Developing ESL Students' Writing (original) (raw)
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Developing ESL Students ' Writing
2012
Abstract- Some of the students ' problems in writing skill stem from inadequate preparation for the writing assignment. Students should be taught how to write well when they arrive in language classes. Having selected a topic, the students examine and explore the theme from as large a variety of viewpoints as their background and imagination make possible. Another strategy is that the students prepare an Outline before writing the paper. The comparison between the two mentioned thought provoking techniques was carried out between the two class groups –students of Islamic Azad University of Dezful who were studying “Writing 2 ” as their main course. Each class group was assigned to write five compositions separately in different periods of time. Then a t-test for each pair of exams between the two class groups showed that the t-observed in each pair was more than the t-critical. Consequently, the first hypothesis which states those who utilize Brainstorming as a thought provokin...
The present study aimed at investigating the effect of two brainstorming strategies on English as foreign language (EFL) learners' writing performance. To this end, 60 Iranian EFL intermediate learners were invited to participate in this study in a language institute in Torbat-heydariyeh, Khorasan, Iran. The participants were divided into three groups: two experimental groups and one control group. Their performance on an essay writing task as the pretest and posttest in both experimental and control groups has been taken into account. As data analysis indicated, the experimental groups’ performances on the posttest were considerably higher than that of their performance on the pre-test and also it was higher than the performance of control group in the posttest. The results of the Analysis of variance revealed that the instruction of brainstorm strategies had a positive effect on EFL learners’ writing achievements with the experimental group two outperforming experimental group one and the experimental group one outperforming control group in posttest. It also made them more active and more aware of, which might make them responsible for their own learning and likely to learn better. The paper has some implications for language teaching and learning. The students can become better learners if they become more aware of their learning processes and then decide to act on that awareness. Teachers may increase their students’ confidence in writing by familiarizing them with the brainstorming strategies.
The Effect of Brainstorming as a Pre-writing Strategy on EFL Advanced Learners' Writing Ability
Journal of Applied Linguistics and Language Research, 2015
This study aimed at investigating the effect of using brainstorming and its subcategories (listing, question and answer, outlining) as a pre-writing strategy. Participants of the study were 60 Iranian EFL advanced learners who were both male and female. Instruments of the study were pretest, instruction, posttest and a questionnaire at the end of the treatment in order to measure the attitude of students toward instruction. Results of the study revealed that there was not any significant relationship between brainstorming, its subcategories and EFL learners writing development. In addition, findings showed that there was not any significant difference between males and females in terms of using brainstorming and the three subcategories.
This paper surveys a qualitative research on the impacts of brainstorming technique on Iranian EFL learner's expository writings at an intermediate proficiency level in the summer semester 2014 in Iran. It attempts to investigate the effect of brainstorming technique in developing communicative effectiveness in a training environment. For this purpose, the treatment consisted of a narrative composition (the TWE essay test)the first observation and the performance of written tasks in the L2a sequencing expository compositions for later observations, as measured by accuracy and complexity. Indeed, the papers were scored by two university professors as raters and were analyzed by the researchers. Hence, they analyzed the papers by the TEEP rubric 2014 to result in optimum accuracy (and consistency). In brief, the results revealed that two raters had similar understanding of the scores which were assigned to the writing papers and it indicated the effectiveness of brainstorming technique on the writing performance of the learners. In the concluding part, this issue is discussed.
International Journal of Language and Linguistics, 2013
The present study aimed at investigating the effect of brainstorming strategy on EFL learners' writing performance. To this end, eighty four Iranian EFL intermediate learners were invited in this study. Their performance on the pretest and posttest in both experimental and control groups has been taken into account. As data analysis indicated, the experimental group's performance on the post test was considerably higher than that of their performance on the pre-test. The results of the Analysis of Covariance revealed that the instruction of brainstorm strategy had a positive effect on EFL learners' writing achievements. It also made them more active, which might make them responsible for their own learning and likely to learn better.
2017
This research was intended to find out the empirical evidence of the students‟ achievement by using brainstorming technique in learning writing descriptive text at VIII grade MTsN Stabat. This research was quantitative research. The population of this research was all student‟s class VIII MTsN Stabat. The sample of this research were taken from 25 students of experimental class (VIII-5) and 25 students of control class (VIII-6). The instrument for collecting data was a test. After analyzed the data, the writer got; (1) The students‟ achievement in writing descriptive text by brainstorming technique got the mean 82.27 and standard deviation was 4.65 (2) The student‟s achievement in writing descriptive text who were taught conventionally got the mean 75.07 and standard deviation was 3.60. The value of ttest was 2.917 and ttable was 2.009. So, the ttest was higher than ttable. It means that there was significant effect of using Brainstorming Technique on students‟ achievement in writin...
2011
This thesis is aimed at knowing whether brainstorming technique can improve students' writing ability in descriptive text or not, how it can be implemented in the class, and the strengths and weaknesses of brainstorming when it is implemented to teach writing. The preliminary research showed that the students had problems in writing elements: organization, grammar, and vocabulary. The researcher was done in English department, Faculty of Education of Champasak University Lao P. D. R from October 2010 to November 2010. The subject of the study was the third year students of English Department consisting of 34 students. It was a classroom action research. The researcher did some steps for each cycle. They were planning, acting, observing and reflecting. In collecting the data, the researcher applied several techniques including observation, interview, questionnaire, and test. The quantitative data were analyzed by using descriptive statistic. It compared between the scores of pre-test (before implementing inquiry based learning) and post-test (after implementing inquiry based learning), while the qualitative data were analyzed by using qualitative technique analysis which consists of four steps: data collection, data reduction, data display, and data conclusion. In the result, inquiry based learning can be implemented in teaching writing. It can be implemented effectively. The students were more highly interested and interactive in writing. Their writing improved in organization, grammar, vocabulary, content, and mechanics. This improvement influenced their scores from cycle to cycle, and based on the result of post-test, there was significant improvement between the students' score in pre-test and post-test. In conclusion, brainstorming technique is able to improve students' writing ability in descriptive text. Therefore, it is recommended that the teacher should apply brainstorming technique in teaching writing. v perpustakaan.uns.ac.id digilib.uns.ac.id commit to user ACKNOWLEDGEMENT The writer's immeasurable gratitude is addressed to Prof. Drs Suranto, M.Sc, Ph.D as the Director of Graduate School and Dr. Ngadiso, M.Pd as the Head of English Education of Graduate School for their kindness in assisting and facilitating the writer to finish this thesis. To the honorable thesis consultants, Prof. Dr. Joko Nurkamto, M.Pd and Drs. Gunarso, S.M. Ed for their valuable guidance, suggestion, and criticisms during the process of this thesis accomplishment, so that the writer could finish this thesis smoothly. The writer realized that this thesis is far from being perfect. Therefore, the writer hopes criticisms and suggestions from the reader to make this thesis better improvement. Finally, it is hoped that this thesis will be valuable and useful for the readers who want to improve their writing abilities and want to improve the writing ability by using brainstorming technique.
Pd : Improving Students' Writing Skills of Narrative Text through Brainstorming Al-Manar
Kurnia Budi Yanti. 2009. Improving Students" Writing Skills of Narrative Text through Brainstorming Technique by the Second Year Students of State Islamic University Suska Riau. At the second year students of State Islamic University Suska Riau, the researcher found that students had low ability in writing narrative text. It was identified that there were several factors that caused students had low ability. From the students themselves, they did not know how to start their writing because they did not apply certain technique. Then, they also get it difficult to express their ideas in written form. Furthermore, they got lack of vocabulary, lack understanding of gramatical devices, organization and mechanism in writing.To improve the students" ability in writing Narrative text, the researcher conducted classroom action research by using Brainstorming Technique. The purpose of this research is to find out whether Brainstorming Technique could better improve students" wr...
2013
Abstract: This study adopted the cognitive process of writing to investigate the composing strategies of Iranian EFL undergraduate learners. Specifically, the study aimed to address the following research questions: (1) What writing strategies do Iranian EFL writers with different writing ability employ while composing? (2) Are there any differences between the writing strategies used by good EFL learners to those used by the poor ones? Think aloud protocols, post writing interviews, written products and stimulated recalls were collected from three skilled and three less skilled EFL writers while completing an argumentative task. Analysis of the data revealed that, despite employing the strategies in combination and in a recursive fashion by both groups, two groups of writers were found to be different in their planning, drafting and reviewing. Specifically, good and poor writers were found to be different in employing certain strategies like rereading, repetition, L1 use and rehear...
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan, 2021
The process of writing has been seen as a problem for many students. This problem because students do not have the ability to develop ideas, creative solution. One of the methods to develop their ideas in writing by using Brainstorming Methods. Not only it, students have opportunities to develop their ideas using Jamboard in Education 4.0, especially it is suitable media in pandemic era. This research taught by brainstorming strategy using (Jamboard Application in Education 4.0), it is help students to develop innovative teaching strategies (brainstorming and concept mapping) on improving the students’ writing ability and creative thinking skill. Therefore, the purpose of this study is to the identify the methods applied by writing students’ ability through brainstorming methods towards English learning achievement in 2013 curriculum. The data were collected through observational used tests and questionnaires. The total samples used in this study were 38 students consisting of class...