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Journal articles on the topic 'Exposed writing'
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1
UMOH, Samuel, and Matshepo Catherine MATOANE. "Academic Writing Needs of International Psychology PhDs in a South African University." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 68, no. 2 (December 30, 2023): 131–46. http://dx.doi.org/10.24193/subbpsyped.2023.2.07.
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"The paper examines the academic writing experience amongst international psychology PhD students at a South African public university. The paper also discusses the challenges of academic writing and the support structures of academic writing. Sixteen (16) international students studying at PhD level in psychology were selected by purposive sampling from a public South African university in KwaZulu-Natal. Drawing from generated by iproposalss, findings suggest that participants experienced academic writing challenges in drafting PhD proposal, supervisor’s feedback and plagiarism. Academic writing challenges were aggravated for international PhD students from non-native English-speaking countries. Findings also suggest that university support structures such as academic writing retreats improved the academic writing of participants and exposed them to the rigors of academic writing. Keywords: academic writings, PhD doctoral program, analytical, research, and communication skills"
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Zulkornain, Luqmanul Hakim, Azman Che Mat, and Nurul Ajleaa Abdul Rahman. "Does Automated Writing Evaluation (AWE) Improve Students’ Writing? Focus on Technical Aspects and Readability." International Journal of Information and Education Technology 13, no. 10 (2023): 1656–62. http://dx.doi.org/10.18178/ijiet.2023.13.10.1974.
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Automated Writing Evaluation (AWE) software has gained popularity in the field of writing related research. Most studies focused on perception and acceptance of AWEs and improvements in writing. However, this study was carried out based on the technicality of the writing which are often discussed as readability. The objectives of the study are to investigate the improvement in writing and to compare the results between the control and the experimental groups. The study employed a descriptive research design with two groups (control (n=49) and experimental n=72)) undergoing two tests (pre-test and post-test). The gap between these tests was 10 weeks where the control group went on the traditional teaching and learning method while the experimental group were exposed and trained to use AWE. Using the Flesch Reading Ease Scale and the Flesch-Kincaid Grade Level, the readability of the writings as well as the grade level required to understand the writings were tested. The findings revealed that the improvement of the readability in the experimental group fared slightly less compared to the control group. However, it is still safe to conclude that AWE does help to improve writings.
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Condé, Mauro. "Science and its Grammar: Writing the History of Science through the Lens of the later Wittgenstein." Transversal: International Journal for the Historiography of Science, no. 10 (June 18, 2021): 1–17. http://dx.doi.org/10.24117/2526-2270.2021.i10.06.
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The article aims to demonstrate the possibility of writing the history of science from the later Wittgenstein viewpoint. To accomplish this purpose, it exposes the “theory of history” of Wittgensteinian inspiration, called “grammar of history”. Then it discusses the idea of a Wittgensteinian-inspired “theory of science”, here called “grammar of science”. Finally, based on the interconnections between the grammar of history and the grammar of science previously exposed, some guidelines for writing the history of science from a Wittgensteinian perspective are outlined.
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Kawaid, A. Irwan Santeri Doll, Zulhilmi Mohamed Nor, Amiruddin Mohd Sobali, and Mohd Zohdi Mohd Amin. "Keperluan Penyeragaman Gaya Penulisan Takhrij Bagi Penulisan Ilmiah: Satu Cadangan." Maʿālim al-Qurʾān wa al-Sunnah 14, no. 1 (June 1, 2018): 69–75. http://dx.doi.org/10.33102/jmqs.v14i1.117.
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Takhrij has been defined as disclosing the original source of a hadith from the major books of Islam and revealing its status if it needed. The main purpose of it is to preserve the hadith of the Prophet SAW from being falsified as well as to rectified the facts related to it. Proper writing of takhrij hadith has become a common requirement stressed from many parties. Many writings, especially scientific, have required that each hadith that been exposed must disclose its takhrij properly. Although it has been stressed, many inconsistency styles of writing found in the documentation of takhrij. The inconsistencies have confused some reader to the excact meaning of the documentation. The absence of a proper guide to the way of writing of takhrij is been found one of the reason of the inconsistencies. This article aims to discuss the inconsistencies and proposes a few suggestions of stlye of documentation of takhrij to be applied in scientific writing.
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Ayg�n, Sibel, and Fatih Yavuz. "The effects of critical thinking instruction through asynchronous learning tools on writing." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (August 31, 2020): 176. http://dx.doi.org/10.30659/e.5.2.176-191.
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In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.
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Marcus, Steven M. "Treatment of Lead-exposed Children." Pediatrics 98, no. 1 (July 1, 1996): 161–62. http://dx.doi.org/10.1542/peds.98.1.161a.
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I am writing in response to the recommendations in the statement "Treatment Guidelines for Lead Exposure in Children," by the Committee on Drugs, reported in the July 1995 issue of Pediatrics. The Committee did an admirable job in reviewing the various aspects of treating lead poisoning; however, there are several points that were made that need to be clarified. Although no one would argue that treatment is indicated for lead encephalopathy, there have been no studies, to my knowledge, of a double-blind, controlled nature, showing that treatment of lead poisoning, in the absence of clinical symptoms, is of any use in either reversing any neurologic or developmental abnormalities or, in fact, in prevention of such.
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Almelhi, Abdullah M. "Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students." English Language Teaching 14, no. 2 (January 18, 2021): 20. http://dx.doi.org/10.5539/elt.v14n2p20.
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The present research aimed to examine the effectiveness of the ADDIE model as used in teaching online in the LMS of Blackboard® and its facilities such as discussion boards, forums and blogs for improving the creative writing skills of EFL college students. The researcher utilized a quasi-experimental method, involving a pretest, posttest and control group design. Sixty students were randomly selected from freshmen studying in the English department participated in the study and were assigned equally to the research groups. The experimental group was exposed to the e-learning environment, which sought to develop the students’ creative writing skills while the control group was exposed to the traditional teaching method. Using a creative writing checklist and a writing test designed to assess the specific features of creative writing (originality, accuracy, self-expression, fluency, flexibility and overall writing performance for assessing creative writing in the research participants, results of t-tests and eta square statistical tests demonstrated that there were statistically significant differences between the mean scores gained by the experimental group and those obtained by the control group writing performance post-testing to the good of the experimental group participants. Conclusions and pedagogical implications were forwarded at the end of the article.
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Sanchez, Alexandra J. "“Bluebeard” versus black British women’s writing." English Text Construction 13, no. 1 (July 24, 2020): 1–21. http://dx.doi.org/10.1075/etc.00032.san.
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Abstract Helen Oyeyemi’s 2011 novel Mr. Fox artfully remasters the “Bluebeard” fairytale and its many variants and rewritings, such as Jane Eyre and Rebecca. It is also the first novel in which Oyeyemi does not overtly address blackness or racial identity. However, the present article argues that Mr. Fox is concerned with the status of all women writers, including women writers of colour. With Mr. Fox, Oyeyemi echoes the assertiveness and inquisitiveness of Bluebeard’s last wife, whose disobedient questioning of Bluebeard’s canonical authority leads her to discover, denounce, and warn other women about his murderous nature. A tale of the deception and manipulation inherent in storytelling, Mr. Fox allows for its narrative foul play to be exposed on the condition that its literary victims turn into detective-readers and decipher the hidden clues left behind by the novel’s criminal-authors. This article puts the love triangle between author St. John Fox, muse Mary, and wife Daphne under investigation by associating reading and writing motifs with detective fiction. Oyeyemi’s ménage à trois can thus be exposed as an anthropomorphic metaphor for the power struggle between the patriarchal literary canon, established feminist literature, and up-and-coming (black British) women writers, incarnated respectively by Mr. Fox, Mary Foxe, and Daphne Fox.
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Dung, Nguyen Thi. "The effectiveness of Topic-Based Writing on EFL Learners’ Writing Skill." Randwick International of Education and Linguistics Science Journal 1, no. 3 (December 20, 2020): 290–99. http://dx.doi.org/10.47175/rielsj.v1i3.138.
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Being accepted as out of the four essential language skills in the language learning process, writing seems to be difficult for numerous EFL learners. This research is an endeavor to explore if learners can grow out of the writing difficulties with topic-based writing activity. 78 third-year students at the Faculty of Foreign Languages of Phan Thiet University in Phan Thiet City, Binh Thuan Province participated in the study. These students were in the two writing classes, one class was treated as the experimental group (EG) and the other as the control group (CG). Research findings exposed the benefits of topic-based writing activity in nurturing learners' writing motivation and enhancing their writing skill. Furthermore, this activity gave students good chances to widen their knowledge on the topic, enrich their emotion on disadvantaged people, and build a friendly learning environment outside the classroom. The necessity and usefulness of the application of topic-based writing activity was predominantly recognized among students.
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Cardell, Kylie, and Kate Douglas. "Why literature students should practise life writing." Arts and Humanities in Higher Education 17, no. 2 (March 8, 2016): 204–21. http://dx.doi.org/10.1177/1474022216635825.
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This article considers our experiences teaching a hybrid literature/creative writing subject called “Life Writing.” We consider the value of literature students engaging in creative writing practice—in this instance, the nonfiction subgenre of life writing—as part of their critical literary studies. We argue that in practicing life writing, our literature students are exposed to and gain wider perspective on the practical, critical, creative, and ethical issues that arise from working with literary texts. Such an approach is not with risk. As we discuss in this article, life writing texts can often narrate difficult or traumatic material. However, we want to show how life writing, with its particular focus on actual lives and lived experience, creates a particularly conducive ethical, intellectual, and creative space for learning about and practicing writing.
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Wardhana, I. Made, and Ni Luh Putu Sri Widhiastuty. "Improving the students' academic English essay writing achievement through rubrics and peer correction." Journal of Applied Studies in Language 2, no. 1 (June 11, 2018): 19. http://dx.doi.org/10.31940/jasl.v2i1.805.
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This study attempted to find out the contribution of rubrics and peer correction in improving the students’ achievement in academic English essay writing in terms of what the students’ perception on the application of rubrics and peer correction in academic English essay writing was; what the students’ academic English essay writing achievement was after being exposed through rubrics and peer correction; whether there was a correlation between rubrics and peer correction and the students’ academic English essay writing achievement. The data were collected from a distributed questionnaire consisting of a five-scale statement and open-ended questions to be responded by 60 samples of two classes out of 9 classes of semester 5 students of English Department of Faculty of Teacher Training and Education of Mahasaraswati University Denpasar in academic year 2016/2017 and the achievement of the students’ academic English essay from a determined thesis statement after being exposed to the application of rubrics and peer correction; both of whose scores were confronted to obtain the correlation. The result showed that there was a strong correlation (0.62) between the students’ perception on the application of rubrics and peer correction and their academic English writing achievement meaning that that rubrics and peer correction had a positive contribution in improving the students’ academic English writing achievement. Therefore, it was logical to recommend that rubrics and peer correction be applied as one of the techniques in improving academic English essay writing.
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Horn, William Dennis. "Assignments with the Computer." Journal of Technical Writing and Communication 16, no. 3 (July 1986): 235–47. http://dx.doi.org/10.2190/lh1k-nm7u-u4up-4tlq.
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The current job market favors young technical writers who are skilled in the way of the computer both as a subject of writing and as a production tool. In the technical writing classroom students can be exposed to this important technology through assignments that include computerized instruction, word processing, text analysis, artificial intelligence, and communications.
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Ramos, María Dolores, and Víctor José Ortega Muñoz. "Reflections on genealogies, memory and writing of women: experiences and words exposed." La Aljaba 23 (December 1, 2019): 149–67. http://dx.doi.org/10.19137/aljaba-2019-230108.
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Eichhorn, Jill. "Women's Bodies in the College Writing Classroom: The Threat of Feeling Exposed." College Composition and Communication 43, no. 3 (October 1992): 308. http://dx.doi.org/10.2307/358221.
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Alù, Giorgia. "Introduction: Writing and Viewing Illness." Humanities 9, no. 3 (August 25, 2020): 93. http://dx.doi.org/10.3390/h9030093.
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Writing (prosaic, non-fictional and (auto)biographical) and photography (as aesthetics and technology, language, material object and practice) can communicate and interrelate in the narration and depiction of physical disorders. The five articles in this Special Issue explore how the body and its pain and disorders can be accessed in projects that either interlace words and images within themselves or that communicate and interrelate with other written or visual texts produced by others. In these photo-textual encounters (or clashes), wounded, tormented, weakened bodies are narrated and mediated, as well as marked, modified and exposed by personal and emotional choices or by ideological and socio-historical circumstances. The articles invite us to reflect on the ideological discourses, issues of power, practice, ethics and agency that any illness implicates, as well as the flexible boundaries of the written and visual language narrating such an overpowering experience.
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Al Kayed, Murad, Majd Alkayid, and Mohareb Ali Alsmadi. "THE IMPACT OF DIALOGUE JOURNAL WRITING ON THE WRITING SKILLS OF JORDANIAN EFL LEARNERS AND THEIR ATTITUDES TOWARDS WRITING." Humanities & Social Sciences Reviews 8, no. 4 (August 25, 2020): 569–76. http://dx.doi.org/10.18510/hssr.2020.8456.
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Purpose of the study: The purpose of this study is to investigate the impact of dialogue journal writing (DJW) on learning the vocabulary, organization, and grammar of English. It also explores the impact of DJW on the attitudes of students towards writing in English.
Methodology: The sample of the study consists of 50 undergraduate Jordanian students divided equally into an experimental and control group. The control group was given traditional writing instruction while the experimental group was taught using dialogue journal writing. The study used a pre and post-test to investigate the impact of DJW on writing skills, while a questionnaire was used to unveil the attitudes of students to writing.
Main Findings: The results of the research revealed that the vocabulary, organization, and grammar learned by the experimental group were significantly improved (p<0.05) compared to the control group. The study also found out that students taught using DJW developed positive attitudes towards writing better than students exposed only to conventional teaching methods of writing.
Applications of this study: The present study is beneficial in providing teachers of English as a foreign language with new methods to teach writing skills.
Novelty/Originality of this study: The current study is significant since the impact of dialogue journals on writing is under-researched in the Jordanian context.
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Alfassi, Miriam. "Communities of Learners and Thinkers: The Effects of Fostering Writing Competence in a Metacognitive Environment." Journal of Cognitive Education and Psychology 2, no. 2 (January 2002): 119–35. http://dx.doi.org/10.1891/194589502787383335.
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In this study the author examines the efficacy of translating socio-cognitive principles into practice, by using the FCL (Fostering Communities of Learners and Thinkers) method devised by Brown and Campione. The benefits of FCL are compared with traditional interventions, within the context of writing competence. The principle hypothesis of this study is that an FCL intervention program will deliver greater writing competence than more traditional methods. It is shown that students exposed to the metacognitive and shared problem solving environment that is created by FCL derive larger benefits than students exposed to traditional instruction. Moreover, it is shown that the benefits of the FCL approach increase with time, even after the intervention has ceased.
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Noy, Shakked, and Whitney Zhang. "Experimental evidence on the productivity effects of generative artificial intelligence." Science 381, no. 6654 (July 14, 2023): 187–92. http://dx.doi.org/10.1126/science.adh2586.
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We examined the productivity effects of a generative artificial intelligence (AI) technology, the assistive chatbot ChatGPT, in the context of midlevel professional writing tasks. In a preregistered online experiment, we assigned occupation-specific, incentivized writing tasks to 453 college-educated professionals and randomly exposed half of them to ChatGPT. Our results show that ChatGPT substantially raised productivity: The average time taken decreased by 40% and output quality rose by 18%. Inequality between workers decreased, and concern and excitement about AI temporarily rose. Workers exposed to ChatGPT during the experiment were 2 times as likely to report using it in their real job 2 weeks after the experiment and 1.6 times as likely 2 months after the experiment.
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Segun, Olowolabi. "Influence of School Environment on the Academic Performance of Secondary School Students in Akoko South West Local Government Area of Ondo State." Randwick International of Education and Linguistics Science Journal 1, no. 3 (December 31, 2020): 432–38. http://dx.doi.org/10.47175/rielsj.v1i3.155.
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Being accepted as out of the four essential language skills in the language learning process, writing seems to be difficult for numerous EFL learners. This research is an endeavor to explore if learners can grow out of the writing difficulties with topic-based writing activity. 78 third-year students at the Faculty of Foreign Languages of Phan Thiet University in Phan Thiet City, Binh Thuan Province participated in the study. These students were in the two writing classes, one class was treated as the experimental group (EG) and the other as the control group (CG). Research findings exposed the benefits of topic-based writing activity in nurturing learners' writing motivation and enhancing their writing skill. Furthermore, this activity gave students good chances to widen their knowledge on the topic, enrich their emotion on disadvantaged people, and build a friendly learning environment outside the classroom. The necessity and usefulness of the application of topic-based writing activity was predominantly recognized among students.
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Belousov, Dmitrij A., Roman I. Kuts, Konstantin A. Okotrub, and Victor P. Korolkov. "Direct Laser Writing of Diffractive Structures on Bi-Layer Si/Ti Films Coated on Fused Silica Substrates." Photonics 10, no. 7 (July 4, 2023): 771. http://dx.doi.org/10.3390/photonics10070771.
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This paper presents the results of an investigation of direct laser writing on a titanium film with an antireflection capping silicon coating. Bi-layer films were deposited on fused silica substrates using an e-beam evaporation system. Modeling predicted that optical absorption for a bi-layer Si/Ti material can be increased by a factor of ~2 compared to a single-layer Ti film at 532 nm laser writing beam wavelength. It is experimentally proved that rate of thermochemical laser writing on Si/Ti films is at least 3 times higher than that on a single-layer Ti film with comparable thickness. The silicon layer was found to participate in the thermochemical reaction (silicide formation) under laser beam heating, which allows one to obtain sufficient position-dependent phase change (PDPC) of light reflected from exposed and unexposed areas. This results in much larger profile depth measured with a white light interferometer (up to 150 nm) than with an atomic force microscope (up to 25 nm). During direct laser writing on Si/Ti films, there is a broad range of writing beam power within which the PDPC and reflection coefficient for the exposed areas change insignificantly. The possibility of selective development of a thermochemically written pattern on a Ti film by removing the capping silicon layer on unexposed areas in a hot KOH solution is shown.
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Alawaji, Noura Nasser Muhammad. "Students' Perceptions of Collaborative Summary Writing." Theory and Practice in Language Studies 10, no. 6 (June 1, 2020): 700. http://dx.doi.org/10.17507/tpls.1006.11.
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Writing is one of the four main language skills that are given emphasis in Second Language Learning. Summary writing is often viewed as a difficult and a challenging skill in learning a second language, which may result in negative attitudes forming, both toward summary writing and to writing in general. The main purpose of this study is to investigate students’ perceptions and problems related to collaborative summary writing in a university in Saudi Arabia. The study involved five undergraduate EFL Saudi female students as a case study and who were exposed to writing course participated in this study. The students were given different collaborative writing tasks during the semester and completed one summary writing task collaboratively for the purpose of this study. Then their views about the task were recorded via semi-structured interview. The findings suggest that most of the participants express positive attitudes toward collaborative writing and consider it beneficial for improving different aspects of writing skills, second language proficiency, and confidence. Several problems occurred during the process of collaboration, and these are also identified and discussed.
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Wardhana, I. Made. "FROM OUTLINING TO ACADEMIC WRITING." Jurnal Santiaji Pendidikan (JSP) 5, no. 2 (July 25, 2015): 103–15. http://dx.doi.org/10.36733/jsp.v5i2.438.
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Academic essay writing undergoing the process of pre-writing, drafting, responding, revision, editting and post writing showing that it is not a simple activity, therefore it requires techniques or ways to help the writer, especially a beginner writer in expressing one’s ideas to write an academic writing. This study attempted to find out whether outlining could enhance the efficiency for the students to write an academic essay. The responses to the questionnaires distributed to 115 students showed that outlining could make it easier for them to write academic essay writing especially in organising their ideas.The result of product moment computation also confirmed that there was a very positive correlation between the students’ perception on outlining and their academic essay writing achievement. Therefore, it could be suggested that during the prewriting stage the students should be exposed with the process of writing outline so their writing would be more focussed on the topic idea of the thesis statement and topic ideas of the topic sentences with a good development of ideas and sentences in order to get a unified and coherent writing.
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Beckelhimer, Lisa. "Purpose beyond Their Years: Students Analyze Future Genres." English Journal 101, no. 2 (November 1, 2011): 50–56. http://dx.doi.org/10.58680/ej201118234.
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Stephan, Rita. "Arab Women Writing Their Sexuality." Hawwa 4, no. 2-3 (2006): 159–80. http://dx.doi.org/10.1163/156920806779152219.
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AbstractEgyptian psychiatrist Nawal al-Saadawi and Syrian novelist Ghada al-Samman challenge the dichotomy of women's sexuality as both a deviant power of beauty and an object of social control. By reviewing some of the writings of al-Saadawi and al-Samman, I compare their analyses of sexual relations vis-à-vis social structures and religious regulations. I argue that by reclaiming their rights to sexuality, they not only contest the sexual hegemonic discourse but also the apparatus of social control. Both writers dispute general views of Arab female sexuality by successfully introducing taboo subjects into the public debate. I examine their popular writings that have publicly exposed the dogmatic subject of sexuality and its relational complexity to the public debate. The extent of al-Saadawi's influence is indicated by the vast audience for her literature and the heated reactions from conservatives and traditionalists alike. Similarly, al-Samman, who writes from an existentialist view, reaches Arab male and female readers and ranks highly among the most read Arab female authors. Al-Saadawi and al-Samman were, and remain, agents of change in a society that continues to undergo difficult transformations.
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Ulfa, Siti Maria, Susanto Susanto, and Oikurema Purwati. "The impact of online platform Edmodo to enhance students’ motivation in learning writing at tertiary education." World Journal on Educational Technology: Current Issues 14, no. 3 (May 31, 2022): 704–13. http://dx.doi.org/10.18844/wjet.v14i3.7207.
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The goals of this study was to investigate the impact of Edmodo to enhance students’ motivation in learning writing. The participants of the research consist of 36 students studying in university in the 2018-2019 academic years. In the research designed in the descriptive qualitative design, the class observation was carried out in the writing lesson, and it was observed that the writing class using Edmodo increased the students’ performance and achievement to the lesson. The findings of this study found that students actively participated in writing class. Their high curiosity was proved by the participation of their writing week by week. This research also indicated that most students were willing to use Edmodo and felt that this online platform was proper to post their writing and freely receive feedback privately without being exposed to their friends.
Keywords: Edmodo, Learning Tool, Students’ Motivation, Tertiary Education, Online Platform
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Tavoosy, Yoones. "An analytical study of organizational implication in EFL writing experienced by Iranian students with learning difficulties (LD)." International Journal of Learning and Teaching 9, no. 2 (August 4, 2017): 317–24. http://dx.doi.org/10.18844/ijlt.v9i2.2041.
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This present study concentrates on the organizational implication the Iranian students with learning difficulties (LD) experience when they write an English essay. Particularly, the present study aims at exploring students ‘structural problems in EFL essay writing. A mixed method research design was employed including a questionnaire and a semi-structured in depth interview. Technical Data Analysis of findings exposed that students experience a number of difficulties in the structure of EFL essay writing. Discussion and implications of these findings are presented respectively.
Keywords: Learning difficulties, Iranian students, ESL-EFL students, essay writing, language.
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Davis, D. Diane. "Finitude’s Clamor: Or, Notes toward a Communitarian Literacy." College Composition & Communication 53, no. 1 (September 1, 2001): 119–45. http://dx.doi.org/10.58680/ccc20011444.
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To the extent that rhetoric and writing studies bases its theories and pedagogies on the self-present composing subject—the figure of the writer who exists apart from the writing context, from the “world,” from others—it is anti-communitarian. Communication can take place only among beings who are given over to the “outside,” exposed, open to the other’s effraction. This essay therefore calls for the elaboration of a “communitarian” literacy that understands reading and writing as functions of this originary sociality, as expositions not of who one is (identity) but of the fact that “we” are (community).
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Ibrahim, Abdullahi Ali. "Sudanese Historiography and Oral Tradition." History in Africa 12 (1985): 117–30. http://dx.doi.org/10.2307/3171716.
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One of the most curious aspects of Sudanese historiography is that it has almost completely ignored the ongoing attempts to apply the methods of historical criticism to oral tradition in reconstructing the African past. Though an awareness of these attempts on the part of Sudanese historians is not lacking, it has not gone beyond vague indications, casual remarks, and limited use of oral data. This paper investigates the apathy of Sudanese historiography with respect to oral traditions, drawing on articles on the writing of history in the Sudan, as well as on historical writings that have actually made use of oral traditions.Sudanese historiography here means writings by Sudanese on history-writing in the Sudan; general histories of the Sudan; and local histories of the Northern Sudan. The history of the Southern Sudan is excluded because the contribution of oral tradition in reconstructing the history of this region has been markedly different. I also distinguish between traditional (biographers, genealogists, etc.) and amateur historians on the one hand and modern historians on the other. The modern historians, with whom this article will deal exclusively, are graduates of the Department of History in the University of Khartoum (or a similar university by extension), which was established in the late 1940s,and who have been exposed to the Western critical spirit and modern techniques of historical research and writing.2 Unlike the modern historians, traditional and amateur historians have always made use of both oral traditions and written sources.
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Abdulaziz Alkhalaf, Shatha Ahmed. "Individual Face-To-Face Feedback and the Saudi EFL Learners: Evaluating Enhancement of Writing Skills." World Journal of English Language 12, no. 7 (October 21, 2022): 45. http://dx.doi.org/10.5430/wjel.v12n7p45.
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This research analyzed Saudi undergraduate students’ writing before and after individual face-to-face feedback. The intervention was in the nature of individual written feedback on Saudi EFL students' paragraph writing. The participants were 23 EFL Saudi students exposed to a pre and post-test across six criteria that targeted to evaluate their writing with individual corrective feedback from the teacher. The intervention was one semester long. The study reported that individual corrective feedback plays an important role in developing students' writing skills. Results showed that development occurred in all the six criteria evaluation criteria adapted from Savage and Shafiei (2007), with significant statistical values (Sig. <.05). Furthermore, the criteria were ranked as: inclusion of specific words; inclusion of correct adjectives; writing good conclusion; writing good topic sentence; adding more descriptive details; and the use of background information. The study recommends making use of face-to-face corrective feedback in developing students' abilities in different language skills.
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Obadare, Felicia Tomi. "Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing." Advances in Multidisciplinary and scientific Research Journal Publication 11, no. 1 (March 30, 2023): 111–26. http://dx.doi.org/10.22624/aims/humanities/v11n1p8.
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The study investigated the dynamic of blended learning and technology supported learning strategies on tertiary students’ performance in English writing. The sample for the study is made up of ninety (90) students from public tertiary institutions in Ekiti State. Stratified random sampling technique was used to select the ninety (90) respondents from the three (3) sampled higher institutions in the state. The study used a quasi-experimental research method to explore the relationship between variables. The quasi-experimental design for the study was the non-randomized pretest, post-test control group design. The instrument used for data collection was an English Writing Skill Performance Test. Three research questions were raised to guide the study and they were answered descriptively using mean and Standard Deviation. Four research hypotheses were formulated for the study and tested using t-test analysis of independent sample and a two way Analysis of Covariance (ANCOVA). Based on the data analysis, findings revealed that students that were exposed to blended learning instructional strategy significantly outperformed their counterparts who were exposed to technology supported method strategy and those taught using conventional method of teaching. Also, students who were exposed to technology supported method performed significantly higher than those taught using conventional method. It was further found that significant difference existed in gender performance with respect to the two strategies employed in the experimental group. While female students outperformed their male counterpart when been exposed to blended learning strategy, no significant difference existed when they were exposed to technology supported method. Lastly, the study concludes that there was significant effect of blended learning, technology supported and conventional methods on the tertiary students’ learning outcomes in post-test. government, in conjunction with curriculum developers, the federal and state government; other professional bodies like National Universities Commission should create resource centers that can sensitize other stakeholders in the educational sector on the efficacy of blended learning and technology supported learning approach. Keywords: Students’ performance, blended learning, Technology supported learning, Tertiary Institutions, English writing Journal Reference Format: Obadare, F.T.(2023): Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 10. No. 3, Pp 111-126. dx.doi.org/10.22624/AIMS/HUMANITIES/V11N1P8. Available online at www.isteams.net/humanitiesjournal
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Obadare, Felicia Tomi. "Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing." Advances in Multidisciplinary and scientific Research Journal Publication 11, no. 1 (March 30, 2023): 111–26. http://dx.doi.org/10.22624/aims/humanities/v11n1p8x.
Full textAbstract:
The study investigated the dynamic of blended learning and technology supported learning strategies on tertiary students’ performance in English writing. The sample for the study is made up of ninety (90) students from public tertiary institutions in Ekiti State. Stratified random sampling technique was used to select the ninety (90) respondents from the three (3) sampled higher institutions in the state. The study used a quasi-experimental research method to explore the relationship between variables. The quasi-experimental design for the study was the non-randomized pretest, post-test control group design. The instrument used for data collection was an English Writing Skill Performance Test. Three research questions were raised to guide the study and they were answered descriptively using mean and Standard Deviation. Four research hypotheses were formulated for the study and tested using t-test analysis of independent sample and a two way Analysis of Covariance (ANCOVA). Based on the data analysis, findings revealed that students that were exposed to blended learning instructional strategy significantly outperformed their counterparts who were exposed to technology supported method strategy and those taught using conventional method of teaching. Also, students who were exposed to technology supported method performed significantly higher than those taught using conventional method. It was further found that significant difference existed in gender performance with respect to the two strategies employed in the experimental group. While female students outperformed their male counterpart when been exposed to blended learning strategy, no significant difference existed when they were exposed to technology supported method. Lastly, the study concludes that there was significant effect of blended learning, technology supported and conventional methods on the tertiary students’ learning outcomes in post-test. government, in conjunction with curriculum developers, the federal and state government; other professional bodies like National Universities Commission should create resource centers that can sensitize other stakeholders in the educational sector on the efficacy of blended learning and technology supported learning approach. Keywords: Students’ performance, blended learning, Technology supported learning, Tertiary Institutions, English writing Journal Reference Format: Obadare, F.T.(2023): Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 11. No. 1, Pp 111-126. dx.doi.org/10.22624/AIMS/HUMANITIES/V11N1P8x. Available online at www.isteams.net/humanitiesjournal
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Et. al., Mohammad Kiani Harchegani,. "The Impact of Multimodal Discourse on Iraqi EFL Learners' Writing Skills." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 239–45. http://dx.doi.org/10.17762/turcomat.v12i2.707.
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The present study was conducted to investigate the impact of multimodal discourse on Iraqi EFL learners' writing skills. To achieve the goal, a group including 40 Iraqi EFL learners participated in the free paragraph writing course based on their scores in a Placement Test. Selected participants were randomly assigned to control (N=20) and experimental (N=20) groups. Prior to the start of the course, both groups were given the pretest (writing test). The experimental group was exposed to the treatment (multimodal use of discourse, e.g. video and picture based on Halliday’s social semiotics approach) and the control one did not receive any treatment. Having accomplished the experiment, participants of the two groups completed two writing tasks as the posttest. Results of t-test indicate significant outperformance of the experimental group over the control one
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Setyaningsih, Nina, and Anisa Larassati. "“Umm you know…” Speaking or Writing?: Examining EFL Students’ Writing Style in Argumentative Essays." Elsya : Journal of English Language Studies 3, no. 1 (February 16, 2021): 17–22. http://dx.doi.org/10.31849/elsya.v3i1.5818.
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Writing in English has always been a difficult skill to be mastered by Indonesian students. In the English Department of Universitas Dian Nuswantoro, students often face challenges in writing concerning grammatical rules and using suitable style in various text types. This research is aimed at investigating whether the students have applied formal academic style in their academic argumentative essays. The method used to analyse the data was descriptive qualitative. The findings demonstrate that there are still some significant errors made by students in their writing. Of the nine types of academic writing style errors proposed by Yakhontova (2003), there are eight types found in the data. These include contraction, addressing the reader directly, direct question, adverb in initial or final position, interjection and hesitation filler, short form of the word or slang, inappropriate negative form, and figures at the beginning of the sentence. Furthermore, the data also reveal a novel finding that there are two other kinds of error that cannot be categorised under Yakhontova’s framework, namely the use of spoken form and emoticon. This research suggests that students’ need to be specifically taught the differences between formal and informal styles of language in speaking and writing classes. They also need to be exposed to English academic texts more so as to be accustomed to formal or academic style.
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Forte, Magali. "Critical Posthuman Educational Inquiry: A Disruptive and Affective Approach." Cultural and Pedagogical Inquiry 14, no. 1 (December 17, 2022): 55–74. http://dx.doi.org/10.18733/cpi29649.
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This essay offers a diffractive experiment in thinking and writing about the ethics of considering children as less than fully human by presenting readers with a text split in two columns with double-exposed pictures without humans.
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Erlina, Rita Hayati, and Hariswan Putra Jaya. "Helping Students to Write Better through Reading and Writing Connections Strategy." International Journal of Applied Linguistics and English Literature 7, no. 6 (November 1, 2018): 23. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.6p.23.
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One of the causes of students’ difficulties in writing is related to the lack of knowledge on how to write. This might be caused by the lack of awareness that a piece of writing might have its own pattern or organization of ideas depending on the topic. Therefore, students need to be exposed with different kinds readings materials in order to develop their awareness on how writing is developed into differrent kinds of patterns of ideas. This study is intended to help students improve their writing achievement especially in writing an essay by integrating the reading and writing activitivities. The students involved in an integrated reading and writing activity in order to help the students develop their writing skills. This study involved 16 students of English Education Study Program who took the writing 3 course. Therefore, convinient sampling method is applied. The results of this study showed that there was an improvement in the students’ writing achievement in means from 63.3 in pretest to 79.8 in the post test. The results of the paired-sample t-test also confirmed that there is a significant difference in students’ essay writing achievement before and after they were taught by using reading and writing connections strategy. Organization of ideas, focus and detail, and voice are the aspects which were mostly developed after the treatment. Therefore, it can be concluded that reading and writing connections strategy is effective in improving students’ essay writing achievement.
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GURUSAMY, Premaraj, and Ramesh Sathappan. "6+1 Writing Traits in a Matriculation ESL classroom." JOURNAL OF SOCIAL SCIENCE RESEARCH 18 (November 5, 2022): 61–66. http://dx.doi.org/10.24297/jssr.v18i.9304.
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The purpose of this study is to examine the use of the 6+1 Writing Traits approach in improving teaching and learning of writing in a Matriculation ESL classroom. This is due to the fact writing instruction has become a field of increasing interest at higher learning institutions and at pre- university levels in recent years. As a result of this interest, there have been many innovations to the teaching of writing in the evolution of language teaching and these have led to several significant shifts on how writing is taught in the ESL classrooms. The 6+1 writing traits is one such innovation. Writing traits such as Ideas, Organization, Convention, Sentence Fluency, Word Choice and Voice are important in any writing attempted by learners. Therefore, it is vital that Matriculation learners are exposed to the 6+1 writing traits in order to be able to produce a comprehensive essay that meets the requirements of the Malaysian University English Test examination. This proposed research will be a qualitative research. Pre-test, lessons plans, classroom observations, questionnaire and post-test will be used to elicit data in support of this research. Learners will learn to review peer essays thus enhancing their writing proficiency. This research will also look into the challenges faced by learners and lecturers in the course of implementing the 6+1 writing traits in the classroom.
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Owens, Patricia. "Racism in the Theory Canon: Hannah Arendt and ‘the One Great Crime in Which America Was Never Involved’." Millennium: Journal of International Studies 45, no. 3 (March 21, 2017): 403–24. http://dx.doi.org/10.1177/0305829817695880.
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Hannah Arendt’s monumental study The Origins of Totalitarianism, published in 1951, is a founding text in postcolonial studies, locating the seeds of European fascism in the racism of imperial expansion. However, Arendt also harboured deep racial prejudices, especially when writing about people of African descent, which affected core themes in her political thought. The existing secondary literature has diagnosed but not adequately explained Arendt’s failures in this regard. This article shows that Arendt’s anti-black racism is rooted in her consistent refusal to analyse the colonial and imperial origins of racial conflict in the United States given the unique role of the American republic in her vision for a new post-totalitarian politics. In making this argument, the article also contributes to the vexed question of how international theorists should approach important ‘canonical’ thinkers whose writings have been exposed as racist, including methodological strategies for approaching such a body of work, and engages in a form of self-critique for marginalising this problem in earlier writing on Arendt.
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Subramanian, Ambika. "Connecting the dots across the writing continuum." Medical Writing 32, no. 1 (March 15, 2023): 82–85. http://dx.doi.org/10.56012/feef1217.
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A medical writer has a unique opportunity to be involved with documents across the various stages of a product’s lifecycle. At the start of their careers, writers typically specialise in documents that are created in a particular phase of drug development and are accordingly titled as early phase writers, late phase writers, publication writers, and so on. As writers progress in their careers, depending on each writer’s interests, they could be exposed to a plethora of documents across the writing continuum (starting from pre-clinical to post-approval phases of drug development). Writers thus have the potential to play an important role in ensuring data is disseminated to various stakeholders in a coherent and seamless manner throughout the product’s lifecycle. Let’s take a look at the various aspects to keep in mind as writers move from one document to the next and help connect the dots!
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Amara, Dr Talal. "The Effect of Focused Corrective Feedback on ESL Learners’ Writing Accuracy." مجلة جامعة صبراتة العلمية 1, no. 1 (June 30, 2017): 19–4. http://dx.doi.org/10.47891/sabujhs.v1i1.27.
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The current study set out to examine the effectiveness of focused written corrective feedback (WCF) on ESL learners’ writing accuracy; in particular, the grammatical accuracy. It targeted only one linguistic feature (i.e. English articles) using a pre- and post-tests. It compared the effects of focused feedback on writing accuracy with 30 ESL learners at a language program at Washington State University. One sample dependent t-test was used to compare the means of the pre- and post-tests using SPSS. As on group, all participants have had an intervention in which they were exposed to different kinds of writing, and received focused feedback on only definite and indefinite article errors. The results indicate that there was a significant difference between pre- and post-tests in writing accuracy. Participants significantly improved their use of articles during the intervention and, therefore, increased their writing accuracy. This study contributes to other studies in the literature that written feedback is effective, and gives more pedagogical credits to teachers providing WCF.
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Yousefi Osguee, Mohammad, Nader Assadi Aidinlou, and Masoud Zoghi. "The Effect of Register Instruction on EFL Learners’ Writing Performance." International Journal of English Linguistics 7, no. 1 (January 14, 2017): 153. http://dx.doi.org/10.5539/ijel.v7n1p153.
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The purpose of the present study was twofold. First, it examined the effect of a register-based approach to writing instruction based on the insights gained from Systemic Functional Linguistics (SFL). Second, it attempted to examine the perceptions of the participants toward the register-based approach to writing. To this end, 100 intermediate and advanced students were selected and assigned to two experimental groups (advanced and intermediate ones) and two control groups. Prior to any instruction, the participants of all groups were assigned a writing task as a pre-test. The experimental groups were treated with SFL-oriented register knowledge for 20 sessions while control groups were exposed to the traditional method of teaching writing. Following the treatment, a post test was administered to the groups. The results revealed that the participants in the experimental groups surpassed their counterparts in the control groups. The results of qualitative analysis also disclosed that learners held positive attitudes towards this approach as it heightened their interest in writing.
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Jama, Itithaz, and Mashael Alnefaie. "The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume." International Journal of English Language and Literature Studies 11, no. 4 (November 24, 2022): 191–201. http://dx.doi.org/10.55493/5019.v11i4.4672.
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This study investigated the effectiveness of providing instruction to EFL students by analyzing important components of writing a professional resumé. Through this qualitative research, a comparison between two different undergraduate groups at different universities was carried out. The first group, considered the instructed group, received instruction on how to write resumé through pursuing a professional writing course. The second group, called a non-instructed group, was not exposed to professional writing, nor to any instruction on how to write a professional resumé. In this study, sampled data was used as the research method to investigate the research question. Findings revealed the importance of providing instruction to learners because the first group outperformed the other group based on the specific components of writing a resumé taught to them. It was also evident that a formal learning of professional writing helps learners to shape their experiences and integrate them with their language background, to create a professional resumé that can attract readers’ attention.
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Hajar, Andi. "Integrated Skills Approach (ISA) in writing class: A case study of Business English Communication (BEC) students of Universitas Negeri Makassar." International Journal of Humanities and Innovation (IJHI) 5, no. 4 (December 10, 2022): 135–40. http://dx.doi.org/10.33750/ijhi.v5i4.163.
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The study aims to describe (1) the nature of the Integrated Skills Approach in writing class, (2) whether the Integrated Skills Approach (ISA) is effective in facilitating the students to write English compositions. The study was conducted in the Business English Communication (BEC) writing class of the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar. The subject of this study was the BEC students, consisting of 20 students. This study was essentially quantitative research. The data were taken from the students’ writing compositions and analyzed using the pre-experimental method with one group pre-test and post-test design. This design involves one group, which was pre-tested (X1), then exposed to treatment (T), and post-tested (X2). The study shows some results as follows: 1) Integrated Skills Approach (ISA) could enthusiastically involve the students in learning activities. 2) Integrated skills sequence leads the students to share ideas about the topic of writing composition. 3) Integrated Skills Approach (ISA) effectively facilitates students' English composition writing.
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Taha, Kelle T., and Mayada Z. Al Sukhon. "The Effect of Employing Extensive Reading Texts on Enhancing the Writing Performance of Freshmen at the University of Jordan." Theory and Practice in Language Studies 13, no. 4 (April 1, 2023): 1006–15. http://dx.doi.org/10.17507/tpls.1304.22.
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Reading and writing skills play essential roles in second language teaching and learning. The objective of the present study is to investigate the effect of extensive reading on the writing performance of freshmen students at the University of Jordan. In order to achieve the aim of the study, 16 students were chosen as a convenient sample from freshmen students. This group of students were exposed to extensive reading texts over the period of one and a half month. Data of the study were collected via a writing pretest and posttest. The pretest was conducted prior to the application of the treatment. A paired samples test was used as a statistical test. The findings of the study showed that there is an improvement in the writing performance of the group. This resulted in the rejection of the null hypothesis, indicating that the extensive reading may have a significant positive effect on the writing performance of freshmen.
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Gains, Paula, and Barbara Graham. "Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa." Reading & Writing 2, no. 1 (May 25, 2011): 77–95. http://dx.doi.org/10.4102/rw.v2i1.14.
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Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and di"erences in the experience. Whilst the hypothesis, though tested, remains unproven,this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school.
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Totto, Patrick, and Andy Ramos. "Reading and Writing Performance of Senior High School Students." International Journal of English Language Studies 3, no. 9 (September 30, 2021): 09–22. http://dx.doi.org/10.32996/ijels.2021.3.9.2.
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The study was conducted to determine the performance and attitudes towards reading and writing of Grade 12 students in public schools of Cabagan, Isabela. There were 244 students involved in the study. Stratified random sampling was used in selecting the participants of the study. A quantitative research method was used in the study to determine performance and attitudes towards reading and writing. Frequency counts, percentage scores, the arithmetic mean, and Kendall’s Rank Correlation Tau was used to describe and analyze the data in the study. The findings of the study revealed that students' reading and writing performance were poor. However, their attitudes toward reading and writing were positive. Hence, the study demonstrated that there is a significant correlation between students’ attitudes and their reading and writing performance. Thus, the study supports DepEd’s "SulongEdukalidad" in creating programs to enhance learners' reading mastery and sustain its basic goal of producing quality learners enhanced by quality education. Language teachers should also be engaged and exposed to training to handle weak foundations of learners in basic academic (reading and writing) skills.
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Rieske, Constantin. "Doing the Paperwork." Medieval History Journal 18, no. 2 (October 2015): 404–29. http://dx.doi.org/10.1177/0971945815599084.
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Changing faith in early modern Europe created a significant amount of paperwork. Converts narrated their stories on numerous pages and thus (re)wrote their religious lives. Giving detailed insights into their conversion histories, their personal (re)turning to God, they created and exposed themselves in their autobiographical writings. Converts carefully composed conversion narratives to be recognized as “true believers” by their communities. Writing their spiritual autobiographies helped them to re-establish relations with both the world and themselves, which had been lost during their changes of faith. Converts not only fashioned a new self, they also became a new subject. Doing the paperwork was the final step in assuming both a new religious position and a new religious identity.
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Chaleila, Wisam, and Basem Khalaila. "The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance." English Language Teaching 13, no. 5 (April 23, 2020): 80. http://dx.doi.org/10.5539/elt.v13n5p80.
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While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.
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Chen, Yung Y. "Written Emotional Expression and Religion: Effects on PTSD Symptoms." International Journal of Psychiatry in Medicine 35, no. 3 (September 2005): 273–86. http://dx.doi.org/10.2190/2x0u-0ctb-y877-5drq.
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Objective: Previous research has found an association between writing about traumatic events and well-being. This study examined the effects of taking a religious perspective during a trauma-writing exercise. Method: Participants included 177 college students who were assigned randomly to either a conventional trauma writing or a religious trauma writing condition. Participants in the conventional writing condition were instructed to write about a traumatic experience, while participants in the religious writing condition were instructed to write about the trauma from a religious/spiritual perspective. Well-being was assessed by symptoms of PTSD at one-month follow-up. Results: Writing condition was found to interact with trauma severity and gender to affect PTSD symptoms at follow-up. Conventional writing was more effective (in reducing PTSD symptoms) for participants reporting lower trauma severity than for those who reported higher trauma severity. Effects of religious writing on PTSD symptoms were not influenced by trauma severity. Also, women benefited more from religious writing than men did with regard to reductions in PTSD symptoms. Conclusion: It appears possible to adapt the conventional written emotional expression procedure in a way that encourages individuals to take a religious perspective, thereby augmenting effects on distress. These findings support further investigation of integrating religion into trauma interventions, particularly for individuals exposed to highly traumatic events.
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Warren-Smith, Stephen C., Roman Kostecki, Linh Viet Nguyen, and Tanya M. Monro. "Fabrication, splicing, Bragg grating writing, and polyelectrolyte functionalization of exposed-core microstructured optical fibers." Optics Express 22, no. 24 (November 18, 2014): 29493. http://dx.doi.org/10.1364/oe.22.029493.
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Albaqami, Rashidah. "The Role of Lexical Chunks in Promoting English Writing Competence among Foreign Language Learners in Saudi Arabia." Arab World English Journal 13, no. 2 (June 24, 2022): 91–108. http://dx.doi.org/10.24093/awej/vol13no2.7.
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This study examines the effect of enhanced input of lexical chunks on the performance of Arabic-speaking English learners’ writings. Lexical chunks, containing their forms, meanings, and functions, stored and recovered as a single component in brains, may alleviate language processing problems and increase language proficiency. The research examines if enhancing exposure to lexical chunks might advance foreign language learners’ writing in Saudi Arabia. The study attempts to find an answer to the following question: What is the potential impact of rich input of lexical chunks on Arabic-speaking learners of English e-mail writing competence? A total of 34 female university students were divided into two groups and given a pre-test and post-test in which they wrote and composed e-mails in English. The experimental group was then exposed to a treatment (i.e., extensive exposure to lexical chunks available via an e-mail phrase bank). After eight weeks of treatment, the experimental group outperformed the control group on the post-treatment test. The results demonstrate that learners with more lexical chunks are more likely to perform better and vice versa. The results indicate that the experimental group had a favorable attitude about lexical chunks through the e-mail phrase bank. The results suggest that abundant input of lexical chunks aids in improving learners’ writing performance. The findings also suggest that increased input of lexical chunks may lessen the potential negative transfer of the mother language, therefore refining writing in terms of collocations, grammatical structures, and discourse coherence.