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Gill, Ayesha Asghar, i Fauzia Jangua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis". English Language Teaching 13, nr 7 (9.06.2020): 8. http://dx.doi.org/10.5539/elt.v13n7p8.
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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
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Gill, Ayesha Asghar, i Fauzia Janjua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis". English Language Teaching 13, nr 8 (20.07.2020): 141. http://dx.doi.org/10.5539/elt.v13n8p141.
Pełny tekst źródłaStreszczenie:
Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
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Beh, Min Er, i Malini Ganapathy. "Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms". English Teacher 50, nr 1 (30.04.2021): 33–45. http://dx.doi.org/10.52696/osyw4426.
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Malaysian undergraduates have been facing writing difficulties as a result of lacking effective guidance tools in upskilling English writing and activating thinking skills. Failing to achieve writing competency, the problems extend to the high unemployment rate among fresh graduates. This paper proposes using Frangenheim’s Thinking Skills Framework (TSF) to improve university students’ academic writing proficiency. 60 students were selected to undergo a 6-week quasiexperiment to investigate the effectiveness of the TSF on academic writing and focus group discussions were held to explore students’ perceptions on utilizing the TSF in writing processes. The results of the study confirmed the positive effect of using the TSF in improving students’ academic writing and promoting the use of Higher-Order Thinking Skills (HOTS) throughout the writing process. Findings revealed students’ perceptions on the TSF: an effective guidance tool with various writing strategies, comprises clues to activate suitable thinking skills, and assists writers’ idea generation and decision-making. The implications are important to tertiary stakeholders as a practical TSF is recommended as a supplementary tool to be infused in English writing syllabus to facilitate students in fulfilling the essential thinking skills and writing needs in higher education.
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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, nr 1 (6.02.2018): 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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Pek, Lim Seong, Rita Wong Mee Mee, Soo Ruey Shing, Daeshela Theesmas i Na-Thinamalar Magiswary Nadarajan. "Strengthening Tertiary Students Writing Skills Through T.R.E.N.D. Model". Asian Journal of Contemporary Education 3, nr 1 (2019): 65–71. http://dx.doi.org/10.18488/journal.137.2019.31.65.71.
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Mabuan, Romualdo A. "USING BLOGS IN TEACHING TERTIARY ESL WRITING". English Review: Journal of English Education 6, nr 2 (10.06.2018): 1. http://dx.doi.org/10.25134/erjee.v6i2.1238.
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Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler & Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014), this study investigated a corpus of 58 blog posts written by ESL learners through weblogs. It aimed to determine the views of students on the use of blogs in learning English writing skills and to explore students� feedback on the advantages of blogging as a virtual writing platform. Research participants were 58 freshman university tourism students enrolled at a Study and Thinking Skills class in a private university in Manila, the Philippines during the first semester of the academic year 2017-2018. Research data drawn from students� blogs, survey questionnaires and focus group discussion revealed that despite accessibility issues due to technological resources, the learners viewed blogging as a viable platform in learning English writing skills because it affords them freedom to express their thoughts, it develops or improves their writing skills, and it allows them to connect and engage with their peers online, inter alia. Pedagogical implications for ESL writing teachers and researchers are offered based on these results.Keywords: Teaching writing, ESL writing, weblogs, blogging, TPACK, SAMR
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Baird, Craig, i Patricia Dooey. "Using Images to Facilitate Writing for Skills Assessment: A Visual PELA". Australian Journal of Indigenous Education 46, nr 2 (31.01.2017): 160–72. http://dx.doi.org/10.1017/jie.2016.32.
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Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose difficulties for students who have varying levels of comprehension and writing skills as shaped by their cultural and ethnic, learning journey experiences and previous formal English language instruction. Many universities have now established Post-Entry Language Assessment (PELA) tools as a means to determining student language skills at the commencement of their studies. Discussed here is a Visual PELA (VP) intended to stimulate student writing of a small passage of text for the purpose noted above. The visual nature of this instrument is intended to provide an alternative approach for visual learners, or those for whom written instructions pose difficulties, to demonstrate their literacy skills. This paper describes the development and initial testing of a VP with a view to it becoming an additional tool for determining writing skills levels for commencing students. A trial of this VP took place with a cohort of mostly international students having English as an Additional Language/Dialect (EAL/D) undertaking higher degree by research studies in an Australian university. The VP used here was founded on the idea of using images to stimulate the writing of a short passage of text where students can find their own context and ideas to write in an imaginative way and thus demonstrate their writing skill on entry to their tertiary studies.
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Chintapanti, Suvarna Ragini. "A Multiple Draft Technique with Relevant Feedback to Improve Writing Skills". JOURNAL OF ADVANCES IN LINGUISTICS 10 (30.05.2019): 1564–68. http://dx.doi.org/10.24297/jal.v10i0.8271.
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Out of the four major skills, writing has become mandatory for academic success at secondary and tertiary levels. Writing has been taught for many years as a product rather than process during the students' formative years. In fact, there are many writing activities prescribed at the secondary level. However, most of the writing activities are neglected in the pretext of paucity of time or due to lack of interest among some teachers who consider evaluating the written assignments and giving feedback as laborious and peripheral tasks. As teachers of writing we are prone to expose our students to the rules of writing and grammar without developing their ability to express their ideas. Having identified the challenges faced by engineering students during writing tasks, the present study used the ‘multiple draft strategy’ with relevant feedback as an experimental method to explore its significance in developing the writing skills of the students at the tertiary level.
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Suchona, Iffat Jahan. "Essay Writing Activities in Class: Bangladeshi Undergraduates’ Perspectives". Shanlax International Journal of English 8, nr 4 (1.09.2020): 16–24. http://dx.doi.org/10.34293/english.v8i4.3340.
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Although smart writing skill is equally important in both academic and professional spheres, many Bangladeshi tertiary level learners find writing skills too difficult to be developed. In respect of this, the students are given many writing tasks (such as composing a five-paragraph essay) to improve their competencies in a language classroom. Anyhow, writing a good essay needs several cognitive steps that a student has to go through demanding a high level of motivation and constructive teacher feedback. Considering the fact, this paper has investigated tertiary level Bangladeshi learners’ perspectives about how the essay-writing tasks keep them motivated in class. This pilot project had been conducted using a set of 20 items (quantitative survey questionnaire), which was administered among thirty participants from the Department of English of a reputed Bangladeshi public university. The small-scale research revealed that the majority of the undergraduates stay motivated during the brainstorming part of essay writing tasks. However, many of them find the patterns of essays quite confusing. However, these learners believe more writing assignments, along with effective teacher feedback, can highly encourage them to develop their writing skills.
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Abedin, Md Minhajul, Saiful Hassan Khan Majlish i Shorna Akter. "Listening Skill At Tertiary Level: A Reflection". Dhaka University Journal of Linguistics 2, nr 3 (15.01.2010): 69–90. http://dx.doi.org/10.3329/dujl.v2i3.4144.
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This study focuses on the real scenario of listening skill of learners at the tertiary level in private universities in our country and through this attempt we have tried to find out the reasons of poor listening skills of the learners. At secondary and higher secondary level, where Communicative Language Teaching (CLT) is in practice, writing and speaking are given maximum importance. Since learners' listening skill is not assessed like other skills, it remains unattended through out their academic career. The scenario of poor listening skill of the learners continues with the same negligence even at the tertiary level. Giving importance to the development of this skill, the study has been done throughout questionnaire survey both from students' and teachers' point of view. The survey result has been analyzed and some suggestions are given regarding the matter. Key words: Listening Skill, Tertiary level, Private UniversitiesDOI: 10.3329/dujl.v2i3.4144 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 69-90
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Wai Cook, Misty So-Sum. "The Success of an EAP Programme in Tertiary Education: Using a Student-Centric Approach to Scaffold Materials in an EAP". Studies in English Language Teaching 7, nr 2 (20.05.2019): p213. http://dx.doi.org/10.22158/selt.v7n2p213.
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Researchers and practitioners who focus on academic writing in English for Academic Purposes (EAP) courses have reported on the need to equip students with the necessary knowledge and skills to deal with academic writing across different disciplines in tertiary education (Rinnert & Kobayashi, 2005; Shi, 2011; Thompson, 2013). Previous research (e.g., Crosthwaite, 2016) has predominantly measured students’ progress in an EAP by comparing students’ pre- and post-course scores of individual language/writing skills. Much less has been reported on the effectiveness of a detailed EAP curriculum design that scaffolds skills in stages. This study contributes to the current EAP research by examining holistically the impact of a 12-week EAP course that adopts a reading-to-write, student-centric approach to scaffold progressively difficult writing skills/knowledge to help students acquire academic writing skills by focusing on three core skills: language, text organisation, and content development. The data of this study show students’ perceptions of their writing abilities and the significant improvement in academic writing skills before and after completing the course.
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Listyani. "Promoting Academic Writing Students’ Skills through “Process Writing” Strategy". Advances in Language and Literary Studies 9, nr 4 (31.08.2018): 173. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.173.
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Writing in a second language is complex, and complicated, mainly because of by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). Teachers therefore, whether they like it or not, have to select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their Academic Writing class is Process Writing strategy. This study shows information on a teaching strategy named Process Writing which was applied to one group of Academic Writing class in Semester II, 2016-2017. Research took place from January to April 2016. This group was taught using Process writing teaching strategy, with the hope of helping students improve in both their reading and writing skills. There were 20 students altogether in this group. One central question to be answered in this study is: How effective is Process writing strategy when it is used to teach Academic Writing students? Instruments used were pre-tests, post-tests, direct observation, video-recording; and weekly journals that students had to write every time they passed a stage of the Process Writing. From the statistical analysis as well as from students’ perceptions, one main conclusion can be drawn, that is, Process writing is effective to teach Academic Writing. Another conclusion which is not less significant is that Process Writing can be used to teach any level of education, not to mention in tertiary education, provided that lecturers adjust the materials as well as level of difficulty. One last conclusion is that every strategy that teachers will apply in their classroom is very context-dependent. That is, it depends on the class situation, which varies from one class to another. The context, atmosphere, as well as situation of the class became the factors that contribute to the effectiveness and success of a strategy. This piece of research is hoped to benefit both lecturers as well as students of second language writing. Pedagogically, this research can enrich another source of literature in terms of teacher strategy in teaching second language writing.
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Rahman, Kasyfur, Imansyah Imansyah i I. Made Permadi Utama. "INVESTIGATING THE EFFECT OF SELF-REGULATED STRATEGY DEVELOPMENT ON TERTIARY EFL STUDENTS’ WRITING SKILLS". EDULANGUE 2, nr 1 (24.06.2019): 19–35. http://dx.doi.org/10.20414/edulangue.v2i1.696.
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This study aimed to investigate the relative effect of Self-Regulated Strategy Development (SRSD) teaching approach on tertiary EFL students’ writing. During two months, sixty EFL University students enrolling in basic writing course took part in this project and were divided into experimental and control groups. Pre- and post-tests were carried out to garner the intended data pertinent to the students’ writing scores. A mixed-design ANOVA was carried out to analyze the changes of writing scores of the respective groups since the assumption of homogeneity of regression slopes for the planned Analysis of Covariance was not met. The statistical evidence showed that there was a significant difference between the two groups in terms of writing scores at the significant value sig .00 < .05. The data also suggested that students who were taught using SRSD relatively outperformed their counterparts in the control group. The empirical evidence demonstrates that the use of SRSD as an instructional approach to some extent positively affects EFL students’ writing skill.
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Horbacauskiene, Jolita, i Ramune Kasperaviciene. "Learners’ preferences towards Corrective feedback in writing assignments in tertiary education". ExELL 3, nr 2 (1.12.2015): 70–83. http://dx.doi.org/10.1515/exell-2017-0002.
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AbstractFor several decades, there has been a heated debate about the value of providing corrective feedback in writing assignments in English as a foreign language (EFL) classes. Despite the fact that corrective feedback in writing has been analysed from various angles, learners’ expectations regarding feedback given by language instructors are still to be considered, especially in different learning settings. Student attitudes have been found to be associated with motivation, proficiency, learner anxiety, autonomous learning, etc. (Elwood & Bode, 2014). Thus, the aim of this paper was to compare EFL learners’ attitudes towards corrective feedback and self-evaluation of writing skills in different learning settings. Students at two technological universities in France and Lithuania were surveyed and asked to complete an anonymous questionnaire combining the Likert scale and rank order questions. The results indicate that frequency of writing assignments seems to have little or no impact on students’ self-evaluation of writing skills. Moreover, although the two groups of students showed preference for feedback on different error types (e.g., feedback on structure vs. feedback on grammar), nevertheless, indirect corrective feedback with a clue was favoured by all the respondents.
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Nguyen, Ha Thi. "Peer Feedback Practice in EFL Tertiary Writing Classes". English Language Teaching 9, nr 6 (3.05.2016): 76. http://dx.doi.org/10.5539/elt.v9n6p76.
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<p>Peer feedback plays a pivotal role in stimulating students’ participation in L2 writing, which has the potential to develop students’ writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners’ metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners’ expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants’ desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).<strong></strong></p>
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Anderson, Carl Edlund, Carlos Andrés Mora González i Liliana Marcela Cuesta Medina. "Graphic Organizers Support Young L2 Writers’ Argumentative Skills". GiST Education and Learning Research Journal, nr 17 (17.12.2018): 6–33. http://dx.doi.org/10.26817/16925777.433.
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Learners are increasingly required to analyze critically information presented in languages other than their first to form reasoned opinions and solve problems. It is thus urgent to develop their argumentation skills, needed not only for academic success but also later professional life—and, indeed, by participant citizens in democratic societies. Although there has been some increased interest in teaching argumentation at pre-tertiary levels, this remains a relatively unexplored issue in Colombia (and, indeed, much of the developing world), certainly when considering writing in a second language. This qualitative study analyzed the influence of graphic organizers on the development of argumentative written tasks by a group of sixth-grade English learners. Data was collected through surveys, questionnaires, focus group, a teachers’ journal, and students’ written artifacts and analyzed through the grounded theory approach. Findings revealed that using graphic organizers positively influenced learners’ argumentative writing skills, specifically through supporting strategic information planning and argumentative linearization during the pre- and while-writing stages. These understandings show that younger learners can develop complex argumentative writing skills in a second language, thereby offering significant lessons for teachers of language—and content—in both the first and additional languages.
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Corbett, John. "Appropriating Arguments: Academic Reading and Writing". TESL Canada Journal 10, nr 2 (26.10.1993): 91. http://dx.doi.org/10.18806/tesl.v10i2.620.
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Tertiary education courses, especially those in the arts and social sciences, generally require students to write compositions based on prescribed readings. Although students with poor skills in "appropriating" arguments contained in such readings are at a disadvantage, and may even be accused of plagiarism, this aspect of writing has been relatively neglected in published teaching materials for English for Academic Purposes. This article describes various techniques for promoting academic competence by helping students to summarize, synthesize and evaluate prescribed readings legitimately.
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Md Naim, Irwan Affendi. "Enhancing Students’ Writing Performance in Higher Learning through Think-Write-Pair-Share: An Experimental Study". Asian Journal of University Education 16, nr 3 (21.10.2020): 255. http://dx.doi.org/10.24191/ajue.v16i3.8396.
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Think-Write-Pair-Share (TWPS) is a cooperative learning technique which introduced the idea of ‘wait or think’ time, a powerful factor in improving students’ responses to questions. Although the effectiveness of cooperative learning is widely known, few studies have been conducted using TWPS especially at tertiary level ESL writing classrooms. This study investigated the effects of using TWPS on Malaysian tertiary students’ writing performance and investigated their perceptions on the implementation of the technique in their writing lessons. A mixed method design was employed using both quantitative and qualitative data collection approaches. Data was collected from an experimental study (n=80) and semi-structured interviews (n=10). After receiving TWPS training, students from the experimental group displayed statistically significant improvement in test scores, and higher than those of the control group. Students’ responses illustrated that cooperative learning enhanced students’ learning experience, individual accountability, motivation as well as improved writing skills. Research findings suggest that TWPS should be considered as a promising technique in improving ESL tertiary students’ performance in writing.
KEYWORDS: Think-Write-Pair-Share, cooperative learning, writing, ESL
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Saqlain, Najeeb us. "Impact of Contextualized Text on Students' Learning of Writing Skills at Tertiary Level". Journal of Independent Studies and Research-Management, Social Sciences and Economics 12, nr 1 (30.06.2014): 73–92. http://dx.doi.org/10.31384/jisrmsse/2014.12.1.6.
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Xiao, Gengsheng, i Xin Chen. "Application of COCA in EFL Writing Instruction at the Tertiary Level in China". International Journal of Emerging Technologies in Learning (iJET) 13, nr 09 (29.09.2018): 160. http://dx.doi.org/10.3991/ijet.v13i09.7950.
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English writing plays an increasingly important role in the context of globalization. However, Chinese college students’ writing skills of English as a Foreign Language (EFL) are quite deficient and EFL writing instruction at the tertiary level in China is confronted with enormous difficulties. To handle this situation, we suggest the application of Corpus of Contemporary American English (COCA) in college English writing instruction to resolve current problems such as learners’ insufficient exposure to authentic linguistic materials, inactive thinking, lack of motivation to write, and teachers’ heavy workload of making assessment. The application of COCA runs through the whole process of writing. At pre-writing stage, COCA is applied for idea inspiration and vocabulary preparation; at while-writing stage, COCA is used for eliminating erroneous usages and improving language quality, especially lexical accuracy and complexity; at post-writing stage, the application of COCA aims at giving effective feedback by improving the quality of different forms of assessment, i.e. teacher, self- and peer assessment.
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Noemi, Nancy Chiuh. "FROM NEEDS ANALYSIS TO DESIGNING ACADEMIC WRITING MATERIALS FOR DIPLOMA STUDENTS OF MARA UNIVERSITY OF TECHNOLOGY (UITM), MALAYSIA". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, nr 2 (1.12.2015): 76–86. http://dx.doi.org/10.21009/ijlecr.012.18.
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When students begin their undergraduate studies, they will need to adjust to the demands of the undergraduate studies with regard to academic English at university level. Dudley-Evans & St. John (1998, p.37) maintain that “their English tuition up to the tertiary level will generally have been in the area of General English, and is unlikely to have included specific preparation for study at university level…†Barker (2000, p.8), in his study on first year students’ perception of writing difficulties, found that the students “come to realise during first semester that they are not adequately prepared for the writing demands required at universityâ€. Pecorari (as cited in Phakiti & Li, 2011) found that Asian ESL students had problems in academic writing; “the students begin their aca-demic writing from ‘copying’ which implies a lack of training in academic writing and arouses accusations of plagiarism in their writing†(p.232). Being an English-medium public university in Malaysia, MARA University of Technology (UiTM) poses challenges to both its students and instructors, as a good command of English is essential. In its attempt to equip its undergraduate students with language skills, UiTM has introduced credit-bearing English courses. This paper presents the findings from a research project to identify the academic writing needs of first-year Diploma in Public Administration students in UiTM Sabah. A total of 110 Diploma in Public Administration students and six instructors responded to the questionnaires. The research examined the students’ and instructors’ perceptions of the importance of academic writing skills the students need in order to complete their undergraduate programmes, assessment of the students’ academic writing skills, and the difficulty of academic writing skills. The findings indicated that there was consistency of response between the students and instructors. The follow-up interviews and focus groups with instructors and students confirmed this. The findings from the needs analysis are then used as the basis for developing academic writing materials to complement the existing English courses in UiTM.
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Le, Phuong. "Using six-word stories to trigger EFL learners’ creative writing skills". Indonesian JELT: Indonesian Journal of English Language Teaching 13, nr 2 (31.10.2018): 175–88. http://dx.doi.org/10.25170/ijelt.v13i2.1456.
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There has been a growing volume of six-word stories and related literature available in recent decades. In only six words, the authors are able to tell amazing stories of various types, packed with strong emotions. Inspired by the succinct and thought-provoking language use of these stories, the author has used this valuable source of materials as prompts in promoting EFL learners’ creativity and language development, both at high school and tertiary levels in a semi-structured case study in Vietnam. The article illustrates the different language activities that have been used with two groups of EFL students and their related products. Implications are introduced for their applications in similar educational contexts.
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Kavaliauskienė, G. "SKILLS OF READING, WRITING AND TRANSLATING IN ENGLISH FOR SPECIFIC PURPOSES". Buckingham Journal of Language and Linguistics 3 (16.09.2010): 11–24. http://dx.doi.org/10.5750/bjll.v3i0.21.
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The proficiency in different language skills isof utmost importance to students at tertiary level. The amount of reading materials to cover and written assignments to complete is overwhelming for any school-leaver who seeks higher education.In studies of English for Specific Purposes (ESP), students face demanding tasks of learning subject-matter through English. The cornerstone of ESP is unfamiliar lexis and subject-matter concepts. In order to succeed, students need to develop proficiency in reading, writing and translating from English into their mother tongue and vice versa.This paper addresses, first, students‘ attitudes to reading, writing and translating and, second, to self-evaluation of proficiency in these skills. The problem of adequate translaton is closely confined to the two skills of reading and writing. The investigation aimed at gathering verbal and written data from the students at university and making informed decisions to ensure effective language learning.
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Wiles, Janine L., Ruth E. S. Allen i Rachael Butler. "Owning my thoughts was difficult: Encouraging students to read and write critically in a tertiary qualitative research methods course". Journal of University Teaching and Learning Practice 13, nr 1 (1.01.2016): 118–36. http://dx.doi.org/10.53761/1.13.1.8.
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This paper adds to the nascent literature on teaching research methods and what students learn from courses and assessment. Postgraduate students are often confronted with large amounts of reading, and the content of material can be intimidating. Convincing them also to engage critically with readings is even more difficult. We report on a successful strategy used to help postgraduate students in a qualitative research methods course develop the skills to read efficiently and critically. We outline the synopsis method and report on an evaluation of students’ experiences of it as an assessment and learning tool. Evaluation showed that students saw their learning experience as challenging and rewarding and could articulate how the synopsis method was useful for specific reading/writing skills, critical engagement and reflexivity, content knowledge, and motivation. We were surprised students found it novel to be asked to question or critique ‘published’ papers and articulate subjective reflections on them. Our evaluation shows that the synopsis method is an effective learning strategy to improve students’ critical reading and writing skills. We argue that in learning the craft of qualitative research, students must understand not only how to summarise and critique but must also master the skill of articulating personal, reflexive responses.
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Choi, Nancy, Peony Kwok i Viola Wong. "The Role of Checklists in Learning How to Write". Journal of Technical Writing and Communication 26, nr 3 (lipiec 1996): 315–23. http://dx.doi.org/10.2190/drtm-5atf-x6m0-hjak.
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In learning how to write, one has to cope with many demands on language proficiency, organization skills, and intellectual ability. A checklist of what is required can help to clarify all these demands and to turn them into manageable items or units for practice, implementation, and evaluation. The skills involved in designing and applying checklists resemble those required for dealing with the writing tasks on campus and/or at work. The focus of this article is on using checklists to improve the skills of one kind of writing—the report, among students from two faculties in a tertiary institute. The reports are for different purposes, situations, and readers. The article will discuss the different approaches in adopting a checklist to facilitate the report-writing process. It will highlight using students' work or authentic materials as an input to their own learning and helping them to integrate the skills learned with their work on the campus and in the workplace.
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Suhaina, Abdul Samath, i Selvakumar Suseela Supriya. "An assessment of the prescribing skills among second year MBBS students in a tertiary care teaching hospital". International Journal of Basic & Clinical Pharmacology 10, nr 2 (25.01.2021): 172. http://dx.doi.org/10.18203/2319-2003.ijbcp20210186.
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Background: The medical undergraduate curriculum includes training in prescription writing from second year under Pharmacology. This study assesses the prescription writing skills of second year MBBS students in Sree Mookambika institute of medical sciences. The study can promote awareness among the medical students about the rational application of drug prescribing skills.Methods: After ethical clearance from the Institutional research committee, the cross-sectional study was conducted among 115, second year MBBS students who were above 18 years of age. Parameters like patient and doctor information, drug information and legibility of the prescription was assessed.Results: Of the 115 students who participated in the study, only 86 (74.7%) students got a score 4/4 for patient-related information and no student got 5/5 with respect to doctor related information. 98 students (85.2%) got 6/6 with regards to drug information. The most lacking information was the qualification of the doctor, followed by the total quantity of the drug prescribed. The legibility of the prescriptions was also not up to the mark with only 22 students (19.1%) who got a 4/4.Conclusions: The prescription writing skills among second year undergraduate students are suboptimal. Periodic assessment of the students must be done to evaluate their knowledge on prescription writing and the training clinicians must help to fill the knowledge-practice gap. WHO recommended six step prescription writing model must be followed and emphasized among students.
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Brown, Jamie N., Kelsey A. Tiemann i Jared L. Ostroff. "Description of a Medical Writing Rotation for a Postgraduate Pharmacy Residency Program". Journal of Pharmacy Practice 27, nr 2 (27.12.2013): 169–73. http://dx.doi.org/10.1177/0897190013516366.
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Purpose: To provide a description of a pharmacy residency rotation dedicated to medical writing developed at a tertiary care academic medical center. Summary: Contribution to the medical literature is an important component of professional pharmacy practice, and there are many benefits seen by practitioners actively involved in scholarly activities. Residency programs have an opportunity to expand beyond the standard roles of postgraduate pharmacist training but rarely is there formal instruction on medical writing skills or are scholarship opportunities provided to residents. In order to address this deficiency, a residency program may consider the implementation of a formal Medical Writing rotation. This rotation is designed to introduce the resident to medical writing through active discussion on medical writing foundational topics, engage the resident in a collaborative review of a manuscript submitted to a peer-reviewed professional journal, and support the resident in the design and composition of manuscript of publishable quality. Conclusion: A structured Medical Writing rotation during a pharmacy resident’s training can help develop the skills necessary to promote scholarly activities and foster resident interest in future pursuit of professional medical writing.
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Abkar Alkodimi, Khaled, i Arif Ahmed Mohammed Hassan Al-Ahdal. "Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations". Arab World English Journal 12, nr 2 (15.06.2021): 399–413. http://dx.doi.org/10.24093/awej/vol12no2.27.
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Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers’ stated aim. Thus, teachers’ perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners’ ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.
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Owusu, Edward, John Agor i Evershed Kwasi Amuzu. "Second Language Learners’ Family Background and Their English Writing Competence: The Case of a Private Tertiary Institution in Ghana". Studies in English Language Teaching 3, nr 4 (29.12.2015): 466. http://dx.doi.org/10.22158/selt.v3n4p466.
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<p><em>This work assesses the effects of</em><em> </em><em>family background of second language learners on their academic writing competence in English. A cursory</em><em> </em><em>study of some examination scripts of first-year students reveals some poor writing skills of students in areas such as concord, spelling, capitalization, and fragmentation errors.30 participants were selected from a class of 121 students</em><em> </em><em>from the Ghana Baptist University College, a private</em><em> </em><em>institution in Kumasi, Ghana. Initially, the class of 121 was sorted out into three groups—those who said they used only English at home, those who said they used only Ghanaian language(s) at home, and those who said they used both English and Ghanaian language(s) at home. Each group was further divided along gender lines and 5 students from each of the 6 sub-groups were picked randomly. The participants</em><em> </em><em>were then made to write a sit-in assessment on a topic and were graded by an independent assessor. The findings of the study reveal that the performance of the bilingual English and</em><em> </em><em>Ghanaian language learners outweighed those of their contemporaries. The study also revealed a positive correlation between attitudes of parents about English and learners’ academic writing skills. These have pedagogical and theoretical implications for the teaching and learning of English as a second language in Ghana. Language proficiency involves the development of skills in listening, speaking, reading, and writing. All these four aspects of language development are equally vital in the language learning process, but the current paper focuses on the development of writing skills by second language learners of English in Ghana.</em></p><p><em><br /></em><em></em></p>
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Orosz, Agnes, Marcela Carrasco, Daniela Jaramillo i Erzsébet Békés. "Accomplishing authentic writing tasks: Ventures into academic publication by Ecuadorian EFL teachers". Indonesian Journal of Applied Linguistics 8, nr 3 (1.02.2019): 496. http://dx.doi.org/10.17509/ijal.v8i3.15278.
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Academic writing and subsequent publishing have become an important part of the career advancement and professional development of those engaged in English language teaching worldwide. The aim of this study was to explore a solution to the gap in the academic writing skills of Ecuadorian English teachers in tertiary education. Our survey of 65 Ecuadorian English teachers showed that 92% of teachers had never published. Their reasons for not having done so included lack of self-confidence that they could produce publishable material, lack of English proficiency, lack of academic writing skills and lack of time. The intervention described in the research study involved engaging nine English teachers of an academic writing training course in authentic tasks that required writing academically for five carefully chosen ELT publications. An attainable goal was set: the participants of the training course held in November-December 2016 were invited to write book reviews and short articles on the intervention itself. Till the end of April 2018, altogether seven academic-level texts (four book reviews, one webinar review, one short article, and a concise book) were published. Two of the course participants decided early on that they did not want to participate in the optional academic writing and publishing activity, and a further four did not follow up on their initial steps; nonetheless, as a result of the intervention and its follow-up phase, five of the nine participants (including two that initially abstained) eventually published academic-level texts in recognized ELT publications. The results of the study suggest that tertiary level (non-native) English teachers can start writing academically and achieve success in the competitive world of publishing if realistic tasks are set, the trainees are mentored systematically, and the time frame (18 months) allows the submission, revision, and editing of academic articles to develop organically, leading to polished products.
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Martínez-Lirola, María. "Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts". Revista Guillermo de Ockham 13, nr 1 (1.06.2015): 59. http://dx.doi.org/10.21500/22563202.1689.
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<p><span lang="EN-GB">The study reported in this paper focuses on the use of Genre Theory as an appropriate framework for English L2 writing in the subject English Language III of the degree course in English Studies. We analysed 115 recounts written by students on this course at the University of Alicante (Spain) after they had studied different text types following Genre Theory. </span><span lang="EN-GB">This Theory was applied in order to increase students’ literacy skills through the study of text types and specific grammatical characteristics that appear in these texts. This study will show that using the Theory of Genre as a framework to teach academic writing helped students to improve their writing skills.<strong> </strong>The results of the texts analysed suggest that exposing students to good models of different text types, paying special attention to recounts, and asking them to write texts based on these models, improves students’ texts from the grammatical and the textual point of view.</span></p>
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Mallampalli, Sasi Sekhar, i Shriya Goyal. "Mobile Applications for Developing Second Language Collaborative Writing". International Journal of Interactive Mobile Technologies (iJIM) 15, nr 07 (9.04.2021): 185. http://dx.doi.org/10.3991/ijim.v15i07.19885.
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<p>Developing writing skills in a foreign language is one of the demanding tasks for both teachers and students. It not only demands extensive reading and intensive practice in writing both inside and outside the classroom but also timely feedback and error-correction. The experimental study aimed at studying the impact of collaborative writing tasks using mobile applications like <em>WhatsApp</em>, <em>Google Docs</em>, and <em>Google Slides</em> on enhancing the writing ability at the pre-intermediate level of Common European Frame of Reference (CEFR). The participants were tertiary level students of Cihan University who were randomly divided into two equal groups (n=28). One group used <em>WhatsApp</em> and the other group used the <em>Google Docs</em> and <em>Google Slides</em> apps on their mobile devices. The comparative study analyzed the impact of each application on improving the writing skills of the students with pretest and posttest results and semi-structured interviews. The results indicated that the participants who used <em>Google Docs</em> and <em>Google Slides</em> apps have performed better than the participants in the <em>WhatsApp</em> group. The results have implications for teachers teaching writing skills and students who write using mobile applications.</p>
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Ping, Ng Sau, i Mahendran Maniam. "The Effectiveness of Facebook Group Discussions on Writing Performance: A Study in Matriculation College". International Journal of Evaluation and Research in Education (IJERE) 4, nr 1 (1.03.2015): 30. http://dx.doi.org/10.11591/ijere.v4i1.4489.
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<p>Matriculation a pre-tertiary program offered by Ministry of Education for students who have completed their ‘Sijil Pelajaran Malaysia’s’ (SPM) examinations successfully. These excellent students will be required to sit for the Malaysian University English Test (MUET) before pursuing their studies in local colleges and universities. MUET comprises all the four language skills of listening, speaking, reading and writing. However, matriculation students are still unable to perform well in MUET examination especially the writing component. Researcher aimed to see whether Facebook group discussions can be used as a medium to improve writing skills of students. The main purpose of this study is to look at the effectiveness of Facebook group discussion in writing performance and college students’ perception of using Facebook discussion. This study tested the effect of Facebook discussions by comparing 2 groups of learners (a control group and an experimental group) on writing tasks. The scores of Pre and Post test for both groups will be compared after treatment method of Facebook group discussion on the experimental group. Learners’ attitudes towards the usage of Facebook group discussion and aspects of Facebook that help students to express their opinion. Discussions of the findings will include suggestions on whether Facebook discussions can be used to improve writing performance.</p>
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Gari, Manju, Manisha Varshney i Shreya Lal. "Prescription auditing and observational study in a tertiary care hospital". International Journal of Basic & Clinical Pharmacology 8, nr 9 (28.08.2019): 2149. http://dx.doi.org/10.18203/2319-2003.ijbcp20194130.
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Background: Prescription is an important document written by a doctor which if not written properly can lead to various problems such as adverse drug reactions in patients, incompatibility to follow the instructions to take timely medications and sometimes over dosage due to improper prescription can even lead to death of the patient.Methods: This prospective observational cross-sectional study was conducted over a period of 6 months. The study was conducted in Rajendra Institute of Medical Sciences, Ranchi. Various prescriptions were collected from outpatient care facilities of a tertiary care hospital. Results were analyzed and assessed on 150 prescriptions collected.Results: Total 150 prescriptions were evaluated out of which 49.3% were males and 50.7% were females. Various parameters were assessed during the study which showed that there is still a scope of improvement in prescribing patterns in areas of writing complete prescriptions, prescribing generic medications and mentioning drug dosage forms as well as time of administration in each prescription.Conclusions: The results showed there is still a scope of improvement in writing practices of prescription. The doctor should incur the habit of writing generic names of drug in every prescription. They should adopt proper handwriting skills and no mistakes should be done in a prescription. A good prescription written by a doctor will help in legible practice and will also be very helpful in patient’s care.
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Adero, Mak’obila Laban, Lona Wafula i Agumba Ndalo. "Deconstructing Learners’ Choices in Composing the Narrative Essay in Secondary Schools". European Journal of Education and Pedagogy 2, nr 2 (30.04.2021): 49–54. http://dx.doi.org/10.24018/ejedu.2021.2.2.54.
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This paper evaluated narrative essay writing practices in secondary schools. The major question the paper sought to answer was what choices did secondary school learners make in writing narratives based on their writing skills and competence? This was done through qualitative data in which learners’ narrative essays were evaluated to determine how faithful the learners were in sticking to the elements of the narrative. The compositions chosen were solicited from a group of students who had finished their secondary education and were waiting to join tertiary institutions. These students had attended various secondary schools and were thus suitable for the content of this paper as they manifested the different essay writing regimes adopted by different schools. These were compositions which they had written as part of their normal class exercises.
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Ahmad Ghulamuddin, Nurul Jannah, Siti Khadijah Mohd Mohari i Kamisah Ariffin. "Discovering Writing Difficulties of Malay ESL Primary School Level Students". International Journal of Linguistics and Translation Studies 2, nr 1 (24.01.2021): 27–39. http://dx.doi.org/10.36892/ijlts.v2i1.105.
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Writing is perceived to be one of the most difficult skills for English language learners to master. Although studies on challenges faced by ESL students in writing are replete, most of them have focused on students at secondary and tertiary levels of education. Studies on learners at lower level have been scarce. Thus, this paper aims to fill the gap by examining the major problems faced by ESL primary school level students in writing in English. Survey and interview sessions were conducted to fit the purpose of the study. Data were collected from a class of 26 students from Year/Standard 6 of the primary school level in Malaysia and an interview session with the English teacher of that particular class. The findings indicate that the major difficulties charted are rooted in the students’ poor mastery in vocabulary, inability to spell words correctly and L1 interference. Thus, in order to enhance the students’ skills in writing in English, the teacher implemented some remedial measures during the teaching and learning sessions. The findings have essential pedagogical implications on understanding students’ struggle to write in English at the lower level of education.
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Zakaria, Nur Yasmin Khairani, Nora Ezzati Azmi i Norfarizah Adira Abd Hadi. "Improving Reading Skills Using Language Learning Strategies (LLS)". Journal of Counseling and Educational Technology 2, nr 1 (7.04.2019): 1. http://dx.doi.org/10.32698/0271.
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Language learning strategies are regarded as one of the most classic and conventional learning methods to be employed by language learners. In language learning, reading is regarded as one of the most resourceful method to be employed by language learners to improve their productive skills namely writing and speaking. However, little attention has been given to the aforementioned strategies to be as a mean to improve language proficiency in general. The study aims to discover language learners’ most preferred strategies to be employed in improving their reading skills in general. Distribution of questionnaires was conducted to 37 secondary school students participated in this study. Results revealed that cognitive and planning strategies are the most preferred strategies by the students as the students were given more time and flexibility in planning their own reading. Further investigation is suggested to be conducted to a different context such as in tertiary institution.
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Pei, Zhengwei, Chaoqun Zheng, Meng Zhang i Fangzhou Liu. "Critical Thinking and Argumentative Writing: Inspecting the Association among EFL Learners in China". English Language Teaching 10, nr 10 (3.09.2017): 31. http://dx.doi.org/10.5539/elt.v10n10p31.
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Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL) in China. The thrust of the present study was to determine the association between CT and EFL argumentative writing among Chinese undergraduates. To this end, 110 English majors across three grades at two universities were conveniently selected and given the critical thinking skills (CTS) test and EFL argumentative writing test. The results of this study indicated that undergraduate English majors in China did not possess strong CTS. Though their CTS was not found to be significantly correlated with EFL argumentative writing performance, textual analysis of typical essays showed that strong-CTS learners outperformed weak-CTS ones in relevance, clarity, logicality, profundity and flexibility of argumentative writing. The obtained results suggest a need to integrate CT into EFL writing instruction.
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Yurekli, Aynur, i Anita Afacan. "Journal Writing: Effects on Students’ Writing Proficiency and Student and Teacher Attitudes". Register Journal 13, nr 1 (28.05.2020): 1–48. http://dx.doi.org/10.18326/rgt.v13i1.1-48.
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In today’s world, writing is no longer a natural activity, especially for the younger generation. They look upon this activity as too complex, overwhelming and sometimes irrelevant. These attitudes are amplified when having to write in a second language. In EFL tertiary education, the expectations of academic achievement have become far greater than actual student capabilities. This study examined the possibility of using journal writing, both with and without an audience, as a way to address this issue. It is believed that by engaging students in the act of writing without the burden of an academic topic, it will indirectly impact students’ academic performance. Seventy-six undergraduate students in three groups (one control and two experimental) were involved. Data was collected in the form of pre-test and post-test writing, student focus group meetings and an interview with the instructor. From the study, it was found that dialogue journal writing with an audience contributed to an increase in the proficiency level of students, especially in terms of their organizational skills. In addition, students who undertook journal writing expressed gains in self-confidence, and were aware of the role of journal writing in this. Finally, journal writing was found to offer insight to the instructor with regard to what is happening under the surface of a class, and thus better address students’ needs. Keywords: EFL, academic writing, writing proficiency, journal writing
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Zhang, Weiyu, i Yin Ling Cheung. "Researching Innovations in English Language Writing Instruction: A State-of-the-art Review". Journal of Language Teaching and Research 9, nr 1 (1.01.2018): 80. http://dx.doi.org/10.17507/jltr.0901.10.
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With academic writing viewed as an important aspect of language instruction, there is an increasing interest on how writing education could be improved to better accommodate the needs of multilingual learners. To evaluate the empirical evidence from published research studies, we conducted a systematic synthesis of the published research that has examined innovations in English-as-a-foreign language writing instruction in China, in contexts including tertiary, secondary, and elementary schools. General claims emerged across our analyses of 56 empirical studies published in the SSCI journals in English from 2005-2015. Each claim is supported by empirical evidence: (1) corpus-based approaches are useful in analyzing students’ writing; (2) students’ affective and cognitive factors may influence the outcome of writing instruction; (3) training may help teachers improve confidence in teaching writing; (4) differences may appear between assessment-oriented teacher feedback and non-assessment-oriented teacher feedback; (5) assessment for learning influences student learning of writing; (6) instruction may help writers acquire skills and knowledge of writing for publication; (7) technology-enabled instruction can help students in their writing process; and (8) novel and authentic writing tasks can promote students’ critical thinking ability.
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Md. Habibur Rahman i Md. Musrifur Jelane. "Engineering Students' EFL Needs at the Tertiary Level of Education in Bangladesh: Expectations and Existence". International Journal of Language and Literary Studies 3, nr 2 (29.06.2021): 114–26. http://dx.doi.org/10.36892/ijlls.v3i2.542.
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Conducting needs analysis is a prevalent phenomenon in designing curriculum in language teaching and learning. This paper explored the English language needs of engineering students at the tertiary level of education in Bangladesh vis-à-vis four basic language skills. Moreover, this paper tried to shed some light on the gaps between learners’ present level of competence and target needs. This study followed the mixed approach (both quantitative approach and qualitative approach) to collect data through questionnaires, semi-structured interviews, and focus group discussions. Under the random stratified sampling method, the study collected data from 99 undergraduate engineering students and 15 EFL teachers from different universities in Bangladesh. The findings of the study revealed that engineering students felt the ardent need for all the four major language skills (listening, speaking, reading, and writing). The findings also addressed the needs of the subskills regarding each language skill. Additionally, the offered courses were not adequately addressing the language needs of the students. Moreover, the duration and number of English language classes were not sufficient to meet the needs of the engineering students. Based on the findings, this study made some recommendations to minimize the gaps between engineering students’ present and target needs of the English language.
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Helaluddin, Helaluddin, Mohammed H. Al Aqad, Hengki Wijaya, Jusmianti Anwar, Nyayu Lulu Nadya i Syafryadin Syafryadin. "Development and Validation of Academic Writing Textbook Based on Process Genre Approach for University Students". AL-ISHLAH: Jurnal Pendidikan 13, nr 2 (20.08.2021): 1068–79. http://dx.doi.org/10.35445/alishlah.v13i2.766.
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The textbook is a practical learning tool for improving student writing skills; however, not all students learn from a textbook. For this reason, a lecturer must be able to design a textbook according to the needs of students. This paper describes developing and validating academic writing textbooks with a process genre approach in tertiary institutions. This research is part of the research development process, which consists of three phases: need assessment, design, and validation. Five experts were appointed to validate this academic writing textbook. Content Validity Index (CVI) is used to calculate the validity of textbooks quantitatively, with a score above 0.79 considered to meet the criteria. The validity test results state that the CVI of an academic writing textbook is 0.9, with a few revisions based on expert input and suggestions. These findings indicate that this textbook has good validity and reliability and can be used to write in college.
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Olufunke, Ibrahim Juliet. "Re-invigorating the Teaching of Continuous Writing in Secondary Schools". Journal of Language Teaching and Research 12, nr 5 (1.09.2021): 654–60. http://dx.doi.org/10.17507/jltr.1205.03.
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Mastering the writing skill especially poses enormous, but surmountable challenges to learners of English language as a second language. A good grounding in writing is however a sine qua non to any academic achievement. At the centre of the performance of Nigerian students, especially in English language in SSCE, is the aspect of continuous writing which carries highest mark in the examination. This was discovered after going through some of the Chief Examiners reports on the performance of candidates in the SSCE in English language submitted to the West African Examination Council in Lagos. It has been observed that this abysmal failure is as a result of the fact that this aspect has not been given its deserved attention in the teaching of English language in secondary schools. The general fall in the standard of the education at the tertiary institutions is the general fall in the standard of the composition skills on the secondary schools. This paper intends to suggest re-energizing of the teaching of continuous writing in Nigerian secondary schools because of its utilitarian roles in educational and other life-long pursuit of the modern world. Some practical suggestions which are hoped to be of immense benefits to both the teachers and learners of composition writing, especially at the secondary school level are proffered along this line.
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Mallampalli, Sasi Sekhar, i Shriya Goyal. "The Effect of Teaching Collocations to Kurdish Tertiary Students through Mobile Learning". International Journal of Interactive Mobile Technologies (iJIM) 14, nr 18 (10.11.2020): 213. http://dx.doi.org/10.3991/ijim.v14i18.16801.
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<p class="0abstract">Proficiency in English occupies a significant place in the newly formed Kurdistan region of Iraq. English is considered a window of opportunities and economic development of its people and the region. The quality of teaching and learning plays a crucial role in achieving the objective. However, the lack of trained teachers in English at the school level has severely affected the standards of English at the tertiary level. Students pursuing undergraduate courses at Cihan University find it a challenging task to meet the required standards. The lack of a strong foundation in English in addition to the constraints of time and the high standards of the curriculum at the tertiary level makes it more challenging for the teachers to teach them writing skills. The present study aims at exposing the Kurdish students to English collocations vocabulary through Mobile Assisted Language Learning (MALL) to enhance their writing and communicative purposes. Twenty-five students from undergraduate courses were randomly selected for the purpose of the study. The results have shown an improved performance of the students in using the right collocations. The study brings out the need for integrating MALL in the regular curriculum at the tertiary levels in Kurdistan.</p>
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Sanderson Cole, Karen. "Promoting Cooperative Learning In An Expository Writing Course". Journal of International Education Research (JIER) 8, nr 2 (13.02.2012): 113–24. http://dx.doi.org/10.19030/jier.v8i2.6831.
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English for Academic Purposes is a compulsory one-semester course offered to first-year students at the University of the West Indies in St. Augustine, Trinidad. Its primary objective is to assist students in developing competency in the targeted expository strategies that are deemed necessary to meet the writing requirements of the tertiary level. During Semester 2 in 2009-2010, cooperative learning was introduced in both the lecture and tutorial sessions of the evening programme in an attempt to improve the learning outcomes among the registered adult students. This paper examines the impact of cooperative learning on these students in the context of the lecture and tutorial sessions as students worked toward the production of a credited expository assignment. Both qualitative and quantitative methods were used to assess student feedback through questionnaires, peer feedback, and group performance on the credited assignment. The study confirmed that clear guidelines, practical-based content, and multiple opportunities to practice are significant in maximizing cooperative learning opportunities. However, cooperative learning cannot completely militate against the individual or collective disadvantages of weak language skills.
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Matin, Zakia Noor. "Speaking Assessment at Secondary and Higher Secondary Levels and Students Deficiency in Speaking Skill: A Study to Find Interdependence". Stamford Journal of English 7 (7.04.2013): 234–51. http://dx.doi.org/10.3329/sje.v7i0.14476.
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For a comprehensive development of students communication skills, reading, writing, listening and speaking are equally important to be emphasized. At the learning process, assessment is the final step where the learners get feedback of what they have been taught and how much they have learned. The study aims to show the current approach of assessing students English speaking skill (the most important medium of communication) at the Secondary and Higher Secondary levels, and how far this approach helps students develop language skills. Finally, the study intends to find out the reason of students reluctance in improving English speaking skill and evaluate their sufferings at the tertiary level. A survey was conducted among one hundred students of three private universities. Majority of them have come from Bangla medium institutions. The syllabuses (2008), text books and question papers (2006 to 2010) are used as reference for this study. The research was exploratory and three private universities of Dhaka city were selected as study area. Irrespective of the discipline of the study, 100 students were interviewed through a structured questionnaire. The academic practice of the students in secondary and higher secondary levels was portrayed retrospectively and the obstacles they were facing at the tertiary level were analysed according to the objective of the study. This is also a finding which shows a rift between the objective of introducing Communicative Language Teaching (CLT) and the assessment technique followed by National Curriculum and Text Books Board. DOI: http://dx.doi.org/10.3329/sje.v7i0.14476 Stamford Journal of English; Volume 7; Page 234-251
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Mungungu-Shipale, Saara S., i Jairos Kangira. "Lecturers’ and Students’ Perceptions and Preferences about ESL Corrective Feedback in Namibia: Towards an Intervention Model". World Journal of English Language 7, nr 1 (26.02.2017): 11. http://dx.doi.org/10.5430/wjel.v7n1p11.
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This study investigated tertiary lecturers’ and students’ perceptions and preferences on the provision of CorrectiveFeedback (CF) in the English as a Second Language (ESL) classroom at the Namibia University of Science andTechnology. The study focused on students’ speaking and writing skills in the Language in Practice English course.The findings revealed that both lecturers and students perceive CF as an essential aspect of developing ESL productiveskills. Both lecturers and students were of the perception that CF is more focused on English grammar than form.Students preferred more correction than their lecturers provided. Both lecturers and students concurred thatmetalinguistic feedback is the best practice for CF in English. The contribution this study made is the ten-stageIntervention Model that works towards the effectiveness of ESL CF at tertiary level in Namibia. The modelrecommends that lecturers should carefully scrutinise the specific ESL target language features; practise a variety ofsuitable CF techniques; and cater for individual students’ specific needs and preferences in learning English as aSecond Language at tertiary level.
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Ilham, Ilham, Bachrudin Musthafa i Fazri Nur Yusuf. "UNIVERSITY STUDENTS� NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA". English Review: Journal of English Education 8, nr 2 (2.07.2020): 31. http://dx.doi.org/10.25134/erjee.v8i2.2988.
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The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.
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Sophia Florence, F. L., i Akkara Sherine. "The Impact of VCOP Technique on Developing the Writing Skills of Tertiary Students in the Indian Context: A Study". Indian Journal of Science and Technology 10, nr 11 (1.03.2017): 1–6. http://dx.doi.org/10.17485/ijst/2017/v10i11/109092.
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Abilasha, R., i M. Ilankumaran. "The Role of Media in Enhancing Communicative Competence of the Learners at Tertiary Level – An Analytical Study". International Journal of Engineering & Technology 7, nr 4.36 (9.12.2018): 655. http://dx.doi.org/10.14419/ijet.v7i4.36.24217.
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Media is a channel through which every message is communicated using a language in a meaningful way. The language used in media can be said to be ‘specific’ and there arises a need to have the course -- Mass Communication Programme. Communicative competence means the capability to employ language effectively and aptly in social contexts and circumstances. Testing communicative competence is a challenging format by which the teachers assess the competence of learners. This includes information gap and role-play activities for speaking, letter writing, note-taking and summarising. The combination of all these enhance listening and writing competencies. An investigation has been conducted among the students to develop the communicative competence through media such as newspapers, internet, T.V, Radio etc. 50 respondents from two colleges, located in rural and urban areas, with 25 students each from a college, have been chosen for analysis. A questionnaire is used as a tool for the purpose of analysing communicative competence of the selected second year students of arts and science courses. This paper focuses on the importance of media in developing the language skills among the students at tertiary level.