scholarly journals A Case Study of Communicative Language Learning in Teaching Writing in a Rural School Environment

2019 ◽  
Vol 1 (4) ◽  
pp. 1-5
Author(s):  
Muhammad Z.M Qaddoura ◽  
Rajeh Almasradi
Keyword(s):  
Language Learning ◽  
School Environment ◽  
Writing Skills ◽  
Rural School ◽  
Teaching Writing

The case study was done at a rural school in Simpang Renggam, Johor. The study aims to identify the effects of using Communicative Language Learning (CLL) on students’ writing skills. CLL is one of the methods commonly used by teachers to teach English at school. This is due to its non-threatening way between the teacher as a counselor and the students as clients. The researchers interviewed the teacher and from the interview, CLL is commonly used. Thus, the researchers also analyzed five essays from each student and identify if they manage to write throughout the whole year of learning using CLL. The results are discussed in the latter section of the paper.

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

scholarly journals Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

2013 ◽  
Vol 17 (1-2) ◽  
pp. 70-82 ◽  
Author(s):  
Ashok Sapkota
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Progress Test ◽  
Test Items ◽  
Correction Technique ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Post Test

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students

2017 ◽  
pp. 33-56
Author(s):  
Gurleen Ahluwalia ◽  
Deepti Gupta
Keyword(s):  
Language Learning ◽  
Technology Use ◽  
Engineering Students ◽  
Writing Skills ◽  
Control Group ◽  
Control Group Design ◽  
Writing Test ◽  
Impact Of Technology ◽  
Present Case Study

The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.

Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students

2019 ◽  
pp. 1253-1276
Author(s):  
Gurleen Ahluwalia ◽  
Deepti Gupta
Keyword(s):  
Language Learning ◽  
Technology Use ◽  
Engineering Students ◽  
Writing Skills ◽  
Control Group ◽  
Control Group Design ◽  
Writing Test ◽  
Impact Of Technology ◽  
Present Case Study

The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.

scholarly journals TECNOLOGIAS DIGITAIS E ENSINO DE INGLÊS: uma proposta de escrita colaborativa e produção de vídeo

2019 ◽  
Vol 5 (6) ◽  
pp. 547-577
Author(s):  
KEILA MENDES SANTOS ◽  
Cleide Jane de Sa Araújo Costa
Keyword(s):  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Video Production ◽  
Palabras Clave ◽  
The Subject ◽  
Investigación Cualitativa

Este estudo tem por objetivo analisar as contribuições da utilização das TDIC no processo de desenvolvimento das habilidades de speaking e writting em aprendizes de inglês, partindo da proposta de produção de um vídeo e da escrita colaborativa de um e-book. Trata-se de uma pesquisa qualitativa, configurada como estudo de caso, que teve como participantes 6 licenciandos em língua inglesa (LI). Os dados foram coletados por meio de questionários e foi realizado ao longo do Componente Curricular Língua Inglesa Avançada I. Os resultados alcançados permitiram perceber que as TDIC auxiliaram eficazmente na aprendizagem dos discentes, estimulando a percepção dos próprios erros e incitando a autonomia, levando os participantes a revisarem aspectos linguísticos fundamentais para suas produções.   PALAVRAS-CHAVE: Tecnologias; Língua inglesa; Aprendizagem.   ABSTRACT This study aims to analyze the contributions of the use of ICDT in the developing process of speaking and writing skills with English learners, starting from the proposal of a video production and the collaborative writing of an e-book. It is a qualitative research, configured as a case study, which had as participants 6 English-language students (EL). The data were collected through questionnaires and was conducted during the Subject Advanced English Language I. The results obtained allowed to realize that the ICDT helped effectively in the students’ learning, stimulating the perception of their own errors and inciting the autonomy, taking the participants to review linguistic aspects that were fundamental to their productions.   KEYWORDS: Technologies; English language; Learning.   RESUMEN Este estudio tiene por objetivo analizar las contribuciones de la utilización de las TDIC en el proceso de desarrollo de las habilidades de hablar y escribir en aprendices de inglés, partiendo de la propuesta de producción de un vídeo y de la escritura colaborativa de un ebook. Se trata de una investigación cualitativa, configurada como estudio de caso, que tuvo como participantes 6 licenciandos en lengua inglesa (LI). Los datos fueron recolectados por medio de cuestionarios y fue realizado a lo largo del Componente Curricular de la Lengua Inglesa Avanzada I. Los resultados alcanzados permitieron percibir que las TDIC ayudaron eficazmente en el aprendizaje de los discentes, estimulando la percepción de los propios errores e incitando la autonomía, llevando a los participantes a revisar aspectos lingüísticos fundamentales para sus producciones.   PALABRAS CLAVE: Tecnologías; Idioma  Inglés; Aprendizaje.

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.

An Exploration on Issues and Challenges in Teaching Writing Skills to Tertiary-Level Learners

2020 ◽  
pp. 98-107
Author(s):  
Jefferson K. ◽  
Ramya Sri R. ◽  
Radhakrishnan V.
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Inappropriate Use ◽  
Area Of Concern ◽  
Esl Classroom

Writing is considered a very important skill in language learning yet a very challenging task for students to master it. It is also a required skill for students to score good grades in their academics. Inappropriate use of words, incorrect, and illogical sentence structures and grammatical mistakes while writing, reflect poorly on the language proficiency of learners. This also creates issues later in their professional life. Addressing these challenges at the tertiary level has been an area of concern to English language teachers. The prime aim of this study is to explore the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom. This chapter also proposes a process-product based effective pedagogic practice which was experimented in the ESL classroom while teaching writing. The approach employed facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.

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