The Effect of Language Learning Strategy and Technology Toward Students’ Writing Skills (original) (raw)
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The Influence of Digital and Technology Equipment in Learning Activities on Students' Written Skills
Jurnal Informasi dan Teknologi, 2024
This research aims to observe how students develop their written narrative skills. This research uses survey instruments and questionnaires as data collection methods. Statistical methods are used in data analysis. One hundred students were involved in this research, except those who only wrote less than seven texts from the research sample. The study results show that students experience significant development in their linguistic expression in written communication situations. Their ability to produce texts becomes richer at the linguistic level, with increased lexical diversity in nominal and verbal areas. They also showed a better ability to use sentence-connecting devices. However, there are differences between students who use their mother tongue and those who use their second language in terms of lexis and syntax. Students who use their mother tongue tend to use less and less varied lexis than their second language. In addition, students also showed higher linguistic uncertainty, especially in terms of case inflection and syntax. Nevertheless, there are no significant differences between the two language groups regarding the global structure of the texts. The results of this study provide important insights for language education at the primary school level, showing that students who use their mother tongue have sufficient ability to carry out narrative tasks in a manner comparable to students who use a second language of the same age. However, it should be noted that the development of language skills in students who use their mother tongue may take longer and require special attention in language learning.
An Investigation into Writing Strategies and Writing Proficiency of University Students
Journal of Language Teaching and Research, 2017
This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive strategy were reported as the first and second most frequently used writing strategies respectively, while social strategy was reported as the least frequently used category. The results also showed that students with high writing abilities reported a significantly higher level of writing strategy use compared with those who had intermediate or low writing proficiency. It was found that students ...
Language Learning Strategies (LLS) Preferred by Form 6 Students in Improving Writing Skill
International Journal of Academic Research in Business and Social Sciences
English is used as the second language (L2), which is also a major part of the primary and secondary school syllabus. It is a widely used language in Malaysia. Although it has a wide usage among students in Malaysia, many Malaysian students struggle to write accurately. Their lacking in writing skill has caused them to perform badly in exams and hence, jeopardizing their chances to further their studies to the university. This happens due to the most common mistake made by students which is in the language learning strategies fostered when acquiring the English language, specifically writing skill. Selecting the right language learning strategy may be the key to improve their proficiency. This study is designed to explore the language learning strategies preferred by pre-university students to improve the quality of writing skills. Researching and exploring the multitudes of language learning strategies is important to teachers in order to find out the strategies preferred by the pre-university students.
Psychology and Education: A Multidisciplinary Journal , 2023
The researcher investigated the relationship between language-learning strategies and writing performance of Grade 12 Humanities and Social Science learners. Seventy-nine (79) learners from Nagpayong High School served as the respondents of this study that utilized descriptive-correlation design. The adopted research instruments were Oxford's Strategy Inventory for Language Learners and the CUNY Assessment Test in Writing. To ensure the accuracy and facilitation of data analysis, percentage and arithmetic mean, and Spearman rho correlation were utilized through the help of SPSS (Statistical Product and Service Solution) software.It was found out that the majority of the Grade 12 Humanities and Social Sciences Strand learners utilized a variety of language-learning strategies, especially metacognitive and social strategies. Despite some errors in writing mechanics, the results of their writing assessment were still within the competent category.It was concluded that among all the strategies, cognitive and compensation strategies were found to be related to the respondents' writing performance.Among the recommendations were the following: (a) students' practicing memory strategies in language learning; (b) teachers' consideration of multisensory activities to strengthen recall of lesson; (c) curriculum developers' creating worksheets and activities for implicit and explicit learning-most especially in writing mechanics; and (d) teachers' promoting awareness of the use of the language strategies, especially compensation.
Procedia - Social and Behavioral Sciences, 2014
This research for a PhD dissertation on language learning strategies and academic writing skills of tertiary students in Fiji investigates the relationship between strategy preferences and proficiency in academic writing. It shows that the majority of students used language learning strategies with medium frequency. Metacognitive and cognitive strategies were used most frequently followed by social, compensation, memory and affective. There is a weak positive correlation between strategy use and academic language proficiency. Weaknesses in the undergraduate students' academic language cannot be attributed to their language learning strategies.
UTILIZATION OF DIFFERENT TECHNOLOGIES AND MEDIA IN LEARNING WRITING SKILL IN ENGLISH: A CASE STUDY
The present study primarily aims at exploring possibility and utilization of technologies and media into English Writing class in a university at Jeddah, Saudi Arabia. Technologies include: computers, laptops, mobiles etc. while media include Facebook, Twitter, WhatsApp etc. In addition, importance and use of blackboard as education software has been studied. The study is basically based on a survey especially students and teacher’s observation and experience. The study is basically of qualitative type. The findings reveal that both learners and instructors exploit technologies, media, platforms and apps in order to learn writing in English. Both teachers and the students bear quite positive attitude regarding utilization and impact of various technologies, media and apps to learn how to write in English. It was also found that technology utilization basically depends on the awareness, skills and teacher’s preparedness. It is very important to be appropriately trained in the technology to make teaching more interesting and effective to develop proper attitude among the target learners towards achieving the targets of writing in English.
The Indonesian Junior High School Studentss Strategies in Learning Writing Skill
SSRN Electronic Journal, 2016
This current study focuses its investigation on the skill-based language learning strategies by junior high school students in Indonesia. The purposes of this study are (1) to measure the intensity of use of learning strategy in learning writing skill, (2) to examine the correlation among the strategy categories of learning writing skill, and (3) to compare the use of learning strategies of learning writing by successful and less successful learners. The data were obtained from 257 students from two schools in Malang by administering a questionnaire from O'Malley and Chamot (1990). The strategies are classified into cognitive, metacognitive, and social/affective strategies. The result of the statistical analysis shows that the overall use of strategies of learning writing skill by Indonesian junior high school students is at moderate level (2.65) with cognitive strategies reported at the highest use (2.80). It is also revealed a strong correlation among the three learning strategiescognitive, metacognitive, and social/affective with cognitive and metacognitive at the strongest correlation (.60<r<.80). In addition, this study does not find a sufficient proof that successful and less successful learners are significantly different in using the learning strategies in learning writing skill. The findings of this research then imply the need to engage the students with strategies to learn writing skill in order that they can maximize the strategy use. This can be done by incorporating strategies-based instruction in the classroom.
English Language Teaching, 2014
This study investigates the link between writing tasks, learners' learning style preference, and writing strategy use. It also investigates if students with various proficiency levels stem from different learning style preference and use different writing strategies. This research attempts to answer the following research questions: what are the most common learning style preferences of Saudi undergraduate students majoring in English? what are the most common writing strategies used by Saudi students when writing an essay? Is the choice of writing strategy related to a learner's learning style preference and writing task, and how might they be linked with one another? And finally does the use of writing strategies contribute to students' writing performance? The sample of the study consisted of 74 Saudi female undergraduate students in their final year of their bachelor degree in King Abdulaziz University, Saudi Arabia. Two questionnaires were used: (a) the Perceptual Learning Style Preference by , and (b) a writing strategy questionnaire by . Moreover, students were asked to choose one of the two TOEFL writing prompts to write an essay. The data received from the returned questionnaires and writing tests were analysed using descriptive and inferential statistics using SPSS19. Results indicated that Saudi female students were mostly auditory and group learners. As for the writing strategies, Saudi learners used more 'before writing' strategies than "during writing" strategies and "reviewing writing" strategies. Results revealed that there was no correlation between the participants' learning style preference and writing strategies, nor their use of writing strategies and their writing proficiency. As a whole, this study contributed to the ESL/EFL field by providing information on Saudi undergraduate female learners in terms of their preferred perceptual learning style, their level of writing proficiency, and indeed their use of writing strategies.
Strategies of Learning English Writing Skill by Indonesian Senior High School Students
The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills
Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in the teaching of ESL writing skills in Malaysian secondary schools. This paper just reports one part of the findings obtained from a big project which was conducted in Malaysian secondary schools in five areas of Malaysia. This study focuses solely on the data collected from four English teachers in a secondary school in Kuala Lumpur who were interviewed by the researcher. This study revealed that the use of ICT in the teaching of ESL writing was very low. Advantages of using ICT were reported to be attracting students' attention, facilitating students' learning process, helping to improve students' vocabulary and promoting meaningful learning. Disadvantages found included the difficult class control, distraction and the students' tendency to use short forms in their writing. It was also revealed that teachers are generally weak in managing problems and planning activities involving the use of ICT in the teaching of ESL writing. The results of this study are hoped to provide insights to the Ministry of Education in Malaysia to improve the low use of ICT in teaching ESL writing skills.