integrating research-paper-writing skills into the curriculum.
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Shpit, E. I., and V. N. Kurovskiy. "Academic Writing in English in the Structure of Higher Education in Russia." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 2 (March 10, 2020): 83–91. http://dx.doi.org/10.31992/0869-3617-2020-29-2-83-91.
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Intensification of research work at engineering universities of Russian Federation leads to the increase of publication activity of graduate and PhD students in high-impact English language journals. However, the level of academic writing skills still remains rather low. On one hand, it results from the fact that the majority of applicants to engineering institutions have only basic knowledge of a foreign language. On the other hand, the curriculums of most Russian universities do not include developing academic writing skills as a stand-alone discipline or a part of the “Foreign Language” discipline. This paper aims at considering the main constituents of academic writing in a foreign language, such as the current state policy in higher education, the content of academic writing for engineering specialties, the publication process participants, the available resources for developing and improving the required skills in the realities of university language education; as well as identifying the external factors which create favorable conditions for developing academic writing skills of engineering students.
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Mat Nor, Mohd Zarawi, Nik Mohd Rizal Mohd Fakri, Muhamad Saiful Bahri Yusoff, Ahmad Fuad Abdul Rahim, Mohamad Najib Mat Pa, Muhd Al-Aarifin Ismil, Jamillah Al-Muhammady Mohammad, and Rosniza Ab Aziz. "Role of Community Placement Programmes in Development of Professional Basic Skills Among First-Year Medical Students." Education in Medicine Journal 13, no. 4 (December 30, 2021): 33–42. http://dx.doi.org/10.21315/eimj2021.13.4.3.
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Various methods have been implemented in the medical field to foster professional basic skills among students. Nevertheless, the contribution of a community placement programme (CPP) with regard to first year of medical students is still unclear. The study objective is to explore how CPP contributes to the development of professional basic skills among students within this group. This qualitative study was conducted between January 2017 and March 2018. Two batches of the first-year medical students with a total of 24 students were involved in the study. The data were gathered using reflective journals which were written from a one-day English camp that was held at the Universiti Sains Malaysia’s School of Medical Sciences. A total of 24 reflective journals have been used as data sources which were then analysed using ATLAS.ti software version 8.0 based on the open, axial and selective coding process. The result has shown that professional skills were established through three themes and eight categories. The themes were personal skills (e.g., time management, self-management, self-confident, social adjustment, internal motivation and communication skill), leadership skills (e.g., teamwork) and scientific skills (e.g., proposal writing skills). CPP is an agenda to nurture the medical students’ professional basic skills. Therefore, such an agenda must continue to be included in medical education.
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Song, Myung Jin. "Analyzing University Writing Education for Foreign Students." Korean Association for Literacy 13, no. 5 (October 31, 2022): 13–35. http://dx.doi.org/10.37736/kjlr.2022.10.13.5.01.
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This study aimed to prove the effect of academic writing education for foreign students and recommend directions for university writing education for foreign students accordingly. Therefore, a survey on academic literacy was conducted for foreign students who attended a lecture on <Thinking and Expression> at a university located in the metropolitan area in the first semester of 2022; the reports that the students submitted were analyzed from the perspective of academic writing. Although the foreign students attending the course on <Thinking and Expression> lacked Korean language skills, they had writing experience in their home country and were confident about their writing skills. High writing self-efficacy typically translates into high academic writing self-efficacy, and this held true for the foreign students as well. According to the academic literacy survey results, the students had considerable knowledge and information related to academic writing. They stated that they had acquired this knowledge and information through <Thinking and Expression>, and the theoretical contents of the course had a positive effect on their academic writing skills. The foreign students had to receive Korean-centered education because of their lack of Korean language skills. However, they had basic writing skills and were able to perform well in academic writing. Therefore, university writing education for foreign students should be designed in the direction of improving writing ability and, not Korean language ability.