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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.
Повний текст джерелаАнотація:
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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Sukandi, Syayid Sandi, and Riny Dwitya Sani. "EFL Students’ Responses on Learning Academic Essays in Indonesian Higher Education." Al-Ta lim Journal 24, no. 1 (February 25, 2017): 37–46. http://dx.doi.org/10.15548/jt.v24i1.266.
Повний текст джерелаАнотація:
This article provides investigation on EFL students’ responses related to learning writing academic essays in the context of higher education in one of private universities in Indonesia. The gap that is studied in this research is related to rarity of English writing instructors in identifying what their students’ responses towards their learning process after completing an essay writing course and how the responses present significant ideas on improving writing instructors’ pedagogical practices in writing classrooms. Scope of this research is teaching and learning English writing within the context of English as a foreign language. Field of this research is English composition studies. This research applies a quantitative non-experiment design, with descriptive as its method and questionnaire as its instruments. Findings show that students view English writing in neutral attitude; meanwhile, writing thesis statement in an academic essay is the most difficult part to write (40.59% of all respondents), and grammar and punctuation in writing essay is the most difficult aspect of essay writing (51.96% of all respondents). In brief, this research shows that recognising which aspect of the academic essay that is difficult for the students and which element is hard for them is crucial for adjusting pedagogical practices for English writing instructors and improving quality of their teaching gradually in Indonesia
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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.
Повний текст джерелаАнотація:
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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Cabral, Maria L. "Portuguese Higher Education Graduates’ Views on Academic Writing." International Journal of Education 12, no. 1 (March 6, 2020): 75. http://dx.doi.org/10.5296/ije.v12i1.16625.
Повний текст джерелаАнотація:
This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.
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Azizov, Solijon. "IMPROVING STUDENTS’ PARAGRAPH WRITING SKILLS THROUGH BLENDED LEARNING TECHNOLOGIES AT HIGHER PEDAGOGICAL EDUCATION." American Journal of Social Science and Education Innovations 04, no. 10 (October 1, 2022): 6–15. http://dx.doi.org/10.37547/tajssei/volume04issue10-02.
Повний текст джерелаАнотація:
Composing a paragraph in English is almost the same as writing an essay, namely by consisting of three main parts (introduction (topic sentence), body (supporting sentences), conclusion (concluding sentence)) to deliver a message to the readers. Because of this feature of teaching students how to create paragraphs under the proper instruction in practice, blended learning technologies enable both teachers and students to adapt the educational environment for the system of improving their (learners’) paragraph writing skills in the digital era of educational development. This study investigates the potential of blended learning technologies on students’ writing skills, especially paragraph writing in English as a foreign language (EFL). It examines students’ most improved EFL writing areas and perceptions while utilizing blended learning technologies to foster their paragraph writing skills in a systematic way. In this experiment, two groups of EFL writing course students participated during the first-semester 2021-2022. A mixed-method design was implemented into the experiment: course evaluation questionnaires, achievement tests, and students’ portfolios on writing tasks. Findings of the investigations illustrated that most of the participants’ mistakes were in composing topic sentences, creating ideas, and providing concluding sentences coherently and cohesively. The study showed that blending learning technologies in the environment of higher pedagogical education assisted both teachers and students to conduct lessons on the writing skills in a more effective and convenient way.
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Özkayran, Ali, and Emrullah Yılmaz. "Analysis of Higher Education Students’ Errors in English Writing Tasks." Advances in Language and Literary Studies 11, no. 2 (April 30, 2020): 48. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.48.
Повний текст джерелаАнотація:
The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb “to be”, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners’ errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.INTRODUCTIONThere are lots of languages in the world and some of them have come to the fore due to the fact that they are spoken by millions and even billions of people. People generally learn the language spoken where they are born, however; the developments in the fields such as communication, transportation, tourism and trade forced people to learn the languages that they didn’t need to learn in the past. English is the most popular one of those languages and for some it is the lingua franca (Modiano, 2004; Becker and Kluge, 2014) of our age.Millions of people in the world speak English as their mother tongue while others must learn it as a second (ESL) or foreign language (EFL). Learning English as second or foreign language differs with respect to learners’ attitudes towards English and the people who speak it as their native language, exposure to English, their sources of motivation and so on. The main focus of this study is learning English as a foreign language as English is not the primary language in the country where the study was carried out.A considerable
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Hapsari, Yulia, Esti Junining, and Devinta Puspita Ratri. "THE NEED OF ENGLISH AT HIGHER EDUCATION." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 31. http://dx.doi.org/10.25134/ieflj.v3i1.651.
Повний текст джерелаАнотація:
Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education
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Maldin, Siska Amelia. "INTEGRATING TOPIC TYPE STRATEGY TO INCREASE VOCATIONAL HIGHER EDUCATION STUDENTS WRITING SKILL." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 13, no. 1 (July 30, 2022): 155–60. http://dx.doi.org/10.33373/as.v13i1.4399.
Повний текст джерелаАнотація:
Teaching English in Vocational Higher Education are designed not only to achieve students’ competence in obtaining English for academic matters but also to achieve skilled aspect for preparing learners in the industrial field, especially in writing skill. Thus, effective strategies should be delivered to achieve the goals of gaining students’ competence in writing skills. One of the strategies implemented is topic types which are expected to enhance students writing skills. This study is designed by using the library research method, which claimed that this topic types strategy might encourage students to generate ideas especially to help them in managing ideas before writing.
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Shpit, E. I., and V. N. Kurovskiy. "Academic Writing in English in the Structure of Higher Education in Russia." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 2 (March 10, 2020): 83–91. http://dx.doi.org/10.31992/0869-3617-2020-29-2-83-91.
Повний текст джерелаАнотація:
Intensification of research work at engineering universities of Russian Federation leads to the increase of publication activity of graduate and PhD students in high-impact English language journals. However, the level of academic writing skills still remains rather low. On one hand, it results from the fact that the majority of applicants to engineering institutions have only basic knowledge of a foreign language. On the other hand, the curriculums of most Russian universities do not include developing academic writing skills as a stand-alone discipline or a part of the “Foreign Language” discipline. This paper aims at considering the main constituents of academic writing in a foreign language, such as the current state policy in higher education, the content of academic writing for engineering specialties, the publication process participants, the available resources for developing and improving the required skills in the realities of university language education; as well as identifying the external factors which create favorable conditions for developing academic writing skills of engineering students.
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Kisnanto, Yustina Priska. "THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON HIGHER EDUCATION STUDENTS’ WRITING ACCURACY." Jurnal Pendidikan Bahasa dan Sastra 16, no. 2 (December 19, 2016): 121. http://dx.doi.org/10.17509/bs_jpbsp.v16i2.4476.
Повний текст джерелаАнотація:
AbstractWith the higher demand of accuracy on students’ writing in university level, the present study examines the effect of direct and indirect written corrective feedback (WCF) on students’ L2 writing accuracy. The study was conducted in a six-week period with 43 Indonesian university student participants majoring IT. The results of the pre- and post-writing tests showed that 1) the writing accuracy improvement of the students receiving direct WCF was statistically significant while the writing accuracy improvement of the students given the indirect WCF treatment was not; 2) the accuracy improvement in the untreatable error rate of the direct WCF group was the most significant compared to all types of error in both WFC student groups. The study concludes that considering the students’ current English proficiency level and learning setting with limited English exposure, written corrective feedback, especially the direct one, helps the university students improve their writing accuracy.Keywords: corrective feedback, L2 writing, higher education
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Mišić-Ilić, Biljana, and Jasmina Đorđević. "ESP and Internationalization of Higher Education and Research." Language for Specific Purposes – Trends and Perspectives XIII, no. 42 (October 2022): 13–30. http://dx.doi.org/10.31902/fll.42.2022.2.
Повний текст джерелаАнотація:
The growing internationalization of higher education and scientific research and publishing, characterized by the dominant use of English as the language of instruction and publication, has spurred the need for highly specialized, tailor-made ESP courses for university staff and researchers. The proliferation of English Medium Instruction (EMI) has created a new requirement for university teaching staff to acquire not only general English and ESP proficiency, but also pedagogical and intercultural communicative competences. ESP for particular scientific and technical disciplines, as well as EAP and academic writing instruction in particular, have already gained some ground and acquired a sound tradition in non-Anglophone academic institutions. Therefore ESP, broadly understood as an approach to language teaching that targets the academic or occupational needs of learners, and focuses on the necessary language, genres and skills to address these needs, can now rise to the challenge of combining EMI, terminology-oriented ESP for particular disciplines, and EAP. The article presents a specialized course created for the purpose of developing competences for teaching in English and academic writing, as part of the Erasmus+ project Strengthening Teaching Competencies in Natural and Mathematical Sciences (TeComp). In the empirical section, the article presents the results of a needs analysis carried out among prospective learners (university teachers and young researchers) in the fields of natural and mathematical sciences at four Serbian universities, included in TeComp. The proposed course, based on the theoretical principles of ESP (Dudley-Evans; Anthony) and EMI (Macaro), as well as on the needs analysis, combines certain components of EMI and academic writing, while addressing particular scientific disciplines and learners.
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Chang, Grace Chu-Lin. "Writing feedback as an exclusionary practice in higher education." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 262–75. http://dx.doi.org/10.1075/aral.37.3.05cha.
Повний текст джерелаАнотація:
This ethnographic research probes into feedback on academic writing received by Taiwanese students in Australian higher education institutions, and examines whether the feedback received helped students to participate in the written discourse of academic communities. Academic writing dominates the academic life of students in Australia and is the key measure of their academic performance. This can be problematic for international students who speak English as an additional language and who are expected to acquire academic literacies in English ‘by doing’. As a social practice, academic writing depends on participation in dialogue for students to be included in the community of academia. However, the findings show that few participants received any useful feedback. Some assignments were never returned; in other cases, the hand-written feedback was illegible, and often included only overly general comments that puzzled the participants. As a result, the learning process came to an end once the students handed in their assignments; feedback failed to promote further learning related to content, and particularly to academic writing. The article highlights the few instances where participants received helpful feedback that was accessible and constructive, and which can be considered best practice for the promotion of academic literacy.
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Omarbayeva, G. "FEATURES OF WRITING TRAINING IN ENGLISH LESSONS IN THE HIGHER EDUCATION INSTITUTION." BULLETIN Series of Philological Sciences 72, no. 2 (June 30, 2020): 601–8. http://dx.doi.org/10.51889/2020-2.1728-7804.97.
Повний текст джерелаАнотація:
The relevance of this article is justified by the consideration of some features of writing at the initial stage of teaching a foreign / English language. The goal of this work is the functional aspects of the content of speech activities, where written and the level of formation of the communicative competence of students, which provide more efficient use of writing as a means and opportunity for improving the graphic design of the text, as well as creating a base for spelling learning, is an important and key factor written training that determines the level of language proficiency. The result of studying the question of this article is the formulation of the problem, which is associated with the process of organizing training in writing, and is based on methodological recommendations for creating a base of reproductive and productive skills in foreign language writing.
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Daud, Afrianto. "Teaching Writing Using Google Apps For Education (GAFE)." Indonesian Journal of Economics, Social, and Humanities 1, no. 1 (January 28, 2019): 17–24. http://dx.doi.org/10.31258/ijesh.1.1.2.
Повний текст джерелаАнотація:
This paper presents how an English teacher can use Google Apps for Education (GAFE) technology to enhance the quality of teaching writing in the context of teaching English for students in a higher education in Indonesia. This paper will briefly introduce some Google applications which can be used for (Engliah) teachers to enhance their teaching. It specifically reports a technology based teaching technique which has been practiced in a teacher education program in a university in Indonesia. It explores the prerequisite condition to use this application. This is followed by detailed stages of using this application, particularly in teaching writing: what teachers and students should do during the lesson. The explanation is enriched by a discussion on some possible challenges an English teacher or students may face in the field. The discussion is finally closed by proposing some suggestions on how to make use the technology and how to deal with the potential problems.
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Garcés-Manzanera, Aitor. "affordances of rubrics in L2 writing in Higher Education." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 19, 2022): 1–12. http://dx.doi.org/10.37467/revhuman.v11.4086.
Повний текст джерелаАнотація:
The use of diverse techniques for the evaluation of writing tasks in English as a Foreign Language (EFL) has made its way into the EFL classroom in order to facilitate both the teachers’ task and the L2 students’ comprehension. Thus, the aim of this paper is to explore how undergraduate students may be trained in the use of rubrics, an ecologically valid feedback technique, and how they might assess sample writing tasks. This way, we will observe how able they are to identify dissimilarities and consistencies in these writing tasks on the basis of a specific genre as an article.
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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.
Повний текст джерелаАнотація:
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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Koesoemah, Nita henita. "Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills." Jurnal Bahasa Inggris Terapan 6, no. 1 (November 11, 2020): 35–47. http://dx.doi.org/10.35313/jbit.v6i1.1822.
Повний текст джерелаАнотація:
ABSTRACT
Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary.
Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method
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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.
Повний текст джерелаАнотація:
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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Lee, Song-Eun. "Fitting student needs: Purpose/needs specific English writing in higher education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 2 (February 15, 2022): 597–613. http://dx.doi.org/10.22251/jlcci.2022.22.2.597.
Повний текст джерела
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Parnawati, Tantry Ajeng, and Atik Ulinuha. "ENGLISH AT HIGHER EDUCATION LEVEL: A NEED ANALYSIS." Premise: Journal of English Education 8, no. 2 (October 20, 2019): 226. http://dx.doi.org/10.24127/pj.v8i2.2296.
Повний текст джерелаАнотація:
This study aimed to reveal students’ skills on each English language skill and find out what students need and want on English language learning at higher education level. To meet the aim of the study, a mixed-method approach was employed. The participants of this study were students who have enrolled in a General English course at the target University. Quantitative data was gained from an online questionnaire and Qualitative data was obtained from the interviews. The result of this study showed that students are more confident with their reading and writing skills than their speaking and listening skills. The finding also showed that they need to learn more about speaking skill. For the students’ need, English for supporting their job gained the highest percentage among the other choices. However, students also wanted to learn more on grammar. Therefore, an adjustment for English teaching material at higher education level at the target university needs to conduct
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Wichanpricha, Thitirat. "Roles of Feedback to English Writing Improvement: Thai EFL Novice Writers in Higher Education." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 133. http://dx.doi.org/10.36941/jesr-2020-0115.
Повний текст джерелаАнотація:
Writing has been the most difficult skill among EFL students for several decades. It inevitably promotes writing feedback and approaches to English writing classroom to minimize students’ errors in their writing draft revision. Hereby, the current study aimed at investigating perceptions towards the three writing features: vocabulary, grammar, and content, and examining the differences of the three assessments including teacher feedback, peer feedback, and self-correction. In addition, the teacher feedback preference as implicit and explicit feedback was determined as well. Participants were 32 first-year undergraduate students majoring in English for International Communication at Rajamangala University of Technology, Lanna Tak, Thailand. The current study employed a mixed-method research approach. Questionnaires and open-ended questions were utilized as research tools. Participants were assigned three genres of writing paragraphs. It took 15 consecutive weeks in providing three different feedback to purposive samples. For every assignment, their peers corrected their first drafts and then they rechecked and edited their output by their own decision. Afterward, the teacher provided both implicit and explicit feedback on the revision process. The data obtained were quantitatively analyzed for mean, standard deviation, and a paired sample t-test which have been deployed to the differences among the three feedback. Correspondingly, all written responses were thematically grouped and transcribed into frequency and percentage. The findings indicated that students mostly expected the teacher to edit their misused words, grammatical errors, and ideas on their drafts. As for the three feedback, most beginning writers particularly believed that teacher feedback, which was followed by self-correction and peer feedback, was much necessary for writing improvement and teachers should edit their redrafts explicitly in an EFL writing classroom.
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Amri, Samsul. "Exploring EFL Higher Education Learners’ Attitudes Toward Writing Skills Process." PANYONARA: Journal of English Education 4, no. 1 (March 31, 2022): 94–108. http://dx.doi.org/10.19105/panyonara.v4i1.5878.
Повний текст джерелаАнотація:
Learners' writing attitudes have been heavily debated as a research topic. The main objective of this current investigation is to explore the learners' attitudes towards the writing process and functions at the higher education level. It is designed as a quantitative approach, with the design as survey research. Thirty-five learners of the English Study Program of FKIP Universitas Islam Indragiri were chosen as the samples. The researcher utilized a questionnaire designed on a Likert scale in obtaining the data. Then the data was analyzed using descriptive statistical analysis, which included individual scores, percentages, mean scores, and attitude level. The findings indicate that the learners' attitudes toward the writing process and functions ranged in the mean score of 3.83, which was categorized as a positive attitude. Therefore, it can be inferred that they have good skills for writing because they have a positive attitude toward writing.
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Videla, Carmen Burgos, and Javiera Martinez Diaz. "Innovation for English language teaching in higher education." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 159–71. http://dx.doi.org/10.18844/prosoc.v6i7.4525.
Повний текст джерелаАнотація:
This research aims to learn about the perception about didactics of professors who teach English in the study programs of Bachelor of Education and English Pedagogy, and Bachelor of English and English-Spanish Translation at the University of Atacama, Copiapo, Chile. For this, a qualitative pilot research was conducted, using the case study approach and the associative letters method for data collection, using as an inductive concept ‘didactics of the English language’. This, in order to gather information about didactics in English teaching, given through the four production and comprehension language skills: writing, reading, speaking and listening. The first findings show a lack of innovation in the field of teaching and unawareness of it. Within the data of the pilot sample, the concepts ‘skills’ and ‘methodology’ stand out as central elements in the English Language Teaching didactics. From this small pilot research, the idea of the importance of communication and methodology as key concepts to be included in the next investigation is reinforced, so that the data collection is meaningful, and a close intervention could be achieved, where the teachers reflect on the didactics used in a more comprehensive and less recursive way.
Keywords: Didactics, higher education, innovation, language teaching, second foreign language.
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Sandoval Muñoz, Catalina. "Developing higher education’s academic literacy in English through tutorials in a Spanish-speaking country." Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, no. 16 (January 21, 2022): 84–102. http://dx.doi.org/10.17345/rile16.3266.
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For the last twenty years, academic literacy in higher education has been a major area of interest for many researchers. In Latin America, the initiatives for the development of students’ writing in tertiary education began in the 2000s and range from pedagogical proposals and writing manuals to the creation of writing centers (Arango & Avila, 2020). This study is set in Armadillo Lab, a recently created writing center at a Chilean university, which offers academic writing tutorials to undergraduate and graduate students in Spanish and English, a language that no other writing center in the country caters to. This quantitative and qualitative study includes 16 tutees over 13 months and the inductive analysis of 33 samples. It seeks to determine the genres students write, analyze tutees’ written production, describe the support they received, and show the impact of the tutorials in their writing. Findings revealed a range of academic and professional genres, which were more common at the graduate levels. Issues in genre knowledge and a variety of textual issues were also found and coincide with findings of academic writing done in Spanish. As for the impact of tutorials, these had a strong positive impact on the written skills of students who attended more often. This study is the first focused on the students’ production of genres written in English in Chile with a writing center’s support, opening up the path for more research in English academic literacy in the country and more work on pedagogical support for Spanish-speakers’ English writing.
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Saffari, Narges, Shahrina Md Noordin, Subarna Sivapalan, and Nahid Zahedpisheh. "Transfer of Mother Tongue Rhetoric among Undergraduate Students in Second Language Writing." International Education Studies 10, no. 11 (October 29, 2017): 23. http://dx.doi.org/10.5539/ies.v10n11p23.
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Mother tongue rhetoric transfer is unavoidable in ESL writings, especially for Iranian ESL learners, since Persian and English language is quite different. The paper discusses the negative transfer of mother tongue rhetoric in Iranian undergraduate ESL learners’ writings from the perspectives of choosing rhetorical structure in English and Persian writing. In this regard, 50 intermediate undergraduate Iranian students who are a bachelor in engineering fields at two private higher education institutions located in Malaysia, are selected as participants to give their opinion about which style they prefer to use for both English and Persian writing. Statistical analysis of the participants' performance indicates that Iranian undergraduate students use the same rhetorical pattern for their both Persian and English writing and there is no consideration regarding the knowledge of L1 and L2 differences. The results also state that above 70% of the participants prefer to give a general comment about the topic and encourage readers at the end of the writing in their English and Persian essays.
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Ageenko, N. V., S. G. Menshenina, V. V. Dobrova, and P. G. Labzina. "Practical Aspects of Academic Literacy Development in Higher Education Institutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 117–27. http://dx.doi.org/10.31992/0869-3617-2021-30-7-117-127.
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Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English Language instructors designed an academic writing course to increase the methodological and academic literacy of students and young researchers. We believe that the development of the key educational and communicative foreign language competencies for academic and professional interaction can contribute to successful integration into the international scientific environment. Course design considered foreign experience, methods and curricula in the field of academic writing and academic reading.
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Ofte, Ingunn. "English academic writing proficiency in higher education: Facilitating the transition from metalinguistic awareness to metalinguistic competence." Acta Didactica Norge 8, no. 2 (October 1, 2014): 17. http://dx.doi.org/10.5617/adno.1142.
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Students entering higher education are expected to develop into proficient academic writers in the course of their studies. The article focuses on metalinguistic awareness in the development of English (L2) academic writing proficiency in higher education. It builds on an on-going study investigating the role of metacognitive skills in the development of L2 academic writing proficiency in higher education. It bases its findings on an initial questionnaire which aimed at clarifying the students’ understanding of “an academic text” and “academic writing” in English, and how well they perceived themselves to mastering L2 academic writing. The article sheds light on the extent to which metalinguistic awareness of L2 academic vocabulary and language is present in the students’ thoughts about L2 academic writing as expressed in their responses to the questionnaire, and discusses the findings and their implications for how to further facilitate students’ development of L2 academic writing proficiency. The analysis reveals that the students possess elements of metalinguistic awareness about L2 academic writing but that their awareness is limited, particularly in relation to practical use of academic vocabulary. The results also indicate that the students lack the metalinguistic competence necessary to put their awareness into practice. The study concludes that raising students’ metalinguistic awareness is necessary to facilitate their further development in L2 academic writing proficiency. It argues that metalinguistic conversations can be an important tool in this process, and emphasizes that greater focus on such conversations as facilitators of L2 academic writing proficiency is needed within L2 higher education.
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Wijaya, Kristian Florensio, and Concilianus Laos Mbato. "Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers." ELT Worldwide: Journal of English Language Teaching 7, no. 1 (April 30, 2020): 31. http://dx.doi.org/10.26858/eltww.v7i1.13010.
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ABSTRACTIt is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method
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Kusumastiti, Weka, and Angesti Palupiningsih. "NEEDS ANALYSIS ON ENGLISH MACRO-SKILLS FOR THE TOURISM STUDENTS OF HIGHER EDUCATION." Yavana Bhasha : Journal of English Language Education 4, no. 2 (August 24, 2021): 15. http://dx.doi.org/10.25078/yb.v4i2.2767.
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English as international language becomes the bridge between the guests and the host in tourism activities. As the consequence, Indonesia as the country that popular with its tourism potential should prepare its human resource to support the tourism activity for its betterment. One of them is preparing them with English Macro-skill. English macro-skills consist of 4 skills: Reading, Listening, Writing, and Speaking. This research is aiming at analyzing the needs of English Macro-skills for the Tourism Students of Higher Education. Empirical data in this research were collected through questionnaire. The questionnaire was spread trough 100 tourism students of Ambarrukmo Tourism Institute Yogyakarta whose experience in doing internship period. The result found that one skill is above important than the others, some found that all of them are important, or they should be taught integrated. As the findings show, based on the students’ internship experience and the students’ perspective, those 4 English macro-skills are important but they have different frequency of use in the work place. Reading is the most frequently use since they often deal with short functional text, such as announcements and notice. Then it was followed by listening, writing, and speaking.
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Yoshida, Hiroki. "Effects of Managerial Facilitation Strategies on Flipped Learning for Developmental English Education." International Journal of Languages, Literature and Linguistics 8, no. 3 (September 2022): 160–64. http://dx.doi.org/10.18178/ijlll.2022.8.3.340.
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Along with the increase of the university entrance rate and the diversification of university entrance examinations, many students who enter university are academically underprepared for higher education, and as a result, most higher education institutes in Japan offer developmental education to students who enroll in their institutions. Flipped learning, which involves a combination of pre-class developmental English education and in-class activities, was implemented as an instructional method for developmental English education in this study. This study purposed to identify the effects of managerial facilitation strategies on flipped learning for developmental English education. Findings of the study suggest that managerial facilitation provided by the instructor enhances students’ willingness to keep on studying in developmental English learning, students’ English writing proficiency, and their attitude toward flipped EFL writing. Results also suggest that managerial facilitation on flipped learning cultivates students’ learning habits and changes students into active learners.
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Cai, Huan, Meining Wang, and Yingmei Yang. "Teaching Accounting in English in Higher Education – Does the Language Matter?" English Language Teaching 11, no. 3 (February 14, 2018): 50. http://dx.doi.org/10.5539/elt.v11n3p50.
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Learning business related courses, especially accounting, in English is a challenge for many Chinese students. The purpose of this study is to provide some insights into the role of the language in accounting learning. We investigate this issue in the program of Teaching Business Related Courses in English for undergraduate students at Guangdong University of Foreign Studies. Accounting courses in English at GDUFS are taught to two different groups: English majors with higher English proficiency who are required to receive 2 years of intensive training in listening, speaking, reading and writing before taking the accounting course in English and non-English majors who do not receive the same level of English training as English majors do. We find that there is no direct significant relationship between accounting learning and students’ English proficiency but we do find a strong correlation between students’ analytical ability and their accounting learning instructed in English. We also find that motivation, specifically students’ clear career path in the accounting field, plays an important role in determining their performance in accounting learning. The findings in this paper have meaningful implications for the feasibility of teaching non-English majors accounting in English and for designing a good learning environment in English educational settings.
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Gutiérrez-Barba, Blanca Estela, and Alejandro Emanuelle Menéndez. "Empirical evidence on English subskills approval, between sexes and face to face/on line tests in a not anglophone higher education institution." CADMO, no. 2 (January 2022): 32–45. http://dx.doi.org/10.3280/cad2021-002004.
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Since 2017, The National Polytechnic Institute (IPN) in México started requiring proof of competence of A1 English abilities in cases of specialties, two B1 abilities in cases of master's degrees, and three abilities in cases of doctorate programs as part of its graduate admission process.(it means competence in any of the language abilities). This vagueness motivated this investigation; it is based on the results of the English institutional exam from 2016-2019. We studied data using Pearson correlation, ANOVA, and Main Components Analysis. We found a higher average score for listening comprehension and lower performance on writing; reading comprehension explains 56.08% of the overall language dominance. Even we found some novel differences for speaking and writing among genders, we did not find conclusive differences among online tests - face to face tests. The speaking and the writing show the highest correlation. We outlined some suggestions for English admission requirements.
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Alston, Chandra L., and Michelle T. Brown. "Differences in Intellectual Challenge of Writing Tasks among Higher and Lower Value-Added English Language Arts Teachers." Teachers College Record: The Voice of Scholarship in Education 117, no. 5 (May 2015): 1–24. http://dx.doi.org/10.1177/016146811511700504.
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Background Writing is an essential literacy skill; however, public school students often receive inadequate writing instruction, particularly as they move into middle and high school. However, research has shown that the nature of writing tasks assigned can impact writing development and student achievement measured by standardized assessments. With the need to assess teacher efficacy, districts are increasingly using some form of value-added modeling, although researchers warn of relying solely on value-added scores to distinguish between more and less effective teachers. Purpose This study investigated the intellectual challenge of typical writing tasks and the intellectual quality of student work in classrooms of higher and lower value-added middle school English language arts teachers to understand what value-added modeling might capture in terms of writing instruction. In particular, this article investigates how higher and lower value-added teachers differ in terms of (1) the intellectual challenge of typical tasks assigned, (2) the quality of supports surrounding the tasks, and (3) the quality of student work produced. Research Design Data for this study were collected as part of a larger study that identified pairs of middle school ELA teachers within the same school who were in their third through fifth years of teaching. Within each school, we identified at least one teacher in the fourth (top) quartile and one in the second (lower) quartile based on their measures of value-added to student achievement. We analyzed the typical and challenging writing tasks and corresponding student work for the intellectual quality, looking within and across the two groups of teachers to document patterns of instructional practices. Conclusions We found differences in the consistency of challenge and scaffolds between the two groups, with higher value-added teachers more consistently providing challenging and supportive tasks. Teachers whose typical writing tasks maintain a high degree of challenge are associated with higher student performance, as defined by a measure of teacher value-added. This implies the importance of educating teachers regarding the importance and nature of challenging assignments.
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Le, Phuong N., Dao Thi Thu Hang, Pham Thi Ha, and Nguyen Thi Kieu Tien. "Learning English Rhetoric and Composition as A Vietnamese Student." International Journal of Higher Education 10, no. 2 (November 26, 2020): 108. http://dx.doi.org/10.5430/ijhe.v10n2p108.
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This study centers around Vietnamese students, with a comparison with East and Southeast Asian students who share the same cultural idea, at higher education level who want to acquire better writing skills in English in and out of academic settings. Since English is not the students' first language, they normally craft an essay from the vocabulary that they know. This is understandable, but a good piece of writing in standard American English is not supposed to be traced word by word. Understanding this fact in-depth and practicing it regularly is the core requirement for English major students. In return, they can join any workplace with their strong writing skills that they have to acquire during their undergraduate years, or more if they attend graduate schools. This group of students is known to be timid since they were raised in a collectivistic community in which many of them make their higher education choices based on firstly the current trend, then what is suitable for them. Thus, by making a bolder choice of declaring English as a major, double major, or minor, they could have better insight into English rhetoric and composition to apply them as a multi-meaning sign to their writings properly.
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Angelianawati, L. "HIGHER EDUCATION TEACHING STRATEGIES: AN OVERVIEW OF ENGLISH CLASSES." Jurnal Dinamika Pendidikan 11, no. 2 (August 21, 2018): 183. http://dx.doi.org/10.33541/jdp.v11i2.814.
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ABSTRAk Salah satu komponen utama dalam perencanaan pendidikan tinggi adalah pengajaran. Berkaitan dengan pembelajaran bahasa Inggris, pengajaran berpengaruh terhadap keberhasilan siswa di kelas bahasa Inggris. Pemilihan strategi mengajar yang tepat, yang dilakukan oleh guru bahasa Inggris, membantu pembentukan proses pembelajaran Bahasa yang efektif dan tepat sasaran. Terdapat banyak strategi mengajar yang sesuai untuk pembelajaran bahasa Inggris di pendidikan tinggi. Dalam tulisan ini akan diuraikan beberapa strategi mengajar tersebut, termasuk persyaratan dan hambatannya. Pemahaman tentang strategi mengajar terbaik yang sesuai dengan kelas bahasa Inggris sangat penting bagi guru bahasa Inggris. Ulasan dalam tulisan ini diharapkan dapat menghasilkan perbaikan dalam praktik mengajar pendidikan bahasa Inggris di perguruan tinggi. Kata Kunci: Pendidikan Tinggi, Metode Pengajaran, Pendidikan Bahasa Inggris ABSTRACT One of the main components in higher education planning is teaching. Regarding to English language learning, teaching distributes influences toward the learners’ successfulness in English classes. The appropriate selection of teaching strategies conducted by the English teachers help shaping effective and on-target language learning processes. There are many teaching strategies applicable to English language learning in higher education. The present writing elaborates discussions about those teaching strategies, including its requirements and barriers. Understanding the best teaching strategies which fit the English classes is considerately important for English teachers. It is expected that the discussion will result in the betterment on English teaching practices in higher education. Key Words: Higher Education, Teaching Strategies, English Education
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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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Ratnawati, Ratnawati, and Wawan Tarwana. "Investigating Blended Learning Effects toward Students’ Literacies for Higher Education Setting." Ethical Lingua: Journal of Language Teaching and Literature 5, no. 1 (February 23, 2018): 72–82. http://dx.doi.org/10.30605/ethicallingua.v5i1.759.
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The present study aims at investigating blended learning effects towards students’ accomplishment in terms of participants’ literacies in terms of reading and writing score and their motivation of attending the model of learning. It employed experimental study which concerned on two groups pre-test post- test research design to find out students’ progress before and after blended learning application. Furthermore, two kinds of test; reading and writing test also distributed to the experimental and control groups which are also supported to five Likert scale questionnaires. The data found indicates that the participants had got progress in both writing and reading tests, evenly positive perspectives also expressed toward applying blended learning in classroom practices. The study specially implies recommendation for further pedagogical application in English classroom practices and educational context at general.
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Qiu, Xuyan. "Blended Teaching Mode of Higher Vocational English Based on MOOC+SPOC." Wireless Communications and Mobile Computing 2022 (April 14, 2022): 1–9. http://dx.doi.org/10.1155/2022/9320161.
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Under the wave of education informatization in the past six years, the rapid development of MOOC has greatly promoted the fairness of education and improved the quality of education. However, in the actual English writing learning process, the traditional MOOC mode still has many shortcomings. Based on this, this paper proposes a research on the MOOC+SPOC hybrid higher vocational English teaching mode, by combining the advantages of MOOC and SPOC to improve the shortcomings of the existing online teaching mode. Through the analysis of basic theoretical research, this paper believes that MOOC has the advantages of openness, massive resources, and personalized learning, and the combination with SPOC can fully make up for the deficiencies in teaching evaluation and learning assessment in MOOC mode. Based on the above theories, this paper proposes a reform method of college English writing teaching mode based on MOOC+SPOC. The core of the reform method of the mode is to establish a new teaching goal. The new teaching goal is divided into four systems, which can cultivate students’ learning ability from different dimensions. In the teaching process, the utilization rate of learning resources is improved, and the interaction and feedback mechanism are improved. In order to verify the actual effect of MOOC+SPOC mixed higher vocational English teaching mode, this paper establishes a number of surveys including the investigation and analysis of knowledge internalization and the investigation of improving English writing level. By analyzing the survey data, it can be shown that the methods of this article can be effectively used to enhance students’ learning effectiveness and significantly increase their learning ability and interest in learning.
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Muslem, Asnawi, Saiful Marhaban, Hendra Heriansyah, and Rizki Putra Utama. "The effects of using blog-assisted language learning (BALL) in improving non-native students’ English writing skill in higher education; does it work?" Journal of Technology and Science Education 12, no. 1 (February 10, 2022): 21. http://dx.doi.org/10.3926/jotse.1303.
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Improving students’ writing skill at higher education level in Indonesia through using technology becomes a primary attention given by the researchers. Blog-Assisted Language Learning (BALL) is one of the best alternative medium of improving students’ writing skill. This BALL is never used by the lecturers who are teaching writing skill to students at State Islamic University of Ar-Raniry, Banda Aceh. Therefore, the objectives of this study are to investigate if there is a significant different between students who are taugh by using Bog-Assisted Language Learning (BALL) and without in term of students’ writing skill at State Islamic University of Ar-Raniry, Banda Aceh, Indonesia. Additionally, this study also investigates the students’ response toward the use of BALL in teaching and learning process of writing skill. The study involved 40 third year English students of the State Islamic University of Ar-Raniry, Banda Aceh. The study employed quantitative method in collecting the data through pre-and post-writing tests and a set of questionnaire for both groups; experiment and control. The data collected were analysed using descriptive statistic. The results showed that the use of BALL in teaching writing improved significantly rather than students who were taught without using BALL. In addition, the majority of students’ response toward the implementation of BALL in teaching writing skill were positive. Therefore, the use of BALL in teaching and learning writing at English Department students of State Islamic University of Ar-Raniry can improve students’ writing skill.
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Danzak, Robin L. "Bilingual Gifted and Talented Students’ Expository Writing: Exploring Academic Language Features in English and Spanish." Journal for the Education of the Gifted 43, no. 4 (September 18, 2020): 405–31. http://dx.doi.org/10.1177/0162353220956729.
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Bilingual students are underrepresented in gifted and talented (GT) programs, and language/literacy research on these students is scarce. This study examined academic language in expository writing of 65 GT students, including 32 bilinguals, in Grades 4–8. Outcomes at the word, phrase, sentence, and text levels were compared for bilinguals’ versus monolinguals’ English writing, and bilinguals’ English versus Spanish writing. In addition, two students’ texts were explored qualitatively. In English, bilinguals and monolinguals did not significantly differ on any measure. Bilinguals scored higher in English than Spanish on most traditional word- and sentence-level measures, were equal in lexical diversity, and varied at the phrase level. English and Spanish writing was similar in content and structure, suggesting transfer of text-level skills. The qualitative assessment highlighted diverse attempts at information condensing and author distance with varying success, again with similar outcomes at the text level.
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Mizan, Souzana. "TRANSNATIONAL IMAGINARIES OF EMERGING IDENTITIES IN ENGLISH TEACHER EDUCATION IN A PERIOD OF ACCOMMODATION TO SOCIAL CHANGE IN BRAZILIAN HIGHER EDUCATION." Trabalhos em Linguística Aplicada 58, no. 1 (April 2019): 177–94. http://dx.doi.org/10.1590/010318138654076456311.
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ABSTRACT Between 2003 and 2014, the Brazilian government adopted a public policy of expansion within Brazilian Higher Education, to strengthen processes of social inclusion. This included the construction of new campi in far-from-the-shore cities within Brazil's interior. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where an English Teacher Education course was established in 2009. The course - academic writing for English teachers - aimed to develop students' writing together with their critical thinking. It is from this academic writing course that this research emerges. The pedagogy of writing suggested in this article is based on Giroux (1988) and Freire (2005). As such, it conceives of writing as an epistemology, a mode of learning that seeks to find "the thematic universe" or "the cluster of generative topics" that the students wished to research and write about (FREIRE, 2005, p. 101). The process pursued the investigation of the students' way of thinking of the "real" in the educational context through written language. The texts produced by students revealed transnational imaginaries and literacies that rupture the dominant model of transnational movements, physical or virtual. In this context, I believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students' academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.
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Rainsford, Dominic. "Futures for English Studies: Teaching Language, Literature and Creative Writing in Higher Education." English Studies 99, no. 2 (January 17, 2018): 224–26. http://dx.doi.org/10.1080/0013838x.2018.1420740.
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Wu, Liyun. "Application analysis of Iwrite platform in English writing teaching in higher vocational education." Journal of Physics: Conference Series 1629 (September 2020): 012100. http://dx.doi.org/10.1088/1742-6596/1629/1/012100.
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Junianti, Rika, Bambang Widi Pratolo, and Arifiana Tri Wulandari. "The Strategies of Learning Writing Used by EFL Learners at a Higher Education Institution." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (April 7, 2020): 64–73. http://dx.doi.org/10.30605/25409190.131.
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Writing is the process of structuring ideas and sharpening intelligence. The students should understand and think about many things to produce good writing. This research addresses two research objectives: (1) what strategies the students use in learning writing skills, and (2) what problems the students have in learning the writing skill. The subjects of this study are 35 EFL students of English Departments in an Indonesian higher education institution. They were invited to complete a questionnaire of strategies in learning writing skills, and six of them were asked to have an interview about the problems during the learning process. The strategies are based on the stages of the writing process (planning, execution, and revision), which in this research were presented in three model factors (cognitive, metacognitive, and social strategies). The result showed that the average use for each strategy is as follows, 79% for metacognitive strategy, 74% for cognitive strategy, and 81% for social strategy. Regarding the second goal of this study, the problems that the students faced in learning writing include grammar and vocabulary issues.
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Fitzgerald, Lauren. "Writing Centers." Pedagogy 22, no. 1 (January 1, 2022): 27–30. http://dx.doi.org/10.1215/15314200-9385386.
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Abstract Undergraduate-staffed writing centers, tutor-preparation courses, and writing center studies have been and continue to be ideally suited for undergraduate research in English studies. Though requiring resources, planning, and a reconsideration of humanities scholarship, the benefits of writing center undergraduate research are many, including enabling students to develop unique and authentic questions and answers while enhancing their research and tutoring skills, reframing students’ roles within higher education, and preparing humanities majors for a range of career paths.
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Thipatdee, Goachagorn. "The Development of English Writing Skills Through Techniques of Sentence Skeleton and Signpost Word Analysis for English Major Students." English Language Teaching 12, no. 4 (March 8, 2019): 32. http://dx.doi.org/10.5539/elt.v12n4p32.
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The purposes of this research were to develop English writing skills through techniques of sentence skeleton and signpost word analysis for English major students, and to compare the writing skills before and after the study. The sample consisted of 43 English major juniors at Faculty of Education, Ubon Ratchathani Rajabhat University, enrolling in the course of teaching and learning English I, the second semester, academic year 2017, gained by cluster sampling. The research instruments were a performance test of writing skills, and writing drills. The data analyzed by employing percentage, mean, standard deviation, and t-test. After the study, the students had better writing skills with 40.63 percent of average score than those with 14.80 percent before the study, the individual average score was at a weak level with 38.90 percent, while the small group’s was at a fair level with 69.78 percent, the individual writing skills were significantly higher than those before the study at the .01 level, and the small group writing skills were significantly higher than those of the individual’s at the .01 level.
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Abdul Rahman, Ayuni Madarina. "ENGLISH WRITING PERFORMANCE USING BLENDED LEARNING IN TVET EDUCATION." LANGUAGE LITERACY: Journal of Linguistics, Literature, and Language Teaching 2, no. 1 (July 7, 2018): 28–36. http://dx.doi.org/10.30743/ll.v2i1.445.
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This study focuses on Technical and Vocational Education and Training (TVET) includes formal, non-formal and informal learning that prepare young people with the knowledge and skills required in the world of work. English has become an important language in Malaysian higher learning institutions that is used as a medium of interaction and for other educational purposes. For this study, the researcher would like to highlight the impacts of blended learning on students’ writing performance. This is due to the concerns regarding students’ difficulty in English writing. The study used experimental research design to conduct the study that involved 60 students from semester 1 who took Communicative English 1. The study has been conducted on two groups, which were experimental and control group. The students had to answer the questionnaire regarding teacher centred approach (control group) and blended learning approach (experimental group). Also, students do writing test to be correlated with the result from questionnaire. SPSS version 23 that used Kendall’s correlation has become the the tool to analyse the result. The result shows that blended learning has a positive effect to the most students in experimental group.
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Haji, Nawzar. "Major Writing Difficulties Faced by Kurdish Learners of EFL in Academic Writing Classes." Twejer 5, no. 1 (June 2022): 1211–30. http://dx.doi.org/10.31918/twejer.2251.27.
Повний текст джерелаАнотація:
Abstract Writing in EFL (English as a Foreign Language) contexts has been claimed to be one of the most challenging tasks required from EFL learners. Many Kurdish learners of EFL face difficulties producing well-developed paragraphs and essays in their courses of study in higher education. This study aims at investigating such difficulties that could hinder students’ overall progress and success. A mixed-method research design was used to explore the issue under investigation fully. The data collection tools used are a (5-point Likert Scale) questionnaire and semi-structured in-depth interviews. Two hundred English major students from four public universities in the Kurdistan Region of Iraq answered the questionnaire. Also, ten EFL university instructors were interviewed. Analysis of the findings revealed that Kurdish learners of EFL faced various difficulties such as writing anxiety, mechanics of writing (grammar, punctuation, spelling), word choice, and negative language transfer in their writing courses. Discussions and implications of these findings are presented.
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Sukerti, Gusti Nyoman Ayu, and Kadek Yogi Susana. "Building Essay Outline Through Discourse Illustration: Project-Based Learning in Higher Vocational Education." RETORIKA: Jurnal Ilmu Bahasa 4, no. 2 (October 26, 2018): 122–31. http://dx.doi.org/10.22225/jr.4.2.737.122-131.
Повний текст джерелаАнотація:
Abstract—Project-based learning is an innovative learning model which emphasizes contextual learning through complex activities. Project-based learning focused on learning the core concepts, involving learners in problem-solving investigations and other meaningful tasks, giving students the opportunity to work autonomously construct their own knowledge and ultimately produce a real product. Project-based learning can be used to achieve a certain competency through a project within a specified period through the steps of planning, execution, reporting, communicating the results and evaluation activities. This research was aimed to analyze the use of discourse illustration in writing essay outlines in order to help students in the stage of constructing ideas. This study focused on the use of discourse illustration in the context of teaching English for vocational students with a framework of project-based learning as a basic model. The goal of this method was to improve students’ engagement in writing and ease the obstacles faced when developing ideas. Participants were 28 third semester students enrolled in a three-year undergraduate program in Informatics Management whose English proficiency was lower intermediate. The outlines produced by students were evaluated and discussed in peer review until the drafts were final. The study revealed that students were able to construct a more coherent and cohesive essay and engaged in the completion of the project in a more positive attitude as they could develop their competence in writing and enhance their collaborative skill to work as a team.
Keywords:Constructing outline; discourse illustration; essay writing; project-based learning
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Cabrera-Solano, Paola, Paul Gonzalez-Torres, and Cesar Ochoa-Cueva. "Using Pixton for Teaching EFL Writing in Higher Education during the Covid-19 Pandemic." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 102–15. http://dx.doi.org/10.26803/ijlter.20.9.7.
Повний текст джерелаАнотація:
The study examined the use of Pixton to support the teaching of English as a foreign language (EFL) writing to students at a private university in southern Ecuador. For this purpose, 52 EFL students (male and female, aged 19–24 years old) who were enrolled in a writing course participated in the study for a period of five months. At the start, most of these students had an A1+ proficiency level, according to the Common European Framework of Reference for Languages (CEFR). The study employed an action research design. A diagnostic test was applied at the beginning of the instruction period, and, at the end, a final exam and a perceptions questionnaire were administered. The findings indicate positive perceptions about Pixton, and students’ online writing skills improved due to the pedagogical use of this technological tool. Furthermore, Pixton increased students’ engagement, motivation and dynamic work to a remarkable extent. Finally, an improvement was observed in aspects of students’ writing, such as grammar, vocabulary, coherence and cohesion.