Chapter 7. Advanced EFL students' revision practices throughout their writing process

2009 ◽  
pp. 129-149 ◽  
Author(s):  
David Camps
Keyword(s):  
Writing Process ◽  
Efl Students

scholarly journals Using portfolio assessment to improve EFL students’ expository-writing performance

2019 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Waode Nur Gita Dahviyanti
Keyword(s):  
Expository Text ◽  
Writing Process ◽  
Portfolio Assessment ◽  
Descriptive Statistics ◽  
Expository Writing ◽  
Writing Performance ◽  
Writing Test ◽  
South Sulawesi ◽  
Efl Students ◽  
Positive Motivation

The objectives of the research were to find out the extent to which the use of portfolio assessment improves EFL students’ performances in expository-writing and to find out the students’ responses about the taking of portfolio assessment in improving their performance in writing expository text. The researcher applied classroom action research which was done through two cycles. The location of this research was at one of the secondary schools in Makassar, South Sulawesi, Indonesia. There were 31 students as a sample in this research and the data were collected using observation, writing test, interview, and analyzed by using descriptive statistics. The result showed that portfolio assessment had improved EFL students’ expository-writing performance. The students were better in arranging the words into sentences and paragraph in order to convey their ideas, opinions, and feeling because they had already known the steps in the writing process, and they learned from their previous evaluated portfolios, and their responses on the using of portfolio assessment as a method in writing expository process was positive. They got positive motivation and appreciation to progress their writing performance. They were excited to revise and edit their draft to become the best work in every meeting.

scholarly journals Peer editing: a strategic source in EFL students’ writing process

2011 ◽  
Vol 12 (1) ◽  
pp. 85
Author(s):  
Nubia Mercedes Díaz Galvis
Keyword(s):  
Public School ◽  
Writing Process ◽  
Low Achievers ◽  
Proximal Development ◽  
Pedagogical Tool ◽  
Peer Editing ◽  
System A ◽  
Video Recordings ◽  
Efl Students ◽  
Field Notes

This article reports on a research project focused on peer editing as a pedagogical tool to promote collaborative assessment in the EFL writing process. With teachers overstretched in the Bogotá public school system, a method needed to be found that would allow students to receive much needed feedback without overtaxing the teachers` resources. Peer editing, a phenomenon that often occurs naturally within the classroom, was therefore systematically implemented as a solution to the stated problem. The main aims of this study, conducted with a group of ninth grade student at a public school in Bogotá, were to determine the role of peer editing in the writing process and to characterize the relationships built when students corrected each others writings. The instruments used for collecting data were field notes, video recordings and students’ artifacts. The results showed that when students were engaged in peer editing sessions they created zones of proximal development in which high achiever students provided linguistic scaffolding and empowered low achievers. It was also found that students used thinking strategies such as noticing and explaining when they identified errors related to the formal aspects of the language.

scholarly journals Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

2016 ◽  
Vol 9 (6) ◽  
pp. 229 ◽  
Author(s):  
Ala’a Ismael Challob ◽  
Nadzrah Abu Bakar ◽  
Hafizah Latif
Keyword(s):  
Blended Learning ◽  
International Schools ◽  
Writing Process ◽  
Structured Interview ◽  
Male Students ◽  
Writing Apprehension ◽  
Writing Performance ◽  
Face To Face ◽  
Writing Students ◽  
Efl Students

<p>This study examined the effects of collaborative blended learning writing environment on students’ writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and observation. Twelve male students enrolled in Class Ten were selected to participate in a 13-week study. To learn how to write collaboratively, the students followed the procedures of the blended learning writing process. Students were divided into three groups and were given the freedom to choose the members of the group they would like to work with. They went through the writing process in face-to-face and online learning modes via the class blog and online Viber discussion. Data collected were analyzed qualitatively using thematic analysis. The findings indicated that the students had positive perceptions towards the collaborative blended learning writing environment they had experienced. They perceived that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their writing performance as they experienced and learnt much knowledge concerning the micro and macro aspects of writing. Students also viewed that their online discussion and collaboration on writing in Viber groups and the class blog had assisted them greatly in their writing task.</p>

scholarly journals Working by projects: A way to enrich critical thinking and the writing process in a third grade eflclassroom

2014 ◽  
Vol 15 (2) ◽  
pp. 205
Author(s):  
Sandra Dolores Ruiz
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Project Work ◽  
Third Grade Students ◽  
Efl Students ◽  
Field Notes

This document presents the result of a qualitative action research developed with thirty-three third grade students at a public school in Bogota. This action research aimed at describing and analyzing the role of project work in the development of critical thinking in third grade efl students and to describe and document the way in which those students developed their writing skills through this methodology. The participants developed different inquiries related to topics they were interested in exploring and related to the recycling project of the school. The data were collected during eleven sessions carried out along eight months through field notes, artifacts, and audio recordings. The results show that through project work the students enhanced their emerging critical thinking skills and their writing process; improved their interactions with their classmates, discovered that learning English was something useful for their lives, and therefore they acquired more confidence in writing and speaking in English. Additionally, they became more reflective, organized and critical about what they think, what they say, and about what happens around them.

Investigating the Effects of Using Writing Process on Students’ Writing Performance at Foundation Program- Hai’l University

2018 ◽  
Vol 10 (3) ◽  
pp. 14
Author(s):  
Najwa Rebhi Wahdan ◽  
Dipima Buragohain
Keyword(s):  
Saudi Arabia ◽  
Traditional Method ◽  
Writing Process ◽  
Process Approach ◽  
Teaching Writing ◽  
Writing Performance ◽  
Writing Skill ◽  
Foundation Program ◽  
Efl Students ◽  
Preparatory Year

This study sheds the light on investigating the effects of using Writing Process Approach in developing EFL students in writing skill. It consists of 60 students from foundation program at Hai’l University –Saudi Arabia. The researchers use content analysis procedures to analyze students’ writing. This paper also focuses on the importance of the methods of teaching writing for preparatory year.  Pretest and posttest were used to investigate the effects of traditional and writing process on students’ writing performance. The results showed that students who studied according to the writing process outperformed than those who studied by traditional method. The study recommended to use the writing process in the foundation program at university of Hai’l. 

scholarly journals Revising writing in an online learning environment

2012 ◽  
Vol 20 (1) ◽  
pp. 129
Author(s):  
Eleni Nikiforou
Keyword(s):  
Online Learning ◽  
University Students ◽  
English Language ◽  
Writing Process ◽  
Good Practice ◽  
Future Research ◽  
Online Learning Environment ◽  
Efl Students ◽  
Research Questions

The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: 1) Do students revise their writing globally or on the surface? 2) Do students co-operate or collaborate to edit their produced text? This paper will report the results from data taken from tertiary EFL students writing collaboratively and/ or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research conducted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given to the frequency with which the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions as to whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better.

scholarly journals Solving the Students’ Problems in Writing Argumentative Essay Through the Provision of Planning

2017 ◽  
Vol 17 (1) ◽  
pp. 86
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawa ◽  
Mohamad Anan Latief
Keyword(s):  
Action Research ◽  
Research Design ◽  
Writing Process ◽  
Writing Performance ◽  
Essay Writing ◽  
Writing Class ◽  
Different Types ◽  
Efl Students ◽  
Classroom Action Research ◽  
Argumentative Essays

Most Indonesian students who are learning English often consider writing as not only the most difficult skill to master, but also a demanding activity. To help them cope these problems, the application of planning in the writing process seems to be a solution. This study attempts to find out howdifferent planning formats can improve EFL students’ writing performance in argumentative essays. The subjects of the studywere the fourth semester students taking essay writing class. The research was conducted from May to June 2015, consisting of three cycles in Classroom Action Research design by using different planning types, namely rough drafting and outlining strategy in which each cycle consisted of two meetings.The students’ compositions were measured by using primary trait scoring rubric for argumentative essay. The result of the study shows that the provision of planning is effective to improve the students’ performance in writing argumentative essay. The effectiveness of different types planningdepends on the students’ preference of which to use.

Enhancing Writing Skills via Mobile Learning and Wikis

2020 ◽  
pp. 99-121 ◽  
Author(s):  
Ruby Vurdien
Keyword(s):  
Writing Process ◽  
Learning Experience ◽  
Collaborative Work ◽  
Writing Skills ◽  
Negotiation Of Meaning ◽  
Classroom Context ◽  
Peer Editing ◽  
Learning Platform ◽  
Efl Students ◽  
Linguistic Proficiency

This chapter reports on how a group of advanced EFL students in a private language school in Spain employed their smartphones and wikis to create a learning environment outside their classroom context to enhance their writing skills. Twenty-one participants of C1 level downloaded the Google application on their smartphones with a view to performing their reading and vocabulary tasks prior to writing their essays on a wiki learning platform, with subsequent peer editing and feedback. The findings suggest that the participants' general overview of this novel learning experience was positive and that collaborative work on the wiki fostered negotiation of meaning and sharing knowledge, which can benefit the writing process. The smartphone was deemed a convenient tool for reading and completing vocabulary exercises as its portability permits ubiquitous learning. Peer editing and feedback are crucial for developing linguistic proficiency, thereby improving writing skills.

scholarly journals Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications

2020 ◽  
Vol 7 (2) ◽  
pp. 472-485
Author(s):  
Suhartawan Budianto ◽  
Teguh Sulistyo ◽  
Oktavia Widiastuti ◽  
Dwi Fita Heriyawati ◽  
Saiful Marhaban
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Writing Process ◽  
Corrective Feedback ◽  
Writing Proficiency ◽  
Efl Writing ◽  
Proficiency Level ◽  
Efl Students ◽  
Global And Local ◽  
The Impact

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.

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