scholarly journals Pre-Service Teachers’ Views on the Implementation of Game-Based Learning for Academic Writing Skills

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 11-16
Author(s):  
Nur Yasmin Khairani Zakaria ◽  
Melor Md Yunus ◽  
Harwati Hashim ◽  
Norazah Mohd Nordin ◽  
Helmi Norman ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Academic Writing ◽  
Writing Skills ◽  
Mean Value ◽  
Writing Classroom ◽  
Game Based Learning ◽  
Classroom Learning ◽  
The Mean ◽  
Writing Instructors

Implementation of game-based learning has been perceived by educators as a means to enhance effective classroom learning. Aspects in games have been identified to motivate learners to actively engage throughout the learning as it provides a fun, engaging, and rewarding experience for the learners. Despite the widespread of games implementation in classroom learning, limited exposure has been noted in the context of language learning particularly in ESL classrooms. In regard to the aforementioned situation, the current study aims to discover the implementation of game-based learning in the context of language learning. Research related to writing skills found to be limited in nature; therefore, the current study has discovered a need to further investigate the implementation of game-based learning in writing classrooms. In this study, a total of 32 pre-service teachers have participated in a survey conducted to discover their views on the implementation of games in a writing classroom. Data were analyzed quantitatively using Statistical Package for Social Sciences (SPSS) by evaluating the mean value of the findings. The analysis from the data obtained showed that these students responded positively to the use of games in the writing classroom. The students also believed that engagement among peers in the classroom appeared to be less threatening; therefore, knowledge transfer became naturally favorable throughout the pedagogical process. These results implied a useful insight for writing instructors to further equip language learners with the use of games in classroom learning.

scholarly journals AN ANALYSIS OF STUDENTS’ LANGUAGE LEARNING STRATEGIES IN ACADEMIC WRITING

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Restu Winarsih ◽  
Urai Salam ◽  
Dwi Riyanti
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Academic Writing ◽  
Writing Skills ◽  
Writing Strategies ◽  
Language Learning Strategies ◽  
Structured Interviews ◽  
English Academic Writing

This research was aimed to investigate students’ writing strategies in enhancing their English academic writing skills. This case study interviewed two students from English Department to reveal students’ strategies in academic writing. The data were collected using semi-structured interviews and document reviews. The findings showed that the two students who categorized as good language learners in writing skills employed all five writing strategies as proposed by Mu (2005) in their writing process. The data showed that metacognitive strategies and social/affective strategies were used most by the students. The strategies were organizing strategies, resourcing, setting goals, reviewing and editing, and avoidance strategies. The data also indicated that the two students were not achieving the goal of learning instantly. They employed strategies effectively in their individual learning in enhancing their writing skills.

scholarly journals Second Language Learners’ Family Background and Their English Writing Competence: The Case of a Private Tertiary Institution in Ghana

2015 ◽  
Vol 3 (4) ◽  
pp. 466
Author(s):  
Edward Owusu ◽  
John Agor ◽  
Evershed Kwasi Amuzu
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Academic Writing ◽  
Second Language Learners ◽  
Family Background ◽  
Writing Skills ◽  
Tertiary Institution ◽  
Writing Competence ◽  
At Home

<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>

scholarly journals Investigating elementary school pupils’ proficiency in mastering English vocabulary

2014 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Diana Achmad
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Language Learning ◽  
Writing Skills ◽  
Early Age ◽  
Vocabulary Test ◽  
Reading And Writing ◽  
Local Content ◽  
The Mean ◽  
Banda Aceh

English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.

scholarly journals Developing Collaborative Academic Writing Skills in English in Call Classroom

2020 ◽  
Vol 9 (8) ◽  
pp. 13
Author(s):  
Leysan Shayakhmetova ◽  
Liliya Mukharlyamova ◽  
Roza Zhussupova ◽  
Zhanargul Beisembayeva
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Academic Writing ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Qualitative Change ◽  
Educational Process ◽  
Computer Assisted ◽  
Language Resources ◽  
Experimental Teaching

The modern system of foreign language teaching impacts a qualitative change in the new methodological approaches with using innovative technologies in the educational process. Spencer Kagan created Cooperative learning structures that make collaborative learning easy to use. It provides students with valuable and ample opportunities to combine language resources and collaboratively build knowledge and writing through interaction. Cooperative learning methods do not require a detailed study of plans, educational materials, and special training. Hence the article depicts University students' implementation of collaborative academic writing skills in a Computer-assisted Language Learning environment. Collaborative writing is interpreted as an action in which students communicate, consult, and make collective decisions during the writing process through computer and create a unique text with shared accountability and co-ownership. In this paper, the crucial types of academic writings are highlighted, and experimental teaching results have proved Kagan's collaborative model as a useful technique for improving students' academic writing skills.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

scholarly journals An Error Analysis of Research Project Abstracts Written by Thai Undergraduate Students

2020 ◽  
Vol 11 (4) ◽  
pp. 13
Author(s):  
Wirada Amnuai
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Writing Skills ◽  
Word Choice ◽  
Writing Ability ◽  
Writing Courses ◽  
Sentence Level

Errors in writing are unavoidable while students are trying to develop their writing skills. There have been several studies on identifying writing problems or errors in students’ writing. It is believed that identifying students’ written tasks is an effective tool to explore the difficulties involved in learning language. This helps teachers’ awareness of the serious problems which occur in students’ writing and allows them to pay closer attention to their errors. The aim of the present research study is to pinpoint writing errors in English abstracts written by Thai undergraduate students. Forty abstracts of research projects were collected and analysed. The error analysis was conducted at the sentence level, word level, and mechanics aspect. The five most frequent error types ranking from the most frequent to least frequent were word choice, preposition, sentence construction, singular or plural forms and quotation marks. The findings of the present study have shed light on the students’ writing ability and give an insight into what the problems students face when writing their abstracts. Also, the errors found in the abstracts in the present study have pedagogical implications concerning English language learning, particularly with writing courses. The findings will be helpful for teachers to develop teaching materials to assist their students from committing errors when writing English abstracts and to improve academic writing skills.

scholarly journals Developing English language learners’ oral production with a digital game-based mobile application

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0232671
Author(s):  
Zehua Wang ◽  
Feifei Han
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Mobile Application ◽  
English Language ◽  
Speech Rate ◽  
Digital Game ◽  
Oral Production ◽  
Positive Effects ◽  
The Mean

This study examined the effect of using a digital game-based language learning mobile application “Liulishuo” (speaking English fluently) to develop complexity, accuracy, and fluency of English monologic oral production among 30 English language learners in China. Monologic oral production was measured using the same narrative picture description task in pre- and post-tests. The learners followed the “Imitation of English Monologues” game 30 minutes each time, twice a week, for 20 weeks. The oral production was measured using six indices: the mean words per T-unit and lexical density (i.e., complexity), the mean repairs and errors per 100 words (i.e., accuracy), speech rate and the mean length of pauses (i.e., fluency). The paired sample t-tests showed that the participants produced more complex monologic speech, had significantly fewer errors, and increased speech rate, but the mean repairs and mean length of pauses remained unchanged. The unchanged repairs and pauses could be possibly due to the non-proceduralized linguistic knowledge in oral production, which may require a more extended period of treatment. Our study showed positive effects of using a digital game-based language learning mobile application on the improvement of complexity, accuracy, and fluency of English language learners in China’ monologic oral production with varying effects.

scholarly journals Improving Postgraduates’ Academic Writing Skills with Summarizing Strategy

2019 ◽  
Author(s):  
Edhah Numan Khazaal
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Writing Skills ◽  
Test Model ◽  
Summary Writing ◽  
Political Sciences ◽  
New Strategy ◽  
Post Test ◽  
Written Test ◽  
The University

Writing is one of the essential poles of language learning, and should be one of the senior interest, and concern to teachers, students, and researchers. The purpose of this study is to identify the effect of using the summarizing strategy on postgraduates 'learners. To develop the summary writing skills, two months implementation is applied to twenty Iraqi postgraduates 'learners, who are studying English as a foreign language (EFL) .The participants were from two departments in the college of political sciences at A-Nahrain University, Iraq, during the academic year 2018-2019. It was carried out in a single-group pre-post-test model only. A pre-test on summary writing conducted to participants a week before the summarizing strategy applied. The experimental process of the study lasted eight weeks, where the participants received 16 treatment sessions. Five different passages choose from their textbook (Headway for Academic Skills Level3), which was recommended by the university. The selected written passage for post-test was "globalization." The participants asked to summarize the passage within 45 minutes according to the new strategy. Data of the summary written test collected, and scored according to the five criteria such as; (grammar, vocabulary, organizing, content, and coherence). The findings of the study indicated that the summarizing strategy has a significant effect on postgraduates' learners in academic writing skills, so it is recommended that this strategy be applied in the curriculum of our schools and universities.

scholarly journals Constructing a Collocation Learning System From the Wikipedia Corpus

2019 ◽  
pp. 1018-1037
Author(s):  
Shaoqun Wu ◽  
Liang Li ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Academic Writing ◽  
Learning System ◽  
Design And Development ◽  
Syntactic Pattern ◽  
Related Text

The importance of collocations for success in language learning is widely recognized. Concordancers, originally designed for linguists, are among the most popular tools for students to obtain, organize, and study collocations derived from corpora. This paper describes the design and development of a collocation learning system that is built from Wikipedia text and provides language learners with an easy-to-use interface for looking up collocations of any word that occurs in Wikipedia. The use of this corpus exposes learners to contemporary, content-related text, and enables them to search for semantically related words for a given topic. The system organizes collocations by syntactic pattern, sorts them by frequency, and links them to their original context. The paper includes a practical user guide to illustrate how to use the system as a language aid to facilitate academic writing.

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