This document summarizes a research study that investigated the writing strategies used by Diploma students from different disciplines. Specifically:
- The study examined the writing processes of Engineering (Science/Technology) students and Business Management (Social Science) students using Flower and Hayes' writing process model.
- Questionnaires were administered to 497 Engineering students and 22 Business students to understand their approaches to task environment, long-term memory, and writing process.
- Results found significant differences between the groups in how they approached the writing task and process, but no differences in long-term memory. Engineering students were less likely to choose their own topics or ask friends for help, and more likely to discard irrelevant ideas. Social Science students
A Syntactic Analysis of Cambodian News Discourse on COVID-19 Outbreaks: Sentence Lengths and Structures as Predictors of Readability
Bunlot Khoy, Sotheara Suon & Bophan Khan,
Royal University of Phnom Penh, Cambodia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachers’ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.
This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.
A Syntactic Analysis of Cambodian News Discourse on COVID-19 Outbreaks: Sentence Lengths and Structures as Predictors of Readability
Bunlot Khoy, Sotheara Suon & Bophan Khan,
Royal University of Phnom Penh, Cambodia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachers’ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.
This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading - Dr. Ali Jahangard Assistant professor of Sharif University of Technology
Dr. Ahmad Moinzadeh Assistant professor of University of Isfahan
Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
**** summary by www.sepatubordir.com
What Does Effective Writing Instruction Look Like? Practices of Exemplary Wr...TDWolsey
Abstract
Recent research indicates that pre-service teachers receive insufficient instruction in the teaching of writing (Graham, et al., 2014). A study of 50 U.S. teachers in preparation found that only about 25% had a writing-intensive methods course in their program (Myers, et al., 2016). Using constructivist grounded theory, researchers investigated the modes and methods of 18 teacher educators across the U.S., the content of writing methods courses, how they structured learning experiences for new teachers, and the theoretical and practical models of writing that were employed.Data were gathered through collection of course syllabi and interviews with writing faculty. Data were analyzed through open coding for themes. The research team triangulated the data for reliability and did member checks to refine the themes. Findings showed that exemplary writing instructors viewed writing as a tool of power for social justice. They sought to develop teacher candidates who saw themselves as writers by employing a process writing approach across a variety of genres, taught in writing methods classes. The implications and the applications to k-12 classrooms will be discussed in the session.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
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
6. vol 11 no 1 iwan fauzi_the effectiveness of skimming_77.92 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
Organization of English lessons based on advanced pedagogical techniquesSubmissionResearchpa
Interactive methodology is considered as a way of teaching English language and a source of information helps to master the language materials. As a result of using interactive methods, students enhance the skills of independent thinking, analysis, drawing conclusions, expressing their own opinions, supporting healthy communication and debate. This article will elucidate the peculiarities of the introduction of modern pedagogic technologies in English lessons by Alimova Nozima Rajabboyevna 2020. Organization of English lessons based on advanced pedagogical techniques. International Journal on Integrated Education. 3, 3 (Mar. 2020), 41-45. DOI:https://doi.org/10.31149/ijie.v3i3.84 https://journals.researchparks.org/index.php/IJIE/article/view/84/81 https://journals.researchparks.org/index.php/IJIE/article/view/84
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading - Dr. Ali Jahangard Assistant professor of Sharif University of Technology
Dr. Ahmad Moinzadeh Assistant professor of University of Isfahan
Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
**** summary by www.sepatubordir.com
What Does Effective Writing Instruction Look Like? Practices of Exemplary Wr...TDWolsey
Abstract
Recent research indicates that pre-service teachers receive insufficient instruction in the teaching of writing (Graham, et al., 2014). A study of 50 U.S. teachers in preparation found that only about 25% had a writing-intensive methods course in their program (Myers, et al., 2016). Using constructivist grounded theory, researchers investigated the modes and methods of 18 teacher educators across the U.S., the content of writing methods courses, how they structured learning experiences for new teachers, and the theoretical and practical models of writing that were employed.Data were gathered through collection of course syllabi and interviews with writing faculty. Data were analyzed through open coding for themes. The research team triangulated the data for reliability and did member checks to refine the themes. Findings showed that exemplary writing instructors viewed writing as a tool of power for social justice. They sought to develop teacher candidates who saw themselves as writers by employing a process writing approach across a variety of genres, taught in writing methods classes. The implications and the applications to k-12 classrooms will be discussed in the session.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
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
6. vol 11 no 1 iwan fauzi_the effectiveness of skimming_77.92 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
Organization of English lessons based on advanced pedagogical techniquesSubmissionResearchpa
Interactive methodology is considered as a way of teaching English language and a source of information helps to master the language materials. As a result of using interactive methods, students enhance the skills of independent thinking, analysis, drawing conclusions, expressing their own opinions, supporting healthy communication and debate. This article will elucidate the peculiarities of the introduction of modern pedagogic technologies in English lessons by Alimova Nozima Rajabboyevna 2020. Organization of English lessons based on advanced pedagogical techniques. International Journal on Integrated Education. 3, 3 (Mar. 2020), 41-45. DOI:https://doi.org/10.31149/ijie.v3i3.84 https://journals.researchparks.org/index.php/IJIE/article/view/84/81 https://journals.researchparks.org/index.php/IJIE/article/view/84
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
Esquematización sobre la gerencia de un proyecto, de acuerdo con los parámetros establecidos por los expertos en el tema y la participación de los responsables de garantizar el ciclo de vida del proyecto.
Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.
Good English writing competence is widely recognized as an important skill for educational, business and personal reasons. So, English writing instruction has an important role in foreign language education. In this regard, extracted and edited from his MA thesis, the purpose of the researcher in this study was to decide on the degree of emphasis on micro skills for writing classes based on the frequency of error occurrence. The first step for carrying out the research was to analyze the essays of a pilot group (i. e., 30 students) to provide the researcher with a rough checklist of the most frequent types of errors. Then the researcher administered the instrument to a random sample of university students' essays that were majoring in TEFL, Literature and translation in Islamic Azad University, Roudehen Branch. The analysis of the sample obtained 13 types of errors and the researcher applied the obtained checklist to categorize the errors committed by all 300 subjects of the research. To do this the researcher used descriptive and qualitative method to gather the research data without manipulating the research context. Based on the occurrences of errors, the researcher presented a hierarchy of error types and suggested some strategies in the process of pre-writing, writing and post-writing.
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Week 4 material 1 -article 15-writing strategies-research_2014
1. International Journal of Technical Research and Applications e-ISSN: 2320-8163,
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ESL WRITING STRATEGIES ACROSS
DISCIPLINES AMONG DIPLOMA STUDENTS
Nursyuhada Zakaria, Nursuhaila Ibrahim, Noor Hanim Rahmat,
Maisarah Noorezam, Norhartini Aripin, Nurul Nadiah Rasdi
Academy of Language Studies
UiTM Kampus Pasir Gudang
Johor, Malaysia
syuteslian@gmail.com
Abstract — According to Green (2013)[1], successful writing
is a result of careful planning. Successful writers are capable of
using effective writing strategies and transferring these
strategies to write academic texts in their content areas. Skills
in academic writing are used way beyond the ESL writing
classrooms. Students from institutions of higher learning use
academic writing to submit assignments. The knowledge (or
lack of) academic writing strategies will facilitate (or hinder)
their assignment writing. This study looks into the writing
process of Diploma Engineering students. Using the Flower
and Hayes writing process model (1981)[2] as the basis of
study, this quantitative study describes the strategies ESL
writers use when they write their written assignments. Results
of this study will have useful implications towards the teaching
of academic writing in the future.
Index Terms—Writing strategies, Diploma students, writing
process.
I. INTRODUCTION
Students leaving secondary schools may be
overwhelmed by changes from writing narrative and
descriptive essays to academic genres. Academic writing in
universities may be taught as a course in the ESL classroom;
however, the skills and strategies learnt are used across the
curriculum to write assignments in their content areas.
Giridharan and Robson (2012)[3] found that students may
face challenges when they write academic essays. They may
then realize that academic the focus of writing may be more
than just grammatical errors, structural, or even syntactical;
writing actually involves writing process skills, knowledge
of the writing task as well as using their background
knowledge.
II. RESEARCH QUESTIONS
This research is done to answer the following questions:
Is there any significant difference in the task
environment, long term memory and writing
process of Social Science students and Science
& Technology students?
In what ways do types of programmes influence
task environment?
In what ways do types of programmes influence
long term memory?
In what ways do types of programmes influence
the writing process?
III. REVIEW OF RELATED LITERATURE
A. Writing Process Skills
Writing is a thinking process. Writers go through some
processes in their mind throughout the writing assignment.
Farhad Fahandezh Sadi & Juliana Othman (2012)[4] agreed
that writers generally do have some form of planning before
and while writing. What differentiates is how much of
planning was done by different writers. In addition to that,
Johana Yusof, Nor Ashikin and Ahmad Shaari (2012)[5]
and Arumugam & De Mello (2012)[6] also found that
besides planning before and while writing, writers need to
review their own writing-done whether by the teacher, their
peers or even themselves. Writers who received comments
and later improved on their writing based on the comments
improved their writing performance.
B. The Writing Task
Another challenge writers may face is the writing task
given. Some students are better at one genre than another.
Some students write better because they have content
knowledge of the task. Rosenfeld, Courtney and Fowles
(2004)[7] agreed that the writing task given to the students is
another important factor for the writer’s success (of failure)
in writing. When writers are clear about the writing demands,
they can decide what help (or if they need help) to ask for in
order to complete the writing assignment.
C. Background Knowledge
Apart from having composing skills and understanding
the writing task, writers need to have background
knowledge of the topic of the essay. Having content
knowledge will also give students the confidence to write. In
addition to that, writers need to know the audience of the
essay. Knowing what the audience expects from the essay
helps writers decide what to add (or not add) in the
composition. Hanizah and Moore (2003)[8] suggested that
writing teachers include audience awareness as part of
teaching writing. This is because when writers’ know what
the audience expect from the essay, they will include only
what is relevant.
D. Theoretical Framework
Fig. 1. Theoretical framework of the study
Figure 1 shows the theoretical framework of the research.
This framework is an adaptation of the Flower and Hayes
model (1981)[2] of the writing process. The model reveals
the act of writing as comprising of three major elements and
they are (a) task environment, (b) long term memory and (c)
writing process. These three elements are then redefined into
questions for the writers to reveal their act of writing.
a) Task Environment: This involves the things that the
writer needs to consider, things outside the write, for
example the topic (chosen by the writer or given to them),
2. International Journal of Technical Research and Applications e-ISSN: 2320-8163,
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the audience of the essay (the audience determines the way
the writer writes), the exigency felt by the writer (what did
the writer do if he/she encounters problems about the
writing -before, during the process of writing) and also the
written text.
b) Long Term Memory: According to Flower and
Hayes (1981)[2], this memory involves the writer’s
background knowledge about the topic and also recognizing
the appropriate information and deciding on the suitable
writing plan to fit the rhetorical situation of the essay so
that the contents is relevant to the audience.
c) Writing Process: The writing process involves the
planning made by the writing before writing, translating
ideas into words while writing, and later reviewing,
evaluating and revising the essay before presentation to the
audience.
E. Past Research on ESL Writing
a) Research on Task Environment
A research was done by Chadrasegaran (2013)[9] to
determine whether the teaching of the expository essay
genres and the thinking processes underlying these practices
can improve the quality of students’ essays. The study was
done on 137 secondary school students (15 years old) from
two Singapore public schools and seven English teachers.
Instructions given were based on the key genre of the school-
based expository and thinking processes for generating those
practices were also done. The data was collected over 14
weeks of classroom lessons and each lesson lasted for 70-80
minutes. The researcher observed the discussion sessions as
well as the activities prepared by the teacher. The findings
revealed that when the students were given topics that were
authentic to them, their writing performances improved.
They gave less focus on adding the content, and more
emphasis on making the content meaningful to the reader.
b) Long Term Memory
Bonyadi and Zeinalpur (2014)[10] explored EFL
students’ perceptions towards self-selected and teacher-
assigned topics in writing. They studied 30 EFL adult
students. The participants were asked to write a five-
paragraph essay to elicit their perceptions on students’ self-
selected topic versus teacher-assigned topic. The time
allocated was 90 minutes. This is a qualitative research and
essays were analysed for emerging themes. The findings
revealed that students preferred topics that they had
knowledge of. They were comfortable retrieving information
from their long term memory to write the essays. Given the
choice, they would always opt to choose topics they are
familiar with so they could support, organize, and classify
their main idea from their long term memory. It was also
found that when they write about their selected topics, they
have high degree of motivation to write. Students also feel a
sense of freedom when they write about self-selected topics.
c) Writing Process
The qualitative study by Green (2013)[1] explored novice
ESL academic writing processes. Their research was based
on these two research questions:
How did the participants interact with texts in order
to solve the cognitive-rhetorical problems posed by
the assignments?
How did the participants interact with other people
in order to solve the cognitive-rhetorical problems
posed by the assignments?
The participants of this research were three female
participants from a BA degree programme in TESOL. They
were given 3 assignments from January 2006 to March 2007.
The data collected was a taped spoken journal (audio-log)
and recorded interviews as well as textual materials
(assignments, drafts, outlines) and recording or notes on
individual tutorials. Findings revealed that the students used
2 distinct approaches: a planning approach & a drafting
approach. This research revealed that successful writing may
be a function of comprehensive and detailed planning.
However, it does not depend on the validity of the approach
used by the teacher but the level of investment given by both
the teacher and students.
Another research by Johana Yusof, Nor Ashikin &
Ahmad Shaari (2012)[5] investigated the benefits of using
Facebook Notes as a platform for guided peer feedback
during the four stages of students writing process. However,
this study only focused on the pre-writing stage-writing the
outline. The participants were 16 females and 4 males
Semester 3 students from Diploma in Building (UiTM). The
participants went through three main stages and they are the
instruction of an academic writing process, feedback training
and feedback exercise. After undergoing the three main
stages, the students did their outline of their chosen topic
with a partner and submitted it via e-mail. 6 outlines were
chosen to be posted on Facebook Notes to be reviewed.
Findings revealed that three out of six outlines showed
improvement in their marks for pre- and post-test. The
reviewers whose outlines were not reviewed also benefitted
from this exercise as they showed overall improvement in the
post-test marks. Students improved their self-editing skills by
giving and receiving feedback. Many comments posted were
less useful due to students’ proficiency level and confusing
instructions from the teacher.
d) Writing Strategies Compared
The writing strategies of students studying different
courses will differ based on what type of writing they are
required to produce. There are two types of writing that
writers of different disciplines use and they are (a) writing-
to-learn and (b) writing-to-demonstrate-knowledge style of
writing (Michigan Department of Education, 2008)[11].
Writing to learn focus on critical thinking, requiring analysis
and application, writing impromptu, short or informal writing
tasks, use key concepts and ideas. On the other hand,
writing-to-demonstrate- focus on the knowledge to be
presented. Examples of such writings are reports, creative
writings, expressive writing where students synthesize
information and explain their understanding of concepts and
ideas. According to Kovalyova, Lum & Warwas (2008)[12],
Science and Technology students are trained to write reports,
informative essays that are concise, precise and succinct.
They write short, effective sentences. Social Science students
write expository, informative, descriptive and sometimes
narrative essays.
IV. METHODOLOGY
a) Research Design and Research Approach
This study adopted a quantitative approach with a
descriptive research design in order to answer four research
questions investigated in the study.
b) Participants
In total 519 repondents completed and returned the
questionnaires. The respondents came from two streams of
studies. The first field is Science & Technology which
3. International Journal of Technical Research and Applications e-ISSN: 2320-8163,
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included 497 students (95.67%) from four different
engineering faculties (Chemical, Electrical, Civil and
Mechanical). The second field is Social Science which
included 22 students (4.24%) from the faculty of Business
Management.
c) Data Collection
This study investigates the writing process of university
students; in particular, how the process differed among
students from different fields of studies. In order to collect
the data, a self-administered survey questionnaire, drawn
from Flower and Hayes (1981)[2], was employed to learn
more about the respondents’ perceptions regarding the way
they carry out their writing tasks. The questionnaire was
divided into four sections – (A) Profile (B) Task environment
(C) Long-term memory and (D) Writing process. In sections
B, C and D,the repondents were asked to use a three-point
Likert scale (all the time, sometimes, never) to respond to
several statements relating to,for example,how they chose
essay topics, planned the writing task and evaluated their
writing.
d) Data Analysis
Data from the questionnaires were tabulated and analyzed
using SPSS 21.To assess the normality of the distribution of
the data, a test of normality was carried out. The results from
the Kolmogorov-Smirnov statistic indicated significant
values (p=.000, p=0.00, p=0.00) for the three sections
(B,C,D), suggesting a violation of the assumption of
normality. According to Pallant (2005)[13], this is common
in larger samples. Tests were also done for each section to
assees the internal reliability of the items. The Cronbach’s
Alpha values for each section were .512, .331 and .713. The
t-test was then used to describe and compare the collected
data. For the purpose of this paper, only a selection of the
results are presented and discussed in the following sections.
V. FINDINGS
The findings presented here focused on investigating if
the writing process differed among Science-Technology and
Social Science students. Although much of the data here
were self-reported and thus filtered through self-perception,
the findings that emerged from this study are insightful. The
result of the independent-samples t-test is summarized and
presented below.
The results in Table 1 showed highly significant values
across two sections, which were Section B and D, (p<0.018,
p<0.001) indicating that there were significant differences
between the mean responses of Science-Techonlogy students
and Social Science students. This meant the students from
these two fields of studies most likely had different
perceptions or approaches in their writing process. Each
significant item will be reported in the next section to further
highlight the differences between these two fields. However,
for Section C, there was no significant difference between
students from both fields.
TABLE 1. Significant Values for Social Science vs
Science and Technology
a) The Influence of Types of Programmes on Task
Environment
Fig. 2. Findings for Task Environment
In this section, there were four items that showed
significant difference between the two fields. In choosing
topics (Item B1), more than half of the Social Science
students (59.1%) reported that they will always choose
topics that they like, while the Science & Technology
students reported that only sometimes they will try to choose
topics that they like (53.3%). Another item that had
significant difference was in terms of exigency (Item B8).
Whenever they had problems about the topic, students from
the Social Science (68.2%) preferred to ask their friends for
help compared to the Science & Technology students
(53.6%). In addition, another important finding was 9.1% of
the Social Science students revealed that they never check
relevant details for their paragraph while writing (Item B10).
The number was higher compared to the Science &
Technology students who never check the relevant details
(2.2%). Surprisingly, even though the Science &
Technology students always check for relevant details, only
20.2% always throw irrelevant ideas while they write (Item
B11).
b) The Influence of Types of Programmes on Long Term
Memory
As reported earlier, there was no significant difference
observed in Section C (Long Term Memory). In this section,
there were five items tested and the findings revealed that
students from both fields used almost the same approaches
and techniques in dealing with long term memory.
c) The Influence of Types of Programmes on Writing
Process
Fig. 3. Findings for Writing Process
4. International Journal of Technical Research and Applications e-ISSN: 2320-8163,
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In the writing process, there were three items that had
significant differences between the two fields. In the
planning stage, half of the Social Science students (50%)
would brainstorm their ideas into categories before they start
writing, while only 38.5% of the Science & Technology
students would do brainstorming before starting to write.
This also explained the second significant item (D24) in
which 59.1% of the Social Science students reported that
whenever they think of an idea, they would definitely
consider and think about the idea before writing the
sentence. The Social Science students also preferred to add
any interesting idea that they like from a book or an article
into their paragraph. This was shown through the percentage
of 63.6% of them who reported that they would do so, as
compared to only 43.4% of the Science & Technology
students.
VI. CONCLUSION
A. Summary of Finding for Task Environment
Figure 4 below shows the summary of findings for task
environment. Both Social Science and Science and
Technology students asked for friends’ help when they
encountered problems in their writing. They also preferred to
do topics that they liked. This finding is in accordance with
the research by Bonyadi and Zeinalpur (2014)[9] who also
agreed students felt a sense of freedom when they choose
what to write. In addition to that, both groups of students
threw irrelevant when they checked their work.
Fig. 4. Summary of Findings for Task Environment
B. Summary of Findings for Writing Process
Figure 5 shows the summary of findings for Writing
Process. Both groups were reported to brainstorm ideas
before they wrote. They also depended on ideas from books
and articles. Interestingly, only the social science students
gave some thoughts to their ideas before they wrote. This
finding agrees with the research by Kovalyova, et al
(2008)[11] who found that Science and Technology students
are trained to write reports and informative essays that are
concise and succinct. This means they have been trained to
write what is in their mind immediately, thus not leaving
much space for focusing on the ideas or words.
Fig. 5. Summary of Findings for Writing Process
C. Pedagogical Implications
This research revealed that students did not consider the
audience when they write. Perhaps writing classes could add
the focus on audience expectation as part of writing
strategies to be learned in the class. Be it students from
Social Sciences or Science and Technology, writing
strategies taught need not differ much-only the emphasis can
be adjusted to suit different content areas.
D. Suggestions for Future Research
It can be suggested that future research concentrate on
effective and ineffective strategies used by writers from
different disciplines. In addition to that, think aloud protocol
could be carried out to investigate the different writing
strategies used by writers from these different disciplines.
REFERENCES
[1] Green,S. (2013). Novice ESL Writers: A Longitudinal Case-
study of the Situated Academic Writing Processes of Three
Undergraduates in a TESOL Context. Journal of English for
Academic Purposes, 12, 180-191.
[2] Flower, L. and Hayes, J. (1981). A cognitive process theory of
writing. College Composition and Communication, 32, 365-
387.
[3] Giridharan, B. and Robson, A. (2012). Identifying gaps in
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[4] Farhad Fahandezh Sadi and Juliana Othman. (2012). An
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[8] Hanizah Zainuddin & Moore,R.A. (2003) Audience in L1 and
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[9] Chandrasegaran, A. (2013) The effect of a socio-cognitive
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[10] Bonyadi,A. & Zeinalpur,S. (2014). Perceptions of Students
towards Self-selected and Teacher-assigned Topics in EFL
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391.
[11] Michigan Department of Education. (2008). Writing Across
Curriculum. Retrieved from
http://www.michigan.gov/documents/mde/ELA_WAC_26348
1_7.pdf
[12] Kovalyova,IV, Lum,J. &Warwas,M. (2008). Writing
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[13] Pallant, J. (2005). SPSS Survival Manual. NSW: Allen and
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