Indirectness Markers in Korean and Persian English Essays: Implications for Teaching Writing to EFL Learners

2020 ◽  
Author(s):  
Richard M. Rillo ◽  
Ericson Alieto
Keyword(s):  
Teaching Writing ◽  
Efl Learners

scholarly journals Neutralizing Trade-off Effect between Accuracy and Fluency in EFL Writing by Mentor Text Modeling: Cognitive Complexity in Focus

2018 ◽  
Vol 7 (2) ◽  
pp. 134 ◽  
Author(s):  
Reza Biria ◽  
Farahnaz Liaghat
Keyword(s):  
Cognitive Complexity ◽  
Teaching Writing ◽  
Approaches To Teaching ◽  
Trade Off ◽  
Efl Learners ◽  
Writing Instructions ◽  
Mentor Texts ◽  
Improving Accuracy ◽  
Traditional Approaches ◽  
Writing Competence

The present study sought to explore the efficacy of a brand-new approach to teaching writing called mentor text modeling in neutralizing trade-off effect between accuracy and fluency in writing tasks with different levels of cognitive complexity. To this end, a total of 60 (30 male and 30 female) Iranian EFL learners were randomly selected and assigned to three groups of comparison, each containing 20 (10 male and 10 female) learners. Employing a pretest/posttest experimental design, learners of the three groups received instruction on advanced writing during an 11-week course. At the commencement of the course, the learners’ fluency and accuracy in writing were gaged through three writing tasks with high, moderate, and low levels of cognitive complexity. Having been exposed to the same instructional input, the learners of each group underwent writing instructions based on one of three approaches to teaching writing, namely, mentor text modeling, product-based approach, and process-based approach. At the end of the study course, the learners’ writing performance was assessed on three tasks parallel to the pretest measures. Results of running correlation analysis indicated that contrary to the two traditional approaches to teaching writing, mentor text modeling was capable of improving accuracy and fluency simultaneously and, as a result, was found to be effective in neutralizing the trade-off effect between accuracy and fluency in writing tasks with high, moderate, and low cognitive complexity levels. The study’s finding may urge EFL teachers to include mentor texts while teaching writing to realize a balanced improvement in EFL learners’ writing competence. 

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

scholarly journals The Effect of Input-Based and Output-Based Tasks on the Intermediate Iranian EFL Learners’ Writing Achievement in Terms of Coherent Writing

2017 ◽  
Vol 7 (1) ◽  
pp. 184 ◽  
Author(s):  
Negin Malekshahi ◽  
Mohadeseh Amini Harsini
Keyword(s):  
T Test ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Consciousness Raising ◽  
Efl Learners ◽  
Elementary Steps ◽  
Instructional Treatment ◽  
Cohesive Devices ◽  
Significant Difference

The present study investigated the effect of form-focused (FoF) tasks on enhancement of Iranian EFL learners’ coherent writing. In this regard, the researchers compared the effectiveness of dictogloss (DIG) task as an output-based task and consciousness raising (CR) task as an input-based task on teaching writing coherent text. Prior to the experiment, the researchers divided 60 Iranian Intermediate EFL learners based on their scores on the Preliminary English Test (PET) into two groups. Throughout the research a pretest and a posttest which had the same format but different topics were run. The instructional treatment continued for 10 sessions which each session lasted 15 minutes. The required texts which consisted of some cohesive devices were taken from "Elementary Steps to Understanding" book, while the method of teaching, as the name of each group is revealed, was different. After analyzing the gathered data via independent sample t-test, findings revealed that significant, though, the treatment of each group on writing was, there were no significant different between the posttest of these two groups. So there were not any significant difference between the performance of CR group and DIG group on producing cohesive devices in a text.

scholarly journals Reading - Based Writing Model: A blended learning alternative

2021 ◽  
Vol 6 (2) ◽  
pp. 164-180
Author(s):  
Yenni Rozimela
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Relevant Literature ◽  
Writing Skills ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Validation Process ◽  
Efl Learners

ABSTRACT Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to assist learners is having them explore information to write through reading topic and genre- related sources extensively. This article seeks to explain the result of a study employing R&D method to develop a Reading-Based Model to teach academic writing. It will report the results of the needs analysis briefly and then explain the model itself. The data about the students' needs of writing according to the students and the writing lecturers were collected through questionnaire and interview. The results of needs analysis and relevant literature confirmed that reading prior and during writing is elemental. The syntax of the model was developed on the basis of literature dealing with the principles of reading-writing relations and the Genre-based Approach. It consists of 4 main stages. Some activities within each stage can be carried out online. The model has gone through a validation process by two experts (two experienced lecturers teaching writing skills). The model was considered valid by the experts; a few recommendations were concerned with additional activities.

Teaching and Learning to Write

2015 ◽  
pp. 115-129
Author(s):  
Abraham Panavelil Abraham
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Writing Skills ◽  
Teaching Writing ◽  
Efl Learners ◽  
Efl Teacher ◽  
Challenging Tasks ◽  
Efl Students

Teaching writing is one of the most challenging tasks an EFL teacher has to face, and students find writing a difficult skill to develop. This chapter, however, focuses on Task-Based Language Teaching (TBLT) as a successful tool for tackling this problem. It defines TBLT and examines its importance for enhancing the writing skills of the EFL students, giving examples of tasks that have been successfully tried out in the classroom. The chapter also examines the use of various strategies for increasing EFL learners' involvement in reading-to-writing activities.

scholarly journals From Picture to Text: the Use of Picture in ELT Writing Class

2018 ◽  
Vol 18 (2) ◽  
pp. 291
Author(s):  
Ika Apriani Fata ◽  
Syamsul Bahri ◽  
Muridhal Muridhal
Keyword(s):  
Writing Assessment ◽  
Group Discussion ◽  
Point Of View ◽  
Teaching Writing ◽  
Assessment Process ◽  
English Teacher ◽  
Efl Learners ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes

Having students to produce an organized and neat piece of writing has always been the life-long dream and goal of all EFL teachers. Thus, many studies have been conducted under quantitative study as like experimental research, to fill in this gap this study focused on figuring out the teacher’s point of view toward the use of picture as media, what are the target and how are the students’ participations toward it based by using qualitative design. The instruments applied are interview, observation and field notes, as triangulation data. One English teacher and 36 EFL learners participated as informants in this research. It turned out that the findings showed that based on interview of the teacher, it is believed that media as alternative to assist teacher in teaching writing. Besides, the teacher seems confident to teach writing by using the picture. Furthermore, the English teacher believed that students developed their writing skill by using picture. Meanwhile, based on observation and field notes, the EFL students seem enthusiast to learn writing especially it is combined with group discussion techniques. As further studies, it is best to look at the students writing assessment process through picture strategies in EFL class.

scholarly journals Teaching Writing to EFL Learners: An Investigation of Challenges Confronted by Indonesian Teachers

2018 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Kuni Hikmah Hidayati
Keyword(s):  
Structured Interview ◽  
Teaching Writing ◽  
Teaching English ◽  
Reading Habits ◽  
Internal Factors ◽  
Efl Learners ◽  
English Writing ◽  
Writing Skill ◽  
Research Findings ◽  
Internal And External Factors

Teaching English writing skill which involves developing linguistic and communicative competence of learners is considered a challenging task. When teaching writing, therefore, EFL teachers in general and Indonesian teachers in particular encounter many challenges (i.e. difficulties). This study aims to find out Indonesian teachers’ challenges in teaching English writing skill and discuss possible solutions to remove, or at least, minimize, the problems. The data was collected by interviewing 10 English teachers who come from different part of East Java, Indonesia and teach English in either private or public Junior and Senior High Schools. The instrument used was structured interview. The data collected from the interview was, then, analyzed descriptively. The findings show that there are internal and external factors contribute to the challenges that the teachers confront. The internal factors include linguistic competence, native language interference, motivation and reading habits of the learners, while the external ones include the class condition, aids available for teaching writing and the availability of time. The research findings would facilitate the teachers and the concerning authorities to improve the ELT especially in teaching writing.  

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