This paper aims at taking university-level EFL students with an intermediate ability in English as a foreign language from paragraph writing to essay writing. The main idea in this paper is to propose the essay writing skills of EFL students. It proposes writing component that provides a complete picture of developing an essay writing process for EFL students at tertiary level. It also, reveals the objectives of essay writing, the contents, the theoretical aspects, practical aspects, the academic writing layout, and finally, the suggested writing textbooks.
This book is primarily aimed at implicitly setting a framework for integrating online and face-to-face instruction coherently in one language course, although the authors claim that the book is not attempting to prescribe a series of dos and don’ts. The relatively concise but well-crafted book considers teachers as its main audience, walking them through various stages of creating a hybrid class, namely decision-making, planning, integration, and evaluation.
Qualities of a good essay: an assessment of the writings of Nigerian undergra...SubmissionResearchpa
This research sought to discover the capabilities of Nigerian undergraduates in handling the salient characteristics of essay in English. Such qualities as clarity, economy, simplicity, unity and coherence were the variables in the assessment. The study was conducted within the framework of the theory of descriptive linguistics and its sub-discipline of stylistics. Four topics representing argumentative, descriptive, expository and narrative essays were given to students for each of them to voluntarily choose one and write on in a strictly supervised writing test. All the essays were marked on the above stated variables. Critical case sampling strand of the purposive sampling was used to select four outstanding essays each representing one of the four departments of the Akwa Ibom State University of Nigeria. Paragraph and sentence formed some of the units of analysis. It was found out that the four subjects whose essays were analyzed proved their mettle in producing readable and creative prose in the four genres with some room for improvement. It is suggested that the Use of English programme in Nigerian universities should be extended from one to two years in addition to regular practice in writing by students and feedback from lecturers. by Usoro Mark Okono 2020. Qualities of a good essay: an assessment of the writings of Nigerian undergraduates. International Journal on Integrated Education. 3, 7 (Jul. 2020), 82-88. DOI:https://doi.org/10.31149/ijie.v3i7.498. https://journals.researchparks.org/index.php/IJIE/article/view/498/479 https://journals.researchparks.org/index.php/IJIE/article/view/498
This book is primarily aimed at implicitly setting a framework for integrating online and face-to-face instruction coherently in one language course, although the authors claim that the book is not attempting to prescribe a series of dos and don’ts. The relatively concise but well-crafted book considers teachers as its main audience, walking them through various stages of creating a hybrid class, namely decision-making, planning, integration, and evaluation.
Qualities of a good essay: an assessment of the writings of Nigerian undergra...SubmissionResearchpa
This research sought to discover the capabilities of Nigerian undergraduates in handling the salient characteristics of essay in English. Such qualities as clarity, economy, simplicity, unity and coherence were the variables in the assessment. The study was conducted within the framework of the theory of descriptive linguistics and its sub-discipline of stylistics. Four topics representing argumentative, descriptive, expository and narrative essays were given to students for each of them to voluntarily choose one and write on in a strictly supervised writing test. All the essays were marked on the above stated variables. Critical case sampling strand of the purposive sampling was used to select four outstanding essays each representing one of the four departments of the Akwa Ibom State University of Nigeria. Paragraph and sentence formed some of the units of analysis. It was found out that the four subjects whose essays were analyzed proved their mettle in producing readable and creative prose in the four genres with some room for improvement. It is suggested that the Use of English programme in Nigerian universities should be extended from one to two years in addition to regular practice in writing by students and feedback from lecturers. by Usoro Mark Okono 2020. Qualities of a good essay: an assessment of the writings of Nigerian undergraduates. International Journal on Integrated Education. 3, 7 (Jul. 2020), 82-88. DOI:https://doi.org/10.31149/ijie.v3i7.498. https://journals.researchparks.org/index.php/IJIE/article/view/498/479 https://journals.researchparks.org/index.php/IJIE/article/view/498
Discourse Competence and Its Cultivating Strategies in English Major Instruct...inventionjournals
As an indispensable part of language competence, discourse competence is difficult to develop because of its lack of the teaching target orientation in the English instruction of English major in China’s universities, which has led to a lack of clarity of teaching and assessment goals. For this case, this paper examines the definitions of discourse competence, illustrates the connotations of discourse competence, and proposes that discourse competence should be established in English Syllabus for English Major of Colleges and Universities in China. Then the paper proposes the effective strategies for cultivating discourse competence from the following aspects: increasing teachers’ awareness of discourse competence and discourse teaching, strengthening teacher training to increase their own discourse competence, compiling textbooks with features of discourse competence training, and implementing discourse-based approach to English teaching.
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
A Study of the Effects of Competitive Team-Based Learning and Structured Academic Controversy on the Language Proficiency of Iranian EFL College Seniors
Seyed Mohammad Hassan Hosseini, PhD (TESOL)
E-mail: mhhosseini73@yahoo.com
• This article was published at the International Journal of Adult Vocational Education and Technology, 3 (2012): 54-69.
See http://beyondelt.blogfa.com
Vocabulary A Basic Element of Language Learningijtsrd
The importance of developing the vocabulary learning skill is the most essential skill for foreign language learners. Language is sequential speech is a sequence of sounds whereas writing is a sequence of symbols. To produce a good piece of writing, learners need to enrich their vocabularies. Vocabulary knowledge is also one component of language skills such as reading and speaking. Since the meanings of new words are emphasized frequently, vocabulary learning plays a crucial role in foreign language learning. Teaching and learning vocabulary in context also helps learners for inferring the meaning of new words. Vocabulary development is concerned with all four language skills and it can be treated as a link between reading and writing. Chaw Su Hlaing "Vocabulary: A Basic Element of Language Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27861.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/27861/vocabulary-a-basic-element-of-language-learning/chaw-su-hlaing
Discourse Competence and Its Cultivating Strategies in English Major Instruct...inventionjournals
As an indispensable part of language competence, discourse competence is difficult to develop because of its lack of the teaching target orientation in the English instruction of English major in China’s universities, which has led to a lack of clarity of teaching and assessment goals. For this case, this paper examines the definitions of discourse competence, illustrates the connotations of discourse competence, and proposes that discourse competence should be established in English Syllabus for English Major of Colleges and Universities in China. Then the paper proposes the effective strategies for cultivating discourse competence from the following aspects: increasing teachers’ awareness of discourse competence and discourse teaching, strengthening teacher training to increase their own discourse competence, compiling textbooks with features of discourse competence training, and implementing discourse-based approach to English teaching.
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
A Study of the Effects of Competitive Team-Based Learning and Structured Academic Controversy on the Language Proficiency of Iranian EFL College Seniors
Seyed Mohammad Hassan Hosseini, PhD (TESOL)
E-mail: mhhosseini73@yahoo.com
• This article was published at the International Journal of Adult Vocational Education and Technology, 3 (2012): 54-69.
See http://beyondelt.blogfa.com
Vocabulary A Basic Element of Language Learningijtsrd
The importance of developing the vocabulary learning skill is the most essential skill for foreign language learners. Language is sequential speech is a sequence of sounds whereas writing is a sequence of symbols. To produce a good piece of writing, learners need to enrich their vocabularies. Vocabulary knowledge is also one component of language skills such as reading and speaking. Since the meanings of new words are emphasized frequently, vocabulary learning plays a crucial role in foreign language learning. Teaching and learning vocabulary in context also helps learners for inferring the meaning of new words. Vocabulary development is concerned with all four language skills and it can be treated as a link between reading and writing. Chaw Su Hlaing "Vocabulary: A Basic Element of Language Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27861.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/27861/vocabulary-a-basic-element-of-language-learning/chaw-su-hlaing
When preparing students for a national reading test, leaving out other linguistic skills
and focusing only in reading can hinder the language acquisition process. However,
a teacher can find a helping hand in subsequently teaching writing to develop reading
comprehension skills. I will illustrate how a structured scaffolding writing process can
combine the four language skills, leading students to acquire more vocabulary and
linguistic features that will make them comprehend a text easily.
Teaching Language Skill: Speaking and WritingUNY Pasca PBI-B
presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
(2013) .Materials and methods in ELT. John
Wiley&Son.
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
This paper studies the pattern of students’ movement within and around the various classes of degrees in Modibbo Adama University of Technology, Yola, Nigeria. In this paper, a transition matrix was developed for the five classes of degrees using movement patterns in ten consecutive semesters (2011 – 2016). The probabilities of moving across the five different classes was obtained. Furthermore, a fundamental matrix was obtained to determine the expected number of students who stay within each particular class (stayers).
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
This paper focused on analysis of emergence of criminal groups in Dar es Salaam city and Zanzibar town. Data collection was based on in-depth interviews and focus group discussions. Content analysis was used in analysis of data collected from the study. The study findings revealed that youths are vulnerable and susceptible to criminal activities due to corruption, fake promises from politicians, education systems, laxity of parental or guardians’ care and inspiration of children to live luxurious life. In addition, the study recommended to take proper moves that police operation and other government authorities undertake on use of force that cannot end such societal challenges. Instead, the government should provide education system, which is skilled oriented to enable young people to employ themselves. In addition, more efforts are needed to fight corruption from low level to high level of government system.
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Child and Youth Care (CYC) students have the right to be engaged in pedagogical practices that inspire and arouse their curiosity about their field of practice. Undergraduate course-based research in which students have an opportunity to conduct authentic research within a for-credit course is one such high-impact pedagogical practice with a growing body of evidence-based outcomes. This article presents an undergraduate course-based research project that examined child and youth care student’s beliefs about displaying love as a component of their practice. Located in the constructivist/interpretive research paradigm, this course-based research project collected data through the use of an expressive arts-based data method followed by a semi-structured questionnaire. Four overarching themes were identified during the thematic analysis: (a) authentic caring involves expressions of love, (b) expressions of love are an essential component of growth and development, (c) loving care as an ethic of relational practice, and (d) but…professionalism stands in the way. The results of this course-based study suggest that expressing love as a component of relational-centred CYC practice is not fully understood by CYC students and that much more research is needed to explore this issue.
This research describes an attempt to establish a pedagogically useful list of the most frequent semantically non-compositional multi-word combinations for English for Journalism learners in an EFL context, who need to read English news in their field of study. The list was compiled from the NOW (News on the Web) Corpus, the largest English news database by far. In consideration of opaque multi-word combinations in widespread use and pedagogical value, the researcher applied a set of selection criteria when using the corpus. Based on frequency, meaningfulness, and semantic non-compositionality, a total of 318 non-compositional multi-word combinations of 2 to 5 words with the exclusion of phrasal verbs were selected and they accounted for approximately 2% of the total words in the corpus. The list, not highly technical in nature, contains the most commonly-used multi-word units traversing various topic areas and news readers may encounter these phrasal expressions very often. As with other individual word lists, it is hoped that this opaque expressions list may serve as a reference for English for Journalism teaching.
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Proposed Essay Writing Component for EFL Students at Tertiary Level
1. Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 2, No. 9, pp: 152-158, 2016
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
152
Academic Research Publishing Group
Proposed Essay Writing Component for EFL Students at
Tertiary Level
Omer Elsheikh Hago Elmahdi Associate Professor, Open University of Sudan, Affiliated to Taibah University KSA
1. Introduction
EFL learners who enroll in a university majoring English language want to develop writing skills that will lead
them to a better writing performance. Academic writing that is used by university students, faculty, and researchers
to convey a body of information about a particular subject. Generally, academic writing is expected to be precise,
semi-formal, impersonal, and objective.
The final product of the writing process should make an impact. This idea can be clearly supported by Gerald
and Cathy (2010) they indicate that "To make an impact as a writer, you need to do more than make statements that
are logical, well supported, and consistent. You must also find a way of entering a conversation with others' views--
with something 'they say.' . . . It follows, then, . . . that your own argument--the thesis or 'I say' moment of your text--
should always be a response to the arguments of others."
Research strongly suggests that the most beneficial way of helping students improve their command of grammar
in writing is to use students' writing as the basis for discussing grammatical concepts. Researchers agree that it is
more effective to teach punctuation, sentence variety, and usage in the context of writing than to approach the topic
by teaching isolated skills (Calkins, 1980; DiStefano and Killion, 1984; Harris, 1962).
The academic writing is not the designed format in which one can look at as episodes built by words and
sentences. It’s something beyond this simple untied building. Rowena and Sarah (2006) go furtherer than that. They
indicate that "Academic writing is not the printed display of one's fully formed thoughts. It starts with flawed,
incomplete, vague hunches, ideas and concepts. But, if you exploit its inherent ‘revisability’ it allows you to come
full circle, to revisit ideas long after you first thought of them, to explore the same things in different ways, to
experiment, to revise, to repeat and reconceptualize--all of these are arguably central to the essence of scholarship
which you exercise every day in other academic tasks. .."
Hillocks (1986) states that "sentence combining practice provides writers with systematic knowledge of
syntactic possibilities, the access to which allows them to sort through alternatives in their heads as well as on paper
Abstract: This paper aims at taking university-level EFL students with an intermediate ability in English as a
foreign language from paragraph writing to essay writing. The main idea in this paper is to propose the essay
writing skills of EFL students. It proposes writing component that provides a complete picture of developing an
essay writing process for EFL students at tertiary level. It also, reveals the objectives of essay writing, the
contents, the theoretical aspects, practical aspects, the academic writing layout, and finally, the suggested writing
textbooks.
Keywords: Paragraph; Short essay; Essay; Academic writing; Writing skills.
2. Research Journal of Education, 2016, 2(9): 152-158
153
and to choose those which are most apt" (150). Research also shows that sentence combining is more effective than
freewriting in enhancing the quality of student writing (Hillocks, 1986).
Hillocks and Smith (1991) show that systematic practice in sentence combining can increase students'
knowledge of syntactic structures as well as improve the quality of their sentences, particularly when stylistic effects
are discussed as well. Sentence-combining exercises can be written or oral, structured or unstructured.
2. Statement of the Problem
Many EFL learners experience problems when writing in English, so they suffer to express their intended ideas
in real contexts. This phenomenon can be considered as an indication of severe teaching/learning difficulties that
reflect bad written performance of English language. At the same time, it has to do with the process of curriculum
design and content of writing component that is introduced to the EFL learners at the tertiary level. The researcher
thinks that such problem could be solved by proposing an essay writing component for EFL Students at Tertiary
Level.
As a result, this paper is designed to take university-level EFL students with an intermediate ability in English as
a foreign language from paragraph writing to essay writing. The main idea in this paper is to develop the academic
writing skills of EFL students. The proposed writing component is expected to provide a complete picture of
developing an essay writing process. This component is basically built upon three main areas. The first area will
cover the description of the content. The second area reveals the objectives that can be achieved by the learners upon
the completion of the whole Component. Finally, the third area reflects theoretical aspects that EFL students should
be able to practice.
There are three steps should be followed when thinking of describing the proposed writing component. First of
all, there should be a review of sentence structure, followed by guidelines on how to compose an academic
paragraph. The main aims of the step are to familiarize EFL students with the basic components of a paragraph,
paragraph organization, planning to write and writing a paragraph on a given topic. It covers the rhetorical modes of
example, process and narration, while dealing with the language forms associated with each particular mode of
writing.
Secondly, we have to build on what EFL students have learned step one to function as a link between step one
and step three. It initially provides EFL students with a thorough review of sentence structure and mechanics to
consolidate knowledge before moving on to more extended writing. EFL students then become familiar with the
basic components of a short essay, essay organization, planning to write and writing an essay on a given topic. The
main goal of this step is to guide EFL students to produce a short essay on the rhetorical modes of description,
opinion and compare and contrast, while dealing with the language forms associated with each particular mode of
writing.
Finally, the third step serves as a transitional stage between step two and more extensive writing assignments in
subsequent components. Stress is laid on how paragraphs are combined together to form a coherent essay. The
writing activities provided in this step are designed to promote the development of EFL students ' critical thinking
skills, the exploration of their own ideas about different themes, and meaningful essays as the final product. EFL
students are lead through the process of gathering ideas, organizing an outline, drafting, revising and editing an essay
on the rhetorical modes of cause and effect, argumentation and classification. The Component also deals with the
language forms associated with each rhetorical mode of writing.
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3. Component Objectives
To have a very clear set of objectives, there must be two important structures to modify their objectives. These
structures can be said as deep structure that covers essay coherence, critical thinking skills, the rhetorical modes of
cause and effect, argumentation and classification, and the language forms associated with each rhetorical mode of
writing. On the hand, we have to think of the surface structures that build the essay format and skeleton."[Marilyn
S.] Shaughnessy (1977), in Alister and Cumming (2006) in summarizing her longitudinal study of 53 college
students' writing development, identified four general purposes of writing in university courses: to make knowledge
conscious, to help remember facts, to analyze concepts, and to construct new knowledge. . . . Specifically, [students]
used writing to translate concepts into their own language, move from gathering facts to analyses of them, and adjust
themselves to the task demands of specific courses and fields."
Given Noguchi (1991) analysis that grammar choices affect writing style, sentence combining is an effective
method for helping students develop fluency and variety in their own writing style. Students can explore sentence
variety, length, parallelism, and other syntactic devices by comparing their sentences with sentences from other
writers.
Upon the completion of the first step of the component contents, EFL students should be able to:
Demonstrate paragraph writing skills, such as idea generation, organization, topic sentence, supporting
details, and concluding sentence.
Produce meaningful, logical and grammatically correct sentences.
Stick to the rules of punctuation in English language writing.
Express their ideas in coherent sentences.
Maintain unity within a paragraph.
Plan and write a paragraph of half a page within 45 minutes, in various rhetorical modes.
Edit paragraphs for mistakes.
Upon the completion of the second step of the component contents, EFL students should be able to:
Compare and contrast the components of a paragraph and a short essay.
Integrate the steps of writing a single paragraph to writing a three-paragraph essay of 1 full page, with an
Introduction, Body and Conclusion.
Implement the steps of writing an essay by brainstorming ideas, writing an outline, writing the essay, and
editing the essay, all within 1 hour.
Write a well-focused thesis statement in the Introduction.
Develop each paragraph with a topic sentence, supporting details and a concluding sentence.
Compose a concluding paragraph that rewords the thesis statement mentioned in the Introduction,
summarizes the main ideas in the Body paragraphs and offers some kind of advice.
Use suitable cohesive ties at both the inter- and intra-sentence levels to produce coherent paragraphs.
Maintain unity within a paragraph.
Produce meaningful, logical and grammatically correct sentences.
Adhere to the rules of punctuation in English language writing.
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And finally, upon the completion of the three step of the component contents, EFL students should be able to:
Write essays according to the prescribed format of the Component:
- the Introductory paragraph, including the Hook, Background Information and Thesis Statement;
- the Body paragraphs, containing the Topic Sentence, Supporting Details and a Concluding sentence;
- the Concluding paragraph, comprising a Restatement of the Thesis Statement, a Summary of the Body
paragraphs and a Concluding sentence offering Advice.
Demonstrate proficiency in the process of writing through planning, drafting, revising, and editing, all
within 1 hour and 15 minutes.
Build up cohesion, coherence, unity, continuity and style, so that ideas in a written essay are logically
arranged.
Integrate grammar in writing to write a variety of complex structures.
Abide by the rules of punctuation in English language writing.
4. Theoretical Aspects
The theoretical aspects that suggested to be covered in step one contents are: (1) the paragraph, (2) example
essays, (3) process Essays, and (4) narration essays. For these aspects it is to say that "The sentences in academic
writing are often longer and more intricate than the sentences in popular magazines. Academics strive to go beyond
what is quick, obvious, and general. They ask questions based on studying a subject from multiple points of view, to
make surprising connections that would not occur to someone who has not studied the subject carefully. (Stuart and
April, 2012).
When the students move to step two of the writing component contents they are supposed to be introduced to the
following theoretical aspects: (1) paragraph to short essay, (2) descriptive essays, (3) opinion essays, and (4)
compare and contrast essays. Finally, the EFL students are coming to step three of the writing component contents
where are familiarized with (1) the five-paragraph essay, (2) classification, (3) argumentation, and finally, cause and
effect. All these three areas of theoretical aspects should come to reality when the students practice them.
5. Practical Aspects
The ‘actual writing’-bit can be the most overwhelming and stressful part of the essay process, and is where most
students get stuck. Here are some suggestions to common writing development. For developing the suggested essay
writing component, EFL students need to organize themselves and keep anything in its right place. They should be
aware of writing daily in English that they start to create a new habit. So, it could be said that writing in English will
become natural and something they look forward to. They will not see a significant improvement if they are not
dedicated to becoming a better writer in English. It is confirmed that they cannot create remarkable stories and
papers if they never try.
EFL students should be trained not to get stuck on figuring out what to write about. They can write about
anything, about what they do, things they hear or see, news, or make up a story. After that they are expected to write
a draft, which means a preliminary version of piece of writing. Sometimes, their writing becomes better after they
take a break and work on a second or third draft. When they revise (or rewrite) their work they are often able to get
their message across more clearly. They make think of things that they did not think to write in the first draft and
they can add it in a later draft.
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On the other hand, EFL students can use online resources to correct their grammar. These online sources such as
Grammarly, GrammarCheck, or GrammarBook.com to help them answer a grammar question when it comes up.
They could also use the spell and grammar check on MS Word, their iPad or Google Doc to check their spelling and
grammar in English. Because writing is a multifaceted and challenging activity for many students, teachers should
focus on the grammatical concepts that are essential for the clear communication of meaning.
Research conducted since the early 1960s shows that grammar instruction that is separate from writing
instruction does not improve students' writing competence (Braddock et al., 1963; Hillocks, 1986). One can say that
research indicates that the transfer of formal grammar instruction to writing is not applicable to larger elements of
expository writing. Through detailed studies of students' writing, Shaughnessy (1977) concludes that the best
grammar instruction is that which gives the greatest return for the least investment of time. Shaughnessy advocates
four important grammatical concepts: the sentence, inflection, tense, and agreement. She recommends that teachers
encourage students to examine grammatical errors in their own writing. She also cautions teachers not to
overemphasize grammatical terminology to the detriment of students' ability to understand and apply the concepts.
Weaver (1998) proposes a similar approach to teaching grammar in the context of writing. She writes, "What all
students need is guidance in understanding and applying those aspects of grammar that are most relevant to writing."
Weaver proposes five grammatical concepts that enable writers to show improvement in sentence revision, style, and
editing. These five concepts are (1) Teaching concepts on subject, verb, sentence, clause, phrase, and related
concepts for editing. (2) Teaching style though sentence combining and sentence generating (3)Teaching sentence
sense through the manipulation of syntactic elements (4)Teaching both the power of dialects and the dialects of
power (5) Teaching punctuation and mechanics for convention, clarity, and style
There must be an editing for the EFL students essay writing. Often having another set of eyes look at their
writing helps find mistakes that they have overlooked. Finally, EFL students should make sure that writing is a
process; the more they work on their writing the better it (and they) will get.
6. Academic Writing Layout
An essay contains many different kinds of information, often located in specialized parts or sections. Even short
essays carry out several different operations: introducing the argument, analyzing data, raising counterarguments,
concluding. Introductions and conclusions have fixed places, but other parts don't. Counterargument, for example,
may appear within a paragraph, as a free-standing section, as part of the beginning, or before the ending. Background
material (historical context or biographical information, a summary of relevant theory or criticism, the definition of a
key term) often appears at the beginning of the essay, between the introduction and the first analytical section, but
might also appear near the beginning of the specific section to which it's relevant.
To sum up an academic writing has three main sections - the introduction, body and conclusion:
In the introduction, EFL students must grab the reader’s attention and identify the thesis of the paper. They can
do this by opening with: questions, a quotation from a well-known work or person, interesting facts or information,
or a definition of an important term related to the work.
Body is the main part of the work and the paragraphs must be clearly written and be approved in a logical order,
like chronologically or in order of importance. Each initial sentence links the previous paragraph and the whole
section flows smoothly. Within each paragraph, the sentences need to flow and refer back to the topic. Cohesion is
achieved by repeating important words, using synonyms for the main subject, and using transitional words like:
however, such as, therefore, and for example.
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Conclusion: in the conclusion, EFL students re-emphasize the thesis and summarize all the main points. The
conclusion consists of one paragraph which shows the final conclusion to the reader.
Whether EFL students are writing a research paper, a thesis, or a paper for a conference, these tips should help
their paper be authoritative and coherent. Their thesis will be substantiated and explanations clear. Readers of their
paper will follow their reasoning and understand their conclusion. http://grammar.yourdictionary.com
Writing Suggested Textbooks
1. Cain, J., (2002). Eye on Editing 1: Developing Editing Skills for Writing, Longman, White Plains, NY,
USA.
2. Davis, J. & Liss, R. (2006). Effective Academic Writing 3, Oxford University Press, New York, NY,
USA.USA.
3. Folse, K. et al. (2004). Great Paragraphs, 2nd ed. Houghton Mifflin Co.: Boston, MA, USA.
4. Folse, K. et al. (2007). From Great Paragraphs to Great Essays, Houghton Mifflin Co., Boston, MA, USA.
5. Harrison, R. (1990). Keep Writing: A Writing Component for Arab EFL students . Longman: London, UK.
6. Langan, J. (2005). College Writing Skills, 6th ed., McGraw-Hill Higher Education, New York, NY, USA.
7. Oshima, A. & Hogue, A. (2006). Writing Academic English, Level 3, 4th ed., Pearson Education, New
York, NY, USA.
8. Savage, A. & Mayer, P. (2005). Effective Academic Writing 2, Oxford University Press, New York, NY,
USA.
9. Savage, A. and Shafiei, M. (2007). Effective Academic Writing 1. Oxford University Press: New York, NY,
USA.
References
Alister, H. and Cumming (2006). Goals for academic writing. John Benjamins.
Braddock, R., Lloyd-Jones, R. and Schoer, L. (1963). Research in written composition. National Council of
Teachers of English: Urbana, IL.
Calkins, L. M. (1980). When children want to punctuate. Language Arts, 57: 56-77.
DiStefano, P. and Killion, J. (1984). Assessing writing skills through a process approach. English Education, 16(4):
20-37.
Gerald, G. and Cathy, B. (2010). They Say/I Say": The moves that matter in academic writing. 2nd ednW.W.
Norton.
Harris, R. J. (1962). An Experimental Inquiry into the Functions and Value of Formal Grammar in the Teaching of
Written English to Children Aged Twelve to Fourteen." Ph.D. dissertation. University of London.
Hillocks, G. J. R. (1986). Research on Written Composition: New Directions for Teaching." Urbana, IL: ERIC
Clearinghouse on Reading and Communication Skills and the National Conference on Research in English.
http://grammar.yourdictionary.com/word-definitions/definition-of-academic-
writing.html#dD7RTiFmktydEDL7.99
Hillocks, G. J. R. and Smith, M. (1991). Grammar and Usage." In J. Flood, J. M. Jensen, D. Lapp & J. R. Squire
(Eds.), Handbook of research on teaching the english language arts. Macmillan: New York. 591-603.
Noguchi, R. R. (1991). Grammar and the teaching of writing: Limits and possibilities. National Council of Teachers
of English: Urbana, IL.
Rowena, M. and Sarah, M. (2006). The handbook of academic writing: A fresh approach. Open University Press.
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Shaughnessy, M. P. (1977). Errors and Expectations: A Guide for the Teacher of Basic Writing. Oxford University
Press: New York.
Stuart, G. and April, L. (2012). From inquiry to academic writing: A text and reader. 2nd ednBedford/St. Martin's.
Weaver, C. (1998). Lessons to share on teaching grammar in context. Heinemann: Portsmouth, NH.