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Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION." Journal of English Language and Literature (JELL) 2, no. 01 (August 22, 2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.
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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion
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Madkour, Magda. "The Effect of Digital Dialogued Journaling on Improving English Writing: A Linguistic Communicative Approach." English Language Teaching 9, no. 8 (July 10, 2016): 241. http://dx.doi.org/10.5539/elt.v9n8p241.
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<p>Writing is a complex process that requires advanced linguistic skills. Although many college students studied English as a foreign language (EFL) for twelve years in preparatory and high schools, they still face major problems in producing correct writings that meet their colleges’ requirements. Students’ problems include inability to generate ideas, organize discourse, control sentence structures, choose appropriate vocabulary, and use effective styles. A potential solution to such problems can be found in the application of modern technologies in the classrooms. Telecommunication technologies which include synchronous and asynchronous communication have provided various tools that can be used to assist EFL students to learn writing skills. Therefore, the current quantitative, quasi-experimental study aimed at examining the effect of asynchronous communication, specifically digital dialogued journaling on students’ writing skills. Digital dialogued journaling includes blogs, webpages, discussion forms, or word-processed applications such as Google documents. Using the platform of Google documents, the present study attempted to provide new strategies for teaching writing courses at higher education to help EFL students develop their writing skills. Data was collected from undergraduate students in the College of Languages and Translation, at Al-Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Data collection depended on a number of instruments: First, a pretest was used to measure the participants’ level of writing before implementing the teaching strategies of dialogued journaling. Secondly, an online dialogued journal, designed by the researcher using Google documents, was employed for the experiment. The journal was sent to the same sample via emails, and the participants posted their reflective writings on different issues regarding their academic journey learning English. Students’ interactive dialogues included prose writing, descriptive and argumentative paragraphs, poetry, and their personal stories. The students-teacher dialogues made the corpus data which enabled investigating the effectiveness of dialogued journaling on improving students’ writing. Thirdly, a posttest was used to collect data regarding the degree of change that occurred as a result of the experiment. Fourthly, a Likert scale questionnaire was used at the end of the experiment to identify the participants’ levels of satisfaction with dialogued journaling. Data analysis was based on using the Analysis of Variance (ANOVA) to compare the results of pretest and posttest. A rubric with five scale criteria was used to examine each rank of students’ writing, and to report each student’s score before and after treatment. The Text Analyzer Software was also employed to examine the participant’s writing lexical density and phrase frequencies. Data analysis results indicated a significant statistical difference between the overall writing scores of the pretest and the posttest. Moreover, the examination of the participants’ writing revealed much improvement in writing styles, word choice, and the student’s voice, which are critical factors in writing. Hence, the significance of the current study is that it provides a new technological tool, such as Google document, for teaching writing skills at higher education. This study includes an instructional model that incorporates digital journaling into teaching English writing. The present research is also a contribution in the field of teaching English, adopting the communicative approach by integrating theories of connectives and constructivism into linguistic theories. <strong></strong></p>
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Luan, Yuqin, and Xiuzhen Guo. "A Study on the Application of the Immersion Teaching Model to EFL Learners in Institutions of Higher Learning." English Language Teaching 4, no. 1 (February 28, 2011): 152. http://dx.doi.org/10.5539/elt.v4n1p152.
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This paper reports an empirical study on the application of the immersion approach to English teaching in North China Institute of Science and Technology (NCIST) in line with the basic principles of the Canadian immersion teaching mode. The experiment result and survey shows that the students involved in the immersion course improve faster in productive skills (i.e. writing and speaking) than those in conventional education programs. The study reveals that, apart from gains of social and cultural knowledge, the immersion students seem to have developed a more positive attitude towards English study. It also suggests that the immersion approach to English teaching in colleges could be a feasible alternative to the traditional mode.
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Prawiro, Indra Yoga. "The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu." Journal of Research on English and Language Learning (J-REaLL) 2, no. 1 (January 27, 2021): 178. http://dx.doi.org/10.33474/j-reall.v2i1.9323.
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Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text
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Johari, Siti Katijah. "The Effects of Task-Based Process Writing Approach on the Academic Writing Skills among Second Language Tertiary Learners." Journal of ELT Research 3, no. 1 (February 6, 2018): 1. http://dx.doi.org/10.22236/jer_vol3issue1pp1-20.
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Academic writing occupies a very important place in the English language syllabus at tertiary level. Where higher institution writing is concerned, it is not enough that students have to write in traditional essay or report formats; their writing must be appropriate to the discipline – yet deal with the multitude of genres expected of them. Additionally, academic writing skill is considered an essential skill for academic success and a requirement for many occupations and professions. However, it is a skill that a number of second language tertiary students find most difficult to acquire and only a few of them fully master it. This study, therefore, embarks on the theory that task-based approach together with the exposure of process writing would have a significant influence on the development of students’ academic writing skills. In this study students were made to work in groups on real-life tasks which relate to their field of study or future employment. In the midst of pursuing the group project, the students will have to write their group proposal and individual writing assignment. This will be the stage where the process writing techniques are put into practice. This paper will illustrate an eclectic pedagogic intervention in the teaching of academic writing skills to second language tertiary students.
Keywords: academic writing, task-based approach, process writing approach, tertiary learners
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Widiawati, Yogi. "CHALLENGE TASK FOR TEACHERS IN TEACHING ACADEMIC ESSAYS FOR POLYTECHNIC STUDENTS DURING THE PANDEMIC." Epigram 18, no. 1 (April 30, 2021): 66–70. http://dx.doi.org/10.32722/epi.v18i1.3710.
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A myriad research has demonstrated the use of internet as an approach to teaching English as foreign language (EFL). The little research on this topic of interest has been undertaken in the Indonesian higher education context. Particularly, the use of digital tool as practicing and examining students’ writing remains under-explored in this educational setting. With these in mind, this research presents an empirical study that looks into to what extent the deployment of a digital tool mediates multimodal learning tasks in the EFL classroom. The study specifically examines challenges and benefits to develop students’ writing and reading competences. The study also looks at the roles of teacher and students in the entire learning process. A total of 80 polytechnic students volunteered to participate the study. Individually, they were assigned to perform a series of tasks, including (1) connecting to website, (2) reading articles and instruction in, and (3) writing essays. Drawing on these data, the present chapter reports on four major findings, that is: (1) drafting and negotiating strategies for writing essay creation, (2) framing the use of language in composing, (3) discussing the result essay creation and improvement, and (4) positioning roles of teachers and students in the entire learning process
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Amalia, Rindi Dwi, and Rusfandi Rusfandi. "The Effectiveness of Problem-Based Learning in Improving Students’ Writing Descriptive Text in Vocational School." Jurnal Inspirasi Pendidikan 10, no. 1 (February 3, 2020): 1–11. http://dx.doi.org/10.21067/jip.v10i1.3769.
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One of the problems in teaching English to students in vocational high schools is how to make the students more active, creative, and critical. An alternative teaching method that can be used by teachers is Problem-Based Learning (PBL). The objective of this study is to investigate whether the use of PBL provides a significant effect on the students’ writing descriptive text. This study used a quasi-experimental design which was conducted at a vocational school in Malang. The participants of this study were class X Office Administration 1 as the experimental group consisting of 23 students and class X Office Administration 3 as the control group consisting of 23 students. The researcher gave pre-test and post-test and compared the participants’ writing scores in the control and experimental groups by using an independent sample t-test. The result of the post-test indicates that the students in the experimental group achieved a higher mean score than those in the control group on writing descriptive text. The statistical analysis reports that there was a significant difference in scores between the two groups (t = 6.99, p < 0.05). This finding indicates that PBL can be an effective method for teachers in teaching writing descriptive text.
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Calvo, Adelina, Gloria María Braga Blanco, and Aquilina Fueyo. "The potential of Lesson Study project as a tool for dealing with dilemmas in university teaching." International Journal for Lesson and Learning Studies 7, no. 2 (April 9, 2018): 124–35. http://dx.doi.org/10.1108/ijlls-12-2017-0056.
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Purpose The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching. Design/methodology/approach This paper is the result of a LS project which was developed over two academic years (2015-2016 and 2016-2017) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo (Spain). The research asked the question “How can better learning be achieved?” The starting point for the research methodology was the identification and analysis of teaching dilemmas. The whole process was based on the triangulation of perspectives through the collection of data using techniques such as peer observation, focus groups, interviews, and the writing of the Teacher’s final report. The methodology the authors used was inspired by the Student Voice “movement.” Findings The findings show that the potential of LS methodology for professional development in higher education is very promising, enabling teachers to deal with the questions raised by practice collaboratively, broaden their professional knowledge, introduce improvements, and establish new ways of understanding the teaching profession based on a collegial approach. Originality/value LS methodology is beginning to be known in Spain. Developments have only taken place very recently and there are still few experiences within the university context. It is not common practice for teaching in higher education to become a public space for reflection and research breaking from the traditional isolation between teachers and incorporating the voices of students.
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Handayani, Anis, Nur Arifah Drajati, and N. Ngadiso. "Engagement in high- and low-rated argumentative essays: Interactions in Indonesian students’ writings." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 14–24. http://dx.doi.org/10.17509/ijal.v10i1.24957.
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This study reports the use of engagement in high-rated and low-rated EFL undergraduate students’ argumentative essays. The engagement here refers to one of the aspects in interacting with the readers, which is called metadiscourse (Hyland, 2005a). The data in this study were ten highest-rated and ten lowest-rated argumentative essays written by first-year undergraduate students. The data were coded manually by two raters to maintain data validity. The results reveal that high-rated essays contain less engagement than low-rated ones. However, it also shows that the engagement in high-rated essays was more varied and grammatically sophisticated than those in low-rated essays. Furthermore, while this study reveals that the higher number of engagement used in argumentative essays does not always coincide with the improved quality of the writing, it implies that the writing quality and score do not depend on the number of engagement expressed but more on the ways students use the engagement effectively. Thus, the explicit teaching on how to use engagement effectively in persuasive writings may be useful for the students to build more persuasive arguments as well as to improve their writing quality.
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Fajri, Muchamad Sholakhuddin Al, Angkita Wasito Kirana, and Celya Intan Kharisma Putri. "Lexical Bundles of L1 and L2 English Professional Scholars: A Contrastive Corpus-Driven Study on Applied Linguistics Research Articles." Journal of Language and Education 6, no. 4 (December 31, 2020): 76–89. http://dx.doi.org/10.17323/jle.2020.10719.
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The current study examined the structural and functional types of four-word lexical bundles in two different corpora of applied linguistics scientific articles written by L1 English and L1 Indonesian professional writers. The findings show that L2 writers employed a higher number of bundles than L1 writers, but L2 writers underused some of the most typical lexical bundles in L1 English writing. Structurally, unlike previous studies, this study reports the frequent use of prepositional phrase (PP) - based bundles in the articles of L2 writers. However, besides the high frequency of PP-based bundles, L2 authors also used a high number of verbal phrase-based bundles, suggesting that these L2 writers were still acquiring more native-like bundles. In terms of functional types, L2 writers employed fewer quantification bundles than their counterparts. This study has potential implications for teaching English for academic writing. Teachers need to raise their students’ awareness of the most frequently used lexical bundles in a specific academic discipline and pay attention to the discourse conventions of academic writing, helping L2 students transition from clausal to phrasal styles.
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Khan, Md Abdul Wohab, Humayun Kabir Talukder, Md Abdal Miah, Golam Rabbi, Rawshan Ara Khanam, SM Idris Ali, Tawhidur Rahman, Wakil Ahmed, and Mohammad Saiful Islam. "Quality of Supervised Research Report in Relation to Postgraduate Medical Qualifications of Bangladesh." Bangladesh Journal of Medical Education 3, no. 1 (April 12, 2014): 1–7. http://dx.doi.org/10.3329/bjme.v3i1.18588.
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In any academic field the question of quality is central issue. Evaluation of the quality in supervised research in medical education is very important in higher education and teaching. The purpose of the supervised research project is to provide the learner an experience in scientific writing, to familiarize the student with the steps of research, to promote critical and analytical thinking of the learner and to contribute something new to knowledge base. The objectives of this study were to determine the quality in postgraduate supervised research report writing, according to the standard recommended and implied by the post graduate medical institutes of Bangladesh and thus to assess the achievement of the intended purposes. For that an exploratory and descriptive study was performed on 64 theses and dissertations submitted during the period of 2008-2010 in two selected post graduate medical institutes of Dhaka city. The overall quality was found marginal in 93.8% (60) of the reports. There were indications that the prescribed standard was not followed properly. It was observed from the study that there are problems in learning and inadequacy in fulfillment of the purpose of supervised research program. It was perceived that probably the supervision was not enough. Theoretical knowledge gap was also apparent at various levels. To address these issues planning, designing, supervision and assessment systems of supervised research program in relation to the postgraduate medical qualifications of Bangladesh needs critical attention.DOI: http://dx.doi.org/10.3329/bjme.v3i1.18588 Bangladesh Journal of Medical Education Vol.3(1) 2012: 1-7
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Howard, Jay, and Aimee Zoeller. "The Role of the Introductory Sociology Course on Students' Perceptions of Achievement of General Education Goals." Teaching Sociology 35, no. 3 (July 2007): 209–22. http://dx.doi.org/10.1177/0092055x0703500301.
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As higher education accreditation agencies emphasize achievement of general education learning goals for undergraduate students, departments are increasingly required to identify and assess the contributions of their disciplines to achievement of these goals. This exploratory study conducted at a large urban university and its satellite campus seeks to identify students' perceptions of the contributions of the Introduction to Sociology course to the general education goals specified by a single university. This study also seeks to identify the most frequently used pedagogies used by introductory sociology instructors. Results indicate students perceive that Introduction to Sociology facilitates achievement of critical thinking skills, integration and application of knowledge, and understanding of society and culture. Results also indicate that lecture is a nearly ubiquitous teaching strategy. Students report instructors utilize in-class discussion frequently. Small group activities, writing assignments, videos, and online discussion were less frequently utilized.
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Harran, Marcelle, and Howard William Theunissen. "Navigating the engineering literacy divide: design report collaboration practice realities." Journal of Engineering, Design and Technology 17, no. 1 (February 4, 2019): 77–101. http://dx.doi.org/10.1108/jedt-07-2018-0112.
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PurposeIn 2004, the Council for Higher Education (CHE) required a curriculum responsiveness to the teaching and learning of literacies at the programme level, which needed to be addressed across all disciplines. This study aims to describe a situated higher education (HE) collaboration project between mechanical engineering and the Department of Applied Language Studies (DALS) at Nelson Mandela University from 2010 to 2014. The collaboration project aimed to develop the literacies levels of engineering students, reduce the first-year attrition rate and prepare engineering students to meet the high graduate attribute expectations of a competitive workplace amid employer concerns that engineering graduate communication competencies were lacking and insufficient.Design/methodology/approachThe collaboration study used a mixed-method approach, which included student and lecturer questionnaires, as well as an interview with one engineering lecturer to determine his perceptions of the collaboration practices instituted. As the sample was purposeful, two mechanical engineer lecturers and 32 second-year mechanical engineering students from 2012 to 2013 were selected as the study’s participants, as they met the study’s specific needs. From the questionnaire responses and transcribed interview data, codes were identified to describe the themes that emerged, namely, rating the collaboration practices, attitudes to the course, report feedback provided and report template use.FindingsMost of the student participants viewed the collaboration practices positively and identified their attitude as “positive” and “enthusiastic” to the language/engineering report collaboration initiative. The report feedback practices were viewed as improving writing skills and enabling the students to relate report writing practices to workplace needs. The engineering lecturers also found that the collaboration practices were enabling and improved literacy levels, although time was identified as a constraint. During the four-year collaboration period, the language practitioner increasingly gained report content knowledge, as well as unpacking the specific rhetorical structures required to produce the report text by co-constructing knowledge with the mechanical engineering lecturers.Research limitations/implicationsStudies have shown that language practitioners and discipline lecturers need to change their conceptualisation of academic discourses as generic transferable skills and autonomous bodies of knowledge. Little benefit is derived from this model, least of all for the students who grapple with disciplinary forms of writing and the highly technical language of engineering. Discipline experts often tend to conflate understandings of language, literacy and discourse, which lead to simplistic understandings of how students may be inducted into engineering discourses. Therefore, spaces to nurture and extend language practitioner and discipline-expert collaborations are needed to embed the teaching and learning of discipline-specific literacies within disciplines.Practical implicationsFor the collaboration project, the language practitioner and mechanical engineering lecturers focused their collaboration on discussing and negotiating the rhetorical and content requirements of the Design 3 report as a genre. To achieve the goal of making tacit knowledge and discourse explicit, takes time and effort, so without the investment of time and buy-in, interaction would not be sustained, and the collaboration would have been unproductive. As a result, the collaboration project required regular meetings, class visits and negotiations, as well as a language of description so that the often tacit report discourse conventions and requirements could be mutually understood and pedagogically overt to produce “legitimate texts” (Luckett, 2012 p. 19).Social implicationsIn practice, peer collaboration is often a messy, complex and lengthy process, which requires systematic and sustained spaces to provide discourse scaffolding so that the criteria for producing legitimate design reports are not opaque, but transparent and explicit pedagogically. The study also describes the organisational circumstances that generated the collaboration, as establishing and sustaining a collaborative culture over time requires planning, on-going dialogic spaces, as well as support and buy-in at various institutional levels to maintain the feasibility of the collaboration practice.Originality/valueLiteracy and discourse collaboration tends to reduce role differentiation amongst language teachers and specialists, which results in shared expertise for problem-solving that could provide multiple solutions to literacy and discourse learning issues. This finding is important, especially as most studies focus on collaboration practices in isolation, whilst fewer studies have focused on the process of collaboration between language practitioners and disciplinary specialists as has been described in this study.
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Neira Martínez, Angie, and Anita Ferreira Cabrera. "Escritura académica: un modelo metodológico efectivo basado en tareas y enfoque cooperativo." Literatura y Lingüística, no. 24 (May 18, 2015): 143. http://dx.doi.org/10.29344/0717621x.24.101.
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ResumenLa importancia de la alfabetización académica ha sido reconocida por las instituciones de educación superior, así como la necesidad de desarrollarla a través de metodologías eficientes. En concordancia con aquello, esta investigación tiene como objetivo proponer un modelo metodológico para que estudiantes universitarios sean capaces de producir informes académicos estructural y lingüísticamente adecuados. Para ello, se ha probado empíricamente su efectividad a través de un estudio experimental longitudinal con pre y post test, y grupo control, y los resultados demuestran que, por medio de tareas y de la cooperación, es posible el aprendizaje de una estructura textual compleja y convencional, además de entender su función social.Palabras clave: informe académico, escritura, enseñanza de lenguas, aprendizaje portareas, aprendizaje cooperativoAcademic writing: an effective methodological modelbased on tasks and cooperative learningAbstractThe relevance of academic literacy and its development through efficient methodologies have been recognized and considered an important need by higher education institutions .Bearing this in mind, the purpose of this study is to propose a methodological model that enables university students to produce structurally and linguistically adequate academic reports. In order to validate its effectiveness, such methodology was tested inan experimental pre-test/post-test control group longitudinal research design. The findings suggest that the learning of a complex and conventional textual structure, as well as its social function, is possible by adopting tasks in a cooperative environment.Key words: academic report, writing, language teaching, task based learning, cooperativelearning
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Velikaya, Elena. "Learning From Collaborative Teacher Development in an EAP/ESP Context." Journal of Language and Education 2, no. 1 (March 1, 2016): 72–78. http://dx.doi.org/10.17323/2411-7390-2016-2-1-72-78.
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‘Collaborative teacher development is an increasingly common kind of teacher development found in a wide range of language teaching contexts’. Teachers can collaborate with other teachers in writing materials, books, doing research, and analysing observed lessons. Even the format and the content of a teaching journal can be developed in cooperation with other colleagues. The article reports on collaborative teacher development of English language teachers at the National Research University Higher School of Economics (NRU HSE) in Moscow, Russia. The study used a survey to investigate needs for teacher development at NRU HSE. Findings reveal that not all teachers practise self-observation; many teachers believe that feedback must be personal; the majority of teachers find peer observation subjective; almost all teachers have teaching journals but their understanding of what a teaching journal is seems to be erroneous. These results indicate that without a clear understanding of the listed above issues and their implementation in a given context professional development can hardly be possible. The author analyses the results of this research and makes suggestions about teacher development as a continuous and collaborative process.
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Yousef, Darwish Abdulrahamn. "Factors influencing academic performance in quantitative courses among undergraduate business students of a public higher education institution." Journal of International Education in Business 10, no. 01 (May 2, 2017): 12–30. http://dx.doi.org/10.1108/jieb-07-2016-0016.
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Purpose This paper aims to investigate the impacts of teaching style, English language and communication and assessment methods on the academic performance of undergraduate business students in introductory quantitative courses such as Statistics for Business 1 and 2, Quantitative Methods for Business, Operations and Production Management and Operations Research in a non-Western setting. Design/methodology/approach Data was collected from 750 undergraduate business students in third- and fourth-year classes at the UAE University (UAEU). Descriptive statistics were used to gain some insights into the demographic and educational characteristics of respondents and their opinions regarding the importance of the three factors of concern to their understanding of quantitative courses material, along with multiple regression analysis that was used to test the hypotheses of the study. Findings The results of the present study indicate the importance of the teaching style in terms of the way the lecturer speaks and the pace of presenting the material, in addition to the structure of the lecture in understanding quantitative course material. Additionally, availability and contents of the material on the course website play an important role in helping undergraduate business students understand the subjects of quantitative courses. The study revealed that the UAEU undergraduate business students are, to some extent, uncomfortable in reading printed textbooks and writing reports on quantitative topics in English. The results of multiple regression analysis revealed that both teaching style and English language and communication have a great influence on the academic performance of UAEU undergraduate business students. Research limitations/implications The paper has a number of limitations. For instance, the sample was taken only from students in a single university. Moreover, this study focuses on the business students and in turn, it excludes students of other colleges. On the other hand, it has a number of implications for administrators, instructors and researchers. Administrators should pay special attention when setting admission standards. Instructors teaching quantitative courses should prepare well-structured lectures and deliver them at a reasonable pace to allow students the time to understand them. They should also pay attention to the way they speak. For researchers, this study will indicate the need for further research to confirm or refute the results of the present study. Originality/value The present study is the first attempt to investigate the impacts of the three factors of concern on the academic performance of undergraduate business students in introductory quantitative courses in a public university setting in the UAE context.
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Edopu, Ritah N., J. B. Mpoza, and Edith Namutebi. "Enhancing the Quality and Relevance of Teaching and Learning through University Community Partnerships: the Case of Art at Makerere University." Makerere Journal of Higher Education 10, no. 1 (February 1, 2018): 3–21. http://dx.doi.org/10.4314/majohe.v10i1.1.
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A key gap in writing on the University Community Partnership (UCP) approach to higher education delivery relates to the fact that, in general, the fruitfulness of the approach is taken for granted. Furthermore, the usefulness of UCPs is tacitly expected to be two-way with universities helping their communities to address some of their challenges and the experience of partnership helping the universities to enhance their relevance. However, this paper reports the findings of a study that presents a different picture. Investigating the implementation and impact of the UCP approach to the delivery of the Bachelor of Industrial and Fine Arts program at Makerere University’s Margaret Trowel School of Industrial and Fine Arts (MTSIFA), the study found that contrary to the widely held view that the approach to higher education delivery results into universities helping their communities to deal with some of their challenges, at the MTSIFA, the approach has not resulted into service learning. However, it has helped the school to close critical gaps in studio support for its students, thereby enhancing the quality and relevance of teaching and learning. Therefore, using this case, the study argues that UCPs present a panacea to some of the resources constraints inherent to massification that many HEIs in Africa are grappling with.
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Kolodii, S. A., Yu V. Kordon, O. A. Nazarchuk, and N. I. Osadchuk. "The implementation of test control methods for the improvement of the quality content of high education in medical higher educational institution." Reports of Vinnytsia National Medical University 22, no. 2 (December 5, 2018): 357–60. http://dx.doi.org/10.31393/reports-vnmedical-2018-22(2)-26.
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The integration of Ukrainian system of Higher education into the European one accompanies by a transformation processes. The main goal of Higher school in our country is to prepare competitive specialists. The pedagogues of medical universities implement modern educational technologies with the use of analytically-searching work and scientific information. The implementation of new technologies of teaching is the important task of modernization of pedagogical system of mastering highly skilled specialists. The aim — to ground the implementation of test control for the estimation of quality of knowledge of future doctors. Gaining knowledge in microbiology is very necessary for future doctors to understand the principals of diagnostics and struggling infectious diseases. Knowledge in microbiology is basis for better understanding of clinical disciplines, as it assists logical perception of clinical data, influences on the forming clinical thought without which it is impossible to become a highly skilled specialist. The implementation of modern methods of studies, control, providing the increase of creative activity of students, forming and developing in them professional thought is one of the effective way of the improvement of quality of pedagogical training of highly skilled doctors. The experience of applying of the test control of knowledge in students in the medical university at classes of Microbiology, Virology and Immunology has been presented in the manuscript. The use of different types of test control has been proved to be one of the effective methods for determining the level of knowledge among students. Test control promotes the activation of cognitive activity, forms students’ skills of independent work, develops their logical thinking. Test control of obtained knowledge should be used in conjunction with other methods of studying the subject. The analysis of the results of the writing of the KROK-1 qualification exam by the students of the stomatological department has been conducted. The use of different methods of estimation of control of knowledge is necessary for its improvement. The study of microbiology is the important base of forming fundamental knowledge in students. Therefore, test control in a complex with other pedagogical methods can be used as one of the important and optimal methods to improve estimation of the basic level of students’ knowledge.
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Mohd Nor, Khalijah, Masliza Mohd Razali, Nashrah Talib, Nurbarirah Ahmad, Siti Rosnita Sakarji, Wan Aisyah Amni Wan Mohamed Saferdin, and Aishah Mohd Nor. "STUDENTS’ PROBLEMS IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG MDAB STUDENTS AT UITM MALACCA." International Journal of Humanities, Philosophy and Language 2, no. 7 (September 15, 2019): 01–12. http://dx.doi.org/10.35631/ijhpl.27001.
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This study examined students’ problems in learning English as a second language in higher learning institutions. This paper reports on the results of an interview of 30 randomly selected MDAB students of Diploma in Office Management and Technology at UiTM Melaka. The aim of this paper is to identify the factors that contribute to the decreasing of students’ achievement in the English language. The discussion revealed the different reasons that students face in speaking, listening, reading and writing skills. In learning a second language, it is of utmost importance that learners receive maximum support in terms of a supportive and conducive learning environment as well as an adequate and meaningful language experience. This research hopes to enlighten students in learning the English language so that they may strive to improve their English skills, thus making language teaching and learning more effective and meaningful for both lecturers and students.
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Kasparkova, Alena, and Kamila Etchegoyen Rosolová. "Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors." Journal of Academic Writing 10, no. 1 (December 18, 2020): 221. http://dx.doi.org/10.18552/joaw.v10i1.614.
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Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors
This poster documents the bottom-up efforts leading to the establishment of an academic writing support program for doctoral students at an engineering university in the Czech Republic (CR).
To defend their dissertation, by law Czech doctoral students have to have published their research. Moreover, many faculties require their doctoral students to publish in prestigious English-medium journals, which is a challenge even for the students’ supervisors. Although publication requirements prior to dissertation defence are becoming common in many countries (Kamler and Thompson, 2014; Kelly, 2017), Czech students often face a challenge of writing in the absence of any prior writing support, where insufficient knowledge of English only adds an extra hurdle to the already difficult task of argumentation absent in Czech schooling. CR has a comparatively high number of doctoral students, but also alarmingly high drop-out rates with more than 50% students not finishing their studies (Beneš et al., 2017). In part, this is due to the students’ difficulties to publish (National Training Fund, 2019). This challenge could be addressed with systematic writing development, but Czech educators and dissertation supervisors are not commonly aware of composition being teachable as we learned from our preliminary study on writing support in doctoral programs in several Czech universities (Rosolová & Kasparkova, in press). While supervisors and university leaders tended to see writing development as a responsibility of the students, the doctoral students were calling for systematic support.
We strive to bring attention to the complexity of writing development and introduce a discourse on academic writing that conceives of academic writing as a bundle of analytical and critical thinking skills coupled with knowledge of rhetorical structures and different academic genres. We show how these skills can be taught through a course drawing on the results from a needs analysis survey among engineering doctoral students, the target population for this course (for more information on the survey, see Kasparkova & Rosolová, 2020). In the survey, students expressed a strong interest in a blended-learning format of the course, which we base on a model of a unique academic writing course developed for researchers at the Czech Academy of Sciences, but not common in Czech universities. Our course is work in progress and combines writing development with library modules that frame the whole writing process as a publication journey ranging from library searches, to a selection of a target journal and communication with reviewers. Because we are well aware that a course alone will not trigger a discourse on writing development in Czech higher education, we also plan on involving a broader academic community through workshops for supervisors and a handbook on teaching academic writing and publishing skills for future course instructors.
Colleagues at EATAW 2019 conference commented on the poster sharing their difficulties from the engineering context and for instance suggested a computer game to engage engineers. This resonated with our plan to invite our engineers into the course through a geo-caching game – for more, see Kasparkova & Rosolová (2020).
References
Beneš, J., Kohoutek, J., & Šmídová, M. (2017). Doktorské studium v ČR [Doctoral studies in the CR]. Centre for Higher Education Studies. https://www.csvs.cz/wp-content/uploads/2018/10/Doktorandi_final_2018.pdf
Rosolová, K. E., & Kasparkova, A. (in press). How do I cook an Impact Factor article if you do not show me what the ingredients are? Educare. https://ojs.mau.se/index.php/educare
Kamler, B., & Thomson, P. (2014). Helping Doctoral Students Write (2nd edition). Routledge.
Kasparkova, A., & Rosolová, K. (2020). A geo-caching game ‘Meet your Editor’ as a teaser for writing courses. 2020 IEEE International Professional Communication Conference (ProComm), Kennesaw, GA, USA, 2020, pp. 87-91. https://doi.org/10.1109/ProComm48883.2020.00019
Kelly, F. J. (2017). The idea of the PhD: The doctorate in the twenty-first-century imagination. Routledge.
National Training Fund. (2019). Complex study of doctoral studies at Charles University and recommendations to improve the conditions and results. Report for the Charles University Management. Prague.
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Handayani, Fitri. "Mini Nurse Lite, Medical Tool Quiz and More: Smartphone Apps as Interactive English Medical Materials for Nursing Students." Elsya : Journal of English Language Studies 3, no. 2 (June 27, 2021): 106–16. http://dx.doi.org/10.31849/elsya.v3i2.6423.
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Gaining medical knowledge in English is challenging for nursing students due to the various challenging necessities such as possessing specialized vocabulary, diagnosing symptoms clearly, and writing health reports. To overcome these classical and practical language barriers, this study tries to establish the effects of using selected smartphone apps, i.e., Mini Nurse Lite, Disease Dictionary, Surgical & Medical Instruments, and Medical Tool Quiz, to increase nursing students’ ability in understanding English medical materials. This research employed a quasi-experimental pre-test and post-test design. The participants were 76 first-year nursing students of a selected university in Solok. The experimental treatment was teaching English medical materials through smartphone applications followed by discussion class, while the control group did not receive training in nursing with smartphone applications as only lecture-based education was performed. The results of the study showed that there was a higher mean score in levels of satisfaction by students in the experimental group (88.53) compared to the control group (82.27). It indicates that smartphone applications were effective for improving nursing students’ ability in understanding English medical materials. The findings suggest optimal conditions for designing smartphone-based learning to be applied in a nursing class and contributed to the lack of studies on smartphone-based instruction in nursing within the context of overcoming English language barriers.
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Hadi, Muhamad Sofian, Lidiyatul Izzah, and Qondila Paulia. "TEACHING WRITING THROUGH CANVA APPLICATION." Journal of Languages and Language Teaching 9, no. 2 (April 22, 2021): 228. http://dx.doi.org/10.33394/jollt.v9i2.3533.
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This study aims to investigate the effectiveness of using Canva application media to enhance students’ writing skills. This research was conducted in July-August at Mts Al-Islamiyah, Ciledug. Researchers used a quantitative method which is pre-experimental research design by applying pre-test and post-test. Writing tests were employed in collecting students’ achievement as instruments of this study. Researchers used one class in class IX-1 MTs Al-Islamiyah Ciledug as research samples. Determining samples of this study used the random sampling technique. To analyze the research data, researcher applied t-test. Based on the research analysis, the mean score of students’ writing test on the post-test was 70.83, and the pre-test was 64.73. The results also showed that the T-cal value (9,585) was higher than the Ttable (2.021), at the 5% significance level. If the result t-test was higher than t-table. It indicated that the alternative hypothesis (Ha) was accepted, and (H0) was rejected. Based on the results of the t-test calculation, this current study can be concluded that the Canva Application is an effective media to facilitate students to improve their writing performance. For further studies, English teachers can imitate the basic theory of this study as consideration to teach writing skills.
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Djumingin, Sulastri. "The Practice of Lesson Study Model in Teaching Writing Report Text." Journal of Education and Learning (EduLearn) 11, no. 1 (February 1, 2017): 103. http://dx.doi.org/10.11591/edulearn.v11i1.4315.
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Sulistyowati, Titis, and Sri W. Surachmi. "INTRODUCING LOCAL WISDOM THROUGH NARRATIVE: TEACHING ENGLISH IN HIGHER EDUCATION." Indonesian EFL Journal 6, no. 1 (February 24, 2020): 81. http://dx.doi.org/10.25134/ieflj.v6i1.2641.
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It is very important to introduce and continue the local narrative and their values to the next generation. This paper is part of a larger research on narrative writing for higher education level students organized in a genre writing class. In this paper, the writers focus on exploring the students� understanding of moral values in the local narratives constructed during genre writing activities. This paper also describes the teacher�s feedback on the students� writing quality. This study involved 20 students from the English Education Department of Muria Kudus University. Guided questions were used in the interview session to explore the students� understanding of the local narratives and moral values. The review of students� papers was used to analyze the teacher�s feedback to explore the students� quality of writing. Keywords: local wisdom; narrative; character building; writing.
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Wang, Jiachun. "A Comparative Study on the Washback Effects of Teacher Feedback plus Intelligent Feedback versus Teacher Feedback on English Writing Teaching in Higher Vocational College." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1555. http://dx.doi.org/10.17507/tpls.0912.12.
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For college students majoring in English, English writing is a relatively difficult project. How to effectively improve the English writing ability of students of English majors in vocational colleges is an important issue that every college teacher needs to pay attention to. As a teaching tool, the intelligent computer automated essay evaluation system can help students improve their English writing ability more objectively, efficiently and accurately. This paper employs the intelligent computer automated essay evaluation system as a teaching tool, taking college students as the research object, and carried out an 18-week online self-writing teaching experiment and traditional writing experiment. This paper conducts a comparative study on the washback effects of teacher feedback plus intelligent feedback versus teacher feedback on English writing teaching in higher vocational college, which provides a prominent research value and research significance for the reform and innovation of English writing teaching in higher vocational colleges.
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Singh, Charanjit Kaur Swaran, Rhasvinder Kaur Ambar Singh, Tarsame Singh Masa Singh, Nor Azmi Mostafa, and Tunku Mohani Tunku Mohtar. "Developing a Higher Order Thinking Skills Module for Weak ESL Learners." English Language Teaching 11, no. 7 (June 12, 2018): 86. http://dx.doi.org/10.5539/elt.v11n7p86.
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The problem of mastering English does not involve students alone. The English language teachers, policy makers and curriculum developers are also affected. Thus, teachers have resorted to using higher order thinking skills (HOT) as a means to teach writing to weak ESL learners. The study aimed at developing and validating a higher order thinking skills module for teaching writing to weak ESL learners. It employed a qualitative research paradigm using documents analysis, interviews, observations and validation form. It was conducted in two phases. The first phase was completed with needs analysis specifically identifying problems teachers faced in teaching writing using higher order thinking skills in six selected secondary schools. The ADDIE model approach was used by the ESL teachers and experts in HOTs to create the module content. In the second phase, the teachers were observed ten times to investigate the effectiveness of using the HOTs module developed for teaching writing. The findings revealed that the HOTs module served as a guideline for the teachers in applying and integrating thinking skills in the process of teaching writing. These findings were used to guide decisions on implementing the appropriate teaching pedagogy to apply HOTS for teaching writing.
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Swandi, Irda Sulastri Binte, and Jo-Ann Netto-Shek. "TEACHING WRITING AT THE PRIMARY LEVELS." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 1. http://dx.doi.org/10.17509/ijal.v7i1.6852.
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Writing is a critical skill for young learners to master for academic purposes and as a work and life skill. This paper is part of a larger study on the English Language 2010 syllabus and its national curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In this paper, we report findings from a quantitative content analysis of both the syllabus and the curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their potential impact on classroom instruction. Findings from the analysis of these documents reveal that, on the whole, the national curriculum is aligned not only to current approaches for the teaching of writing but also to the syllabus in terms of instructional principles. However, the findings also reveal a difference in terms of emphasis between both documents that may potentially restrict the realisation of syllabus outcomes in the area of writing instruction at the primary levels.
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Ulfiati, Lilik. "Review of “Developing Writers in Higher Education”." International Journal of Language Teaching and Education 4, no. 2 (April 6, 2021): 1–2. http://dx.doi.org/10.22437/ijolte.v4i2.12345.
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Instructors and researchers of writing in higher education often experience discouraged when they find their teaching falling short their expectation even though a number of endeavors they invest in the teaching practices and research works. As a writing teacher for higher education, I feel disappointed when I am not able to present more beneficial support than the motivation to write using appropriate vocabularies, making grammatical sentences consisted of compound or complex ones, organizing ideas of writing or paragraphs, constructing coherence essays and so on. After ineffective attempts at aiding higher education students significantly enhance their writing, I began to review the nature of writing and facets other than the language competences comprising what activities the teachers are necessary to carry out, how the students’ writing practices are applied during their writing process, who are involved in the process of writing and how long the writing activities take place. I have figured out solutions to some questions in the book entitled “Developing Writers in Higher Education”. In this five-section book, Anne Ruggles Gere describes comprehensive longitudinal study about topic concerning on how students in higher education keep practicing their writing process and their writing follow various developmental paths.
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SETIADI, SAMSI, and ZAINAL RAFLI. "ARABIC WRITING LEARNING MODEL BASED ON GENRE PROCESS APPROACH IN HIGHER EDUCATION." Al-Ma'rifah 14, no. 02 (April 11, 2018): 91–101. http://dx.doi.org/10.21009/almakrifah.14.02.06.
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This study aims to obtain a model of teaching materials of Arabic writing (kitabah Arabiyah) based on the genre process approach at the State University of Jakarta. The method used is the development research to obtain the model of Arabic writing materials based on the genre process approach. The results showed that students still had difficulties at a fairly high level, such as finding key ideas, developing paragraphs, applying appropriate Arabic rules, finding and selecting the vocabularies that fit the context of the sentence. Students make some mistakes when writing Arabic script, including incorrect writing of letters, selection of verb (fi’il) and noun (isim), mistakes of intended meaning, incomplete sentences, and incomplete paragraphs. The need of students to the learning of Arabic writing shown by the scores of students' needs on the study is 3.90 which means that Arabic writing teaching is needed. The development of Arabic-based teaching material model based on the genre approach is needed as an alternative to problem solving.
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Imaniar, Fahmy, Lies Amin Lestari, and Ahmad Munir. "The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education." Journal of English Language and Literature 10, no. 1 (August 31, 2018): 975–81. http://dx.doi.org/10.17722/jell.v10i1.382.
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Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.
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Chen, Zhiying. "A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction." English Language Teaching 13, no. 11 (October 16, 2020): 30. http://dx.doi.org/10.5539/elt.v13n11p30.
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Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students’ response are revealed to understand the effects of those instructions accordingly.
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Assaggaf, Hussein Taha. "A Process Genre Approach to Teaching Report Writing to Arab EFL Computer Science Students." International Journal of English Linguistics 6, no. 6 (November 24, 2016): 8. http://dx.doi.org/10.5539/ijel.v6n6p8.
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<p>In the teaching and learning of EFL writing, the Process Genre Approach (PGA), an integration of the process approach and the genre approach, has recently received much attention worldwide. This approach, however, has not been given enough focus in the Arab EFL context. The purpose of this paper is twofold: to report an implementation of a process genre approach in teaching a report writing course; and to explore views of the Arab EFL students attending that course. The study employs two instruments for data collection: observation, for describing the implementation of the PGA; and a questionnaire specifically designed for eliciting students’ views. Participants are 17 students who attended a report writing course in a computer science department at a university in Yemen. A description of the implementation of the approach is presented in five main areas: preparation of form; preparation of genre; planning, drafting and revising; feedback; and teacher roles and scaffolding. The findings revealed positive views of computer science EFL students on using the process genre approach in teaching report writing. The study concluded with relevant implications and recommendations for Arab EFL writing teaching and research.</p>
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Anggraini, Febri. "Brainstorming Technique In Teaching Writing Descriptive Text." Channing: Journal of English Language Education and Literature 5, no. 2 (October 1, 2020): 71–74. http://dx.doi.org/10.30599/channing.v5i2.840.
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This study investigated the effect of the brainstorming technique to Increase Students’ Writing Skill at the Tenth Grade of MA YPI Darul Huda Lubuk Harjo. The objective of the study was to find and describe whether there any significant difference between students who are taught by using brainstorming techniques and the students who are taught by using the conventional technique to teach writing skills at the tenth grade of MA YPI Darul Huda Lubuk Harjo. Therefore, for this study writer used quasi-experimental design as the method. The population was 158 and for sample 58 students, a sample of this study used purposive sampling. In this study, the writer was collecting the data used a written test as an instrument, and it was analyzed by an Independent t-test using SPSS 16, the result showed that t –obtained was higher than t table (6,573 >2.000), and the value of sig (2 tailed) =0.00 less than the value significance level (0,05). It meant that there were no significant differences between the experimental group and the control group. So, the Alternative Hypothesis (Ha) was accepted and Null Hypothesis was rejected. It can be concluded that Brainstorming Technique was significant to increase students’ writing skills at the tenth grade of MA YPI Darul Huda Lubuk Harjo.
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Singh, Ram Ekwal. "A Study of Written English in Nepal." Tribhuvan University Journal 35, no. 2 (December 31, 2020): 135–50. http://dx.doi.org/10.3126/tuj.v35i2.36199.
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People in Nepal speak different languages. English is taught as a compulsory subject up to bachelor level. Writing skill in compulsory English occupies 40% weight age in class XI syllabus. This research was conducted with the main purposes of analysing the writing tasks and writing serves various purposes in a person’s everyday life. Its role is vital for upgrading students and job placement. It has been prescribed in English textbooks for higher secondary level across four subject streams and finding out the English teaching learning processes in the development of writing skills. The study had been delimited to the Kathmandu Valley. The sample comprised Class XI students. Mixed methods were utilized for gathering data such as questionnaire for students, test, students’ interview, teachers’ opinionnaire, teachers’ interview and class observation. All the higher secondary schoolteachers of English of the sample schools and 25 students of four streams were the respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS) version 16 and the t-test. The nature of exercises related to writing in textbooks of Class XI is almost similar, sequential and aims at developing creative writing. Science students performed the best of all on the test followed by Management, Arts and Education students. Almost all the informants expressed that writing grammatically correct sentences is of top most importance. Most of the teachers used process methodology in teaching writing. All informants interviewed expressed writing as a vital skill but it lacks separate classes.
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Berdibek, Tumyshev, Toxanbayeva Nurgul, Baibekova Madina, Sabirova Zhanylsyn, Karabayeva Nurgul, and Koishigulova Laila. "Case Study of Communication Issues Influence on Self-Esteem in Learners with ID." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 342–48. http://dx.doi.org/10.6000/2292-2598.2021.09.03.11.
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Nowadays, the lack of knowledge of bilingualism due to the changed volume ratio in the teaching of writing is becoming more and more obvious, especially to learners with intellectual disabilities. The emergence of complex processes marks this fact as interference and convergence of speech, which are better speaking and writing sources in bilingualism. The purpose of the study is to identify the specific difficulties of teaching writing to younger bilingual schoolchildren with ID and to develop a productive speech therapy system for the prevention and correction of violations of higher mental functions that they have. The object of research is the features of teaching children with speech deficiency and with ID to writing in bilingual conditions. The research subject is the process of preventing and overcoming problems in the bilingual conditions of teaching children with speech and ID function deficiency.
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Mushtoza, Dina Amaliyah. "DISCOVERY LEARNING IN TEACHING REPORT WRITING FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON 2013 CURRICULUM." IJET (Indonesian Journal of English Teaching) 5, no. 1 (July 13, 2016): 55–77. http://dx.doi.org/10.15642/ijet2.2016.5.1.55-77.
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This study focuses on how the implementation of DL in teaching report writing for junior high school students based on 2013 curriculum. It has three research questions: (1)how is the implementation of DL in teaching report writing, (2) how are the students’ responses towards DL during the teaching learning of report writing, (3) how is the students’ writing report after taught by implementation of DL.This study used qualitative research. It focuses on natural setting, has an interest in meaning, the perspective emphasizes on a process, concern with an inductive analysis and grounded theory. The data collection techniques are observation and interview to anstablewer the first and second research questions, and documentation to answer first and third research questions.The result of this study reveals when teaching report writing, the teacher implements DL which is relevant and appropriate with the theories. He uses six steps, (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization. The students’ responses are positive in five steps, except data processing, the students’ response is negative, because of limited time. In all of the writing, the teacher gives his comments. It makes students pay attention to their result, and know their mistakes as motivational correction for them. All of students’ score isstill high of the standard score.
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Snodgrass, Sara E. "Writing as a Tool for Teaching Social Psychology." Teaching of Psychology 12, no. 2 (April 1985): 91–94. http://dx.doi.org/10.1207/s15328023top1202_10.
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The process of writing is a highly productive tool for learning the concepts and methods of social psychology. Writing, however, is most often used as an evaluative tool rather than as a teaching tool. This paper describes practical ways in which writing can be used in an introductory social psychology course to enhance the students' learning. Keeping a course log (a type of journal), writing analyses of published articles, doing an observational study, and writing a formal research report are among the ideas presented. The techniques described here can be applied to any course in psychology and are not uniquely applicable to social psychology.
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Sukandi, Syayid Sandi, and Yola Merina. "Types of Sentences in EFL Students' Paragraph Assignments: A Quantitative Study on Teaching and Learning Writing at Higher Education Level." Journal of Education Research and Evaluation 1, no. 3 (August 14, 2017): 137. http://dx.doi.org/10.23887/jere.v1i3.10322.
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This research investigates Indonesian EFL students writing four types of English sentences in their paragraph writing assignments that were posted online in Writing 1 course of English Education at STKIP PGRI Sumatera Barat. The analysed types of sentences are Simple Sentence (code: S.S.), Compound Sentence (code: C.S.1), Complex Sentence (code: C.S.2), and Compound-Complex Sentence (code: C.C.S). The percentage of each type of sentences that appears in the students’ writings within each five genres represents the students’ syntactical composition. Moreover, this research focuses on quantitatively analysing the above five types of sentences that appeared in students’ assignments in each type of following genres: argumentative, descriptive, process, cause-effect, and comparison-contrast. Data are taken from 10% samples of all population. The finding shows that writing Simple Sentence in paragraphs is a common type of sentence that is used by the students. It indicates that the guiding process to teaching students about writing paragraphs with varied sentence types is important for further development of teaching process of writing.
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Liao, Linchun. "The Delights of Writing." Science Insights Education Frontiers 8, S1 (January 22, 2021): 10. http://dx.doi.org/10.15354/sief.21.s1.ab021.
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As the core of writing ability, language use is one of the most critical training objectives in teaching the Chinese language. In the Chinese study, writing is a continuous and non-linear process that contributes to the higher-order thinking ability through discovery, conception, generation, and evaluation. Writing could be affected by the social environment and personal factors. The cultivation and improvement of writing ability have always been a difficult task for both teachers and students. Multidimensional electronic texts can help students increase visual and auditory sensory stimulation, help students immerse in practical or imitated context, strengthen the academic foundation such as words or phrases, and article structure to experience vivid and exciting writing. This article will combine the specific teaching case to explain further how multidimensional electronic texts can cultivate and improve students’ writing ability in actual teaching.
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Nugrahini, Yulia. "The Effectiveness of Comment Column on Facebook Group in Teaching Writing." Darussalam English Journal (DEJ) 1, no. 1 (June 15, 2021): 23. http://dx.doi.org/10.30739/dej.v1i1.1035.
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This article was a complete report of investigation on the effectiveness of coment column in facebook group to teach writing. Communicate using Facebook in international scope or globalization era needs English skill, especially in writing skill. Writing which is clearly and acceptably is needed when writing or given a comment. The Students must have good skill writing on English. The researcher was analized the score of pre test and posttest with used computing calculated with SPSS 21.0. The researcher analized used t-test. The researcher used t-test technique because in this research all the assumptions test are full filed. The result showed that the mean of the pre-test was 61.16 and mean of the post-test was 75.23. It means that the result from the post-test was higher than pre-test. Based on the result of output paired sample test shows the result of compare analysis with used T-test shows mean pre-test and post-test is 14.065. Standard deviation is 10.577 and mean standard error is 1.900, the lower different is 10.185, while upper different is 17.944. The result t- test is 7.404 with df 30 and significance 0.000. The t-count value is 7.404 is more than t- table value 2.042. So the Ho is rejected and Ha accepted because 7.404 > 2.042.The Average score of post-test is higher then the average of pre-test. It means that Facebook is an effective media in teaching writing procedure text.
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Twagilimana, Innocent, and Devika Naidoo. "Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda." Rwanda Journal of Social Sciences, Humanities and Business 1, no. 1 (August 5, 2020): 65–75. http://dx.doi.org/10.4314/rjsshb.v1i1.6.
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In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. The findings revealed that lecturers’ conception of teaching and learning academic writing is underpinned by an autonomous view - based on discrete skills. It is recommended that the lecturers’ understanding of the academic literacies approach should be properly developed to meet the expected literacy competence goals.
Key words: ESL, Writing skills, Academic writing, Literacies, Conceptualisation
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Tsuroyya, Chasna. "STUDENTS’ PERCEPTION ON PEER CORRECTION IN ACADEMIC ENGLISH WRITING: A CASE STUDY IN A HIGHER EDUCATION." Research and Innovation in Language Learning 3, no. 2 (June 1, 2020): 85. http://dx.doi.org/10.33603/rill.v3i2.3108.
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Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Twenty participants enrolled and attended writing class in English Education Department in a state university in Surakarta. They were given a rubric to both reviews other students' writing tasks and receive peer feedback. In collecting data, questionnaires were collected after the writing projects. Results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. Thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English learners
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Singh, Charanjit Kaur Swaran, Revathi Gopal, Nor Azmi Mostafa, Rhashvinder Kaur Ambar Singh, Eng Tek Ong, and Tarsame Singh Masa Singh. "ESL TEACHERS’ STRATEGIES TO FOSTER HIGHER-ORDER THINKING SKILLS TO TEACH WRITING." Malaysian Journal of Learning and Instruction 17, Number 2 (July 31, 2020): 195–226. http://dx.doi.org/10.32890/mjli2020.17.2.7.
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Purpose - This research focuses on ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners in two selected secondary schools in Malaysia. ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners were captured and encapsulated to enable the ESL learners to understand and master higher order thinking to improve their writing. Methodology – A qualitative descriptive case study design was employed in the study. The sample was based on a snowball sampling and 4 ESL teachers were selected from two different secondary schools in Malaysia. The main data collection method was classroom observation while thematic analysis was used for data analysis. Each teacher was observed twice. Classroom observation forms and video recordings were used as a main source in data collection. Findings – Findings showed that ESL teachers selected strategies to foster higher-order thinking skills to teach writing including the general procedures in implementing higher-order thinking skills for teaching writing and major considerations at each stage of the implementation. ESL teachers exposed learners to the general procedures of the higher-order thinking skills which were explaining and helping students to understand what higher-order thinking is, leading students to connect to concepts in writing, helping students to infer through real-life situations, using more graphic organizers and teaching problem-solving skills. Significance – The findings can be used to guide decisions on higher-order thinking skills training for ESL teachers, educators and curriculum developers regarding the thinking skills strategies to be mastered in teaching writing.
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Voon, Boo Ho, Ai Kiat Teo, and Joyce E. C. Voon. "IMPROVING THE PERFORMANCE OF MUET STUDENTS IN REPORT-WRITING: FROM EXPERIMENT TO ACTIONS." Asian Journal of University Education 15, no. 3 (December 31, 2019): 175. http://dx.doi.org/10.24191/ajue.v15i3.7568.
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Students always need sincere and kind guidance from the teachers. Hence, a true customer orientation is instrumental in teaching English as it is always good to understand the students’ needs to improve their performance. This paper addresses the requirement to understand the students’ needs and then teach accordingly to improve the quality of MUET report-writing. A class-room based experiment was done on 40 students in a government school. The students were briefed on the requirements for report writing in MUET. There were experimental and control groups in this study. This research found that the format-driven teaching (FBT) had significantly improved the writing performance of the MUET students. The results indicated that the overall mean score of the students before the FBT teaching stood at 18.50 (out of maximum 40.00), but the score significantly increased to 23.95 after the students were briefed and taught based on the format and requirements of the report-writing. The quality of their writings was much better than before. This research suggested the need of putting the interests of the students first in teaching. The students might have different needs such as not knowing the expectations of the examiners or teachers. Implications and direction for future research were also discussed.
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Dronov, Ivan. "Organizational and pedagogical conditions of master students teaching written academic discourse." Tambov University Review. Series: Humanities, no. 182 (2019): 21–31. http://dx.doi.org/10.20310/1810-0201-2019-24-182-21-31.
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The higher education intensive development current trend with the help of innovative approaches to systematization necessitates the creation of system organizational and pedagogical conditions to achieve the maximum effect of foreign language teaching. In this paper we give the author’s definition of this system as a set of interconnected components necessary for the formation of written academic discourse skills. This system includes the following components (conditions): a) motivation; b) formedness of the students and teachers linguistic and computer competence; c) the language proficiency of students and teachers which is not below the C1 level on the common European of reference for language proficiency; d) the implementation of the technology “Learning in cooperation”; e) combination of classroom and extracurricular forms of work. We note the commonality of the methodological functions of the various types of self extracurricular work and skills in writing academic discourse, and develop a list of types of extracurricular forms of work and develop with them the skills of written academic discourse: writing an essay on a giv-en topic, composing a Curriculum Vitae, writing an structural abstract, writing review of the work read, writing essays on writing speech given at scientific conferences, writing scientific papers, applications for participation in scientific events, the abstract writing for scientific article, writing report, writing poster presentation. We also propose a definition of the term “linguistic and com-puter competence”, which is interpreted as the set of language competencies and skills of modern information and communication technologies necessary for mastering of communicative skills in learning a foreign language.
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Muthoharoh, Nada Raudhotul, and Anita Anita. "Using Feedback in Teaching Writing Descriptive Text." Loquen: English Studies Journal 11, no. 02 (December 30, 2018): 42. http://dx.doi.org/10.32678/loquen.v11i02.1035.
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This study is to see the improvement of student’s writing skill on descriptive text for seventh grade students of SMP 14 Kota Serang by using peer feedback technique. The subject of this research is the students of seventh grade of SMP 14 Kota Serang which consist of 30 students. This research is applied by a quasi-experimental design and quantitative research method. The instrument used in this research was tests (pre-test and post-test) which is conducted based on the main problems: 1) How is the students writing ability on descriptive text at the seventh grade of SMP 14 Kota serang? 2) How is the effectiveness of peer feedback in teaching writing descriptive text at the seventh grade of SMP 14 Kota serang?. The research finding of the last result showed that “to” from the calculation is higher than t table both at significance level 5% and 1%. Significance 5% t observation= 7.14 and t table= 1.67 or 7.14 >1.67 which its significance 1% t observation=7.14 and t table= 2.39 or 7.14 >2.39. In addition, the result of observations showed that the students more motivated in learning English, especially for writing subject. Based on the result above, it can be concluded that peer feedback can be used in teaching writing descriptive text. The result of this research shows that the students’ writing on descriptive text who use peer feedback achieve better performance than those who do not use it.
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Hundarenko, Olena. "Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 87–102. http://dx.doi.org/10.18662/rrem/12.4/335.
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Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.
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Sabti, Ahmed Abdulateef, Sabariah Md Rashid, Vahid Nimehchisalem, and Ramiza Darmi. "The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners." SAGE Open 9, no. 4 (July 2019): 215824401989428. http://dx.doi.org/10.1177/2158244019894289.
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Previous studies have examined learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL (English as a second language/English as a foreign language) writing. Studies have affirmed that self-efficacy and achievement motivation could enhance writing performance, whereas anxiety may hinder writing achievement. This study aimed to examine individual differences in Iraqi EFL learners’ writing anxiety, writing self-efficacy, and writing achievement motivation in the Iraqi EFL context. A quantitative approach, specifically the correlational design, was employed to examine the abovementioned relationships. The sample of the study comprised 100 Iraqi undergraduate students majoring in English language from two Iraqi public universities. Data were collected via four instruments: three questionnaires, namely, Second Language Writing Anxiety Inventory (SLWAI), Writer Self-Perception Scale (WSPS) and Achievement Goal Questionnaire (AGQ), and one descriptive writing task. The findings of this study discovered that the higher the writing anxiety level, the poorer the writing performance, whereas the higher the writing self-efficacy and writing achievement motivation level, the better the writing performance. The findings of this study also indicated that both writing self-efficacy and writing anxiety, and writing anxiety and writing achievement motivation were negatively correlated, whereas writing self-efficacy and writing achievement motivation were significantly and positively correlated. This study suggests that these factors need to be taken into consideration in EFL writing instruction to facilitate the teaching and learning process of EFL writing, which in turn would help enhance the EFL undergraduates’ writing ability.
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Fristiara, Cahyaning. "Self-Assessment: Its Roles for Higher Education Students In Academic Writing Class." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 357–65. http://dx.doi.org/10.34050/els-jish.v1i3.5007.
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Self-Assessment is one kind of assessment technique that used by the teacher and conducted by the students in making grade of learning. By using this kind of assessment, students are stimulated to find strength and weakness in learning process, to assess the understanding about material given by the lecturer, and to judge the achievement in Academic writing class. This paper aimed to investigate the roles of self-assessment in Academic Writing Class. Purposive sampling used as sampling technique, where 5 students in Academic Writing Class involved as research sample. Self-assessment questionnaire applied in this research to know the roles of self-assessment in Academic Writing class. Interview also conducted in collecting some additional information regarding the student difficulties in conducting self-assessment. The result of the study showed that the use of self-assessment in Academic Writing class is important to know students strength and weakness in teaching and learning process, to increase the motivation in writing, and to improve the writing performance. This research expected to give contributions in the educational development especially encourages student’s awareness to optimize the use of self-assessment in Academic Writing Class and as consideration for the teachers in conducting assessment process in the teaching and learning activity.
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., Sujito, Nuning Kurniasih, Wildan Mahir Muttaqin, Ifit Novita Sari, Andre Paulus Saleky, Patma Tuasikal, Yani Talakua, Beatus Mendelson Laka, Amelia Niwele, and Firman Aziz. "Applying ELMS Technology Based Teaching Strategy to Improve Writing Competence for EFL Remedial Students across Different Motivation Level." International Journal of Engineering & Technology 7, no. 3.2 (June 20, 2018): 770. http://dx.doi.org/10.14419/ijet.v7i3.2.18752.
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Technology provides an alternative to improve learning outcomes in new ways. ELMS (Edmodo Learning Management System) technology based teaching is expected to provide solutions in teaching English in Indonesia, especially for teaching writing. This research is to determine how application technology can improve the writing ability of remedial students who are low motivated. This study was aimed to see the difference of the remedial students' writing competence before and after taught using ELMS teaching technology by considering learners’ motivation level. This study used experimental design using factorial design 2x2. Two classes of remedial learners consisted of 30 students for each group was assigned into 2 smaller groups to match with their motivation falling into two classifications: high and low motivation. The two groups were given treatment for about 7 meetings. The study revealed three findings. First, learning achievement of the subjects after given subtext application teaching technology was higher than the subjects given conventional non technology media writing. Second, the learning achievement of the subjects having high motivation was higher than the learning achievement of the subject with low motivation. Third, there was significant interaction between the use of application teaching technology with the subjects' motivation level towards writing achievement improvement of the first year remedial EFL students.