Teaching of Writing Skills in An EFL Online Classroom at A Secondary School: Between Bandwidth and Immediacy (original) (raw)
Related papers
EFL Teachers' Perspectives on Online Teaching of the Writing Skill using ICT Tools
ALTRALANG Journal, 2023
The shift to online teaching has highlighted the important use of Information and Communication Technology (ICT) by faculty members. The objectives of this paper are to identify the current use of the technological tools to teach the writing skill in an online mode and to describe teachers' perspectives on the potential effect of using the different kinds of ICTs in the process of online teaching and learning of writing. This study employed a descriptive research approach using qualitative methods for data collection and analysis. A purposive sample of Six (6) Written Expression teachers from the department of Letters and the English Language at Frères Mentouri University participated in this study. Data was collected through a focus group interview, enabling in-depth discussions and insights into teachers' experiences and perceptions. The analysis revealed that teachers believe that technological tools such as Google Apps (Google Classroom, Google Meet, and Facebook) offer greater engagement and collaboration in the writing process, as well as encourage teacher and peer feedback on students' writings. However, teachers expressed only moderate satisfaction with ICT accessibility and use due to certain challenges and the necessity to possess both technological knowledge and pedagogical knowledge for effective teaching of writing. The present study extends the existing knowledge on online language teaching, particularly in the context of the writing skill. It highlights the technological requirements and pedagogical strategies employed by EFL teachers to optimise the use of ICTs and ensure effective online teaching of the writing skill. The findings of this study have implications for educational stakeholders, emphasising the importance of integrating ICTs into writing instruction in online environments.
A Portrait of Teaching Writing in Online Classroom
Journal on Education
Nowadays, online classrooms are growing in popularity. Especially given the Covid-19 outbreak in Indonesia, which has forced online learning. This study aims to investigate online learning in EFL learners’ writing classrooms. This study uses a qualitative method and a descriptive qualitative research design to examine in detail how teachers teach EFL learners in online writing. Researchers collected data through the technique of nonparticipant observation, and the researcher "observes from the sidelines" the action being observed. The results of this study reveal that the observed teacher's teaching method is not consistent with the four reference strategies employed by the researchers. The four strategies include; building knowledge of field, modeling of text, joint construction of text, and independent construction of text. Because, after being observed, the teacher employs only one strategy to teach writing, specifically building knowledge of field.
International Journal of Linguistics, Literature and Translation, 2021
Teaching writing has always been a more challenging task for EFL teachers as a result of its innate structural complexities and the linguistic sophistication required to accomplish writing. The pandemic and the resultant online teaching has made it even more challenging. Motivating the students, making the online classes interesting and maintaining the efficacy of the offline classes are some of the daunting tasks that stare at the EFL teachers at this juncture. With a view to addressing these problems, UTAS-Salalah and Ibra jointly conducted a webinar i.e. Teaching Writing Using Internet Tools for the teachers. The online platforms and tools discussed during the webinar, the literature survey, and the participants' feedback form the core of this research paper. The literature survey deals with both the problems of teaching writing and the problems of teaching it online. Then, it also discusses various online tools suggested by other researchers to make teaching writing more eff...
1. Richard Kiely -The purpose, promise and potential of teacher research 11 2. Danuta Gabryś-Barker -The research orientation and preferences of pre-service EFL teachers 31 3. Anne Margaret Smith -TEFL training for inclusive classrooms 49 4. Meg Cassamally -Fostering teacher development through online reflectivity: A study of teacher trainees at the University of Siena 61 II. TEACHING AND LEARNING LANGUAGE FORMS 1. Jan Majer -Negotiation of form in foreign-language classroom discourse 79 2. Alan Fortune -Collaborative focus on form: What, why, when and how? 95 3. Mirosław Pawlak -Advanced learners' use of strategies for learning grammar: A diary study 109 4. Carol Griffiths and Zhou Chunhong -Researching error correction in China: Procedure, product and pitfalls 127 5. Anna Mystkowska-Wiertelak -The use of grammar learning strategies among secondary school students 139 6. Agnieszka Pietrzykowska -The effectiveness of focus on forms vs. focus on form in teaching English quantifiers 149 7. Mahmood Mehrabi -Vocabulary learning and retention: The usefulness of pre-reading and during-reading questions in EFL classes 159 8. Marta Rominiecka -Teaching pronunciation to adult learners: The advantages of explicit training 169 9. Magdalena Wrembel -In search of effective strategies for L2 pronunciation teaching and learning 179 III. ISSUES IN TEACHING LANGUAGE SKILLS 1. Bogusława Whyatt -Bilingual knowledge and interlingual skills: A discussion of the benefits of translation tasks for second language learners 197 2. Magdalena Trepczyńska -Readers, reviewers, and revisers: L2 writers' strategies in providing and acting upon peer feedback 211 3. Abbas Eslami Rasekh -ESP writing for tourism: A genrebased approach in teaching writing to Iranian university students 223 4. M. Naci Kayaoğlu -Exploring the potential benefits of using on-line tools (weblog-forums) in a writing course in EFL settings 239 6. Siân Morgan -The space between 'yes' and 'no': How Italian students qualify and boost their statements 267 IV. LEARNER FACTORS 1. Martine Derivry-Plard -Students' representations of native speaker teachers of FL 281 2. Gülşen Musayeva Vefali -Do we know our language learners? 293 3. Mahmet Kiliç and Berrin Uçkun -Listening anxiety and the effect of text type on its occurrence 307 4. Noreen Caplan-Spence -English as an additional language or/and special educational needs? 323 V. SYLLABUSES, RESOURCES AND EXAMINATIONS 1. Melanie Ellis -Design and evaluation of a task-based syllabus for developing speaking skills 333 2. Marek Derenowski -The place of the target language culture in the language classroom: A few modest proposals 347 3. Berrin Uçkun and Sevgin Ersürmeli -The negative washback effect of a high-stakes EFL examination on the English teaching practices in high schools 357 4. Bartosz Wolski -Towards a perfect educational American Studies Web site: The usability of American History online resources to EFL learners 373 5. Dawn Perkins -Expertise in ELT textbook writing: What a case study of an experienced materials designer at work can reveal about materials development 387 5. Ali Şükrü Özbay and M. Naci Kayaoğlu -What do tertiary level EFL writing teachers say but fail to do when providing feedback?
Exploring the Use of Online Educational Platform in Teaching Writing among ESL Students
Journal of Language and Linguistic Studies, 2018
In the light of Integrative CALL, this research aims to know the effectiveness of using online learning platform like a Learning Management Software (LMS) in teaching writing among ESL students in the absence of a traditional classroom instruction. Through a quasi-experimental approach, the study was able to establish that there was no significant difference between the pre- and post-essay overall writing performance of a group which received writing instruction online and a group which received classroom instruction. However, analysis of the individual scoring components revealed that the online-instruction group did not improve in their content-building skill. Focus groups interviews were also conducted to know the strengths and weaknesses of the online-based instruction and it was able to reveal that students consider it to be helpful in acquiring sources and expressing opinions, and convenient for lessening issues about time and fear of direct feedback. However, when it comes t...
The Influence of ICT in the Development of Writing Skills through an Online Platform
Matices en Lenguas Extranjeras, 2017
The purpose of this research was to determine the extent to which the support of an online educational platform benefited students’ writing skill while carrying out the writing process wheel. The project involved a diagnostic stage carried out for one month, six workshops combining the WPW and a commercial educational platform to improve the writing skill, and an evaluation stage within an Action Research cycle in a pre-intermediate EFL course at Universidad Tecnológica de Pereira. The findings report the usefulness of ICT in the EFL classroom as a means of improving students’ writing performance, vocabulary, attitudes, and confidence and so improving their language performance.
The Students' Perception Of The Online English Writing Learning Process
Borneo Educational Journal (Borju)
Pinpointing on how students perceive online writing learning process profoundly capitalizes teachers with valuable feedbacks on their pedagogical practices. This study employed the quantitative research approach by undertaking a survey as the research instrument.to find out students' perception on Narrative writing leaning. Through the use of a closed-ended questionnaire, the data were gathered from one hundred eighty-seven (187) students in the eleventh and twelfth grades in one of Senior High School in Kuningan, West Java. It was discovered that English writing online learning had a variety of responses in three categories. Based on the analysis of the data, it was revealed that students' perceptions of the process of learning English writing online were positive in the participation category (70.5%), neutral in the accessibility category (44.7%), and positive in the material and assignment delivery category (60.2%). It is concluded that respondents struggling with English writing narrative online learning feasibly overcome these difficulties by rereading the summary, thus becoming more independent, and taking greater responsibility for each of their duties.
World Journal of English Language
English as a Foreign Language (EFL) practitioners regard writing as one of the most innovative discrete skills to teach. Many researchers examined the writing difficulties of EFL students and provided resolutions and guidance. Although the viability of the planned objectives was re-examined before any conclusions were made. However, this research aimed to investigate the effect of online and face-to-face (F2F) teaching methods on students’ academic performance in writing skills. The participants, N=44, were divided into two groups A and B and belonged to the English department in the second semester at Najran University, Najran, KSA. The controlled group A received online instruction, whereas the experimental group B received face-to-face instruction. A quasi-experimental study design was employed using the pre-test and the post-test research instruments. A test was administered to two groups to measure their levels of homogeneity at the beginning of the semester. Another test was ...
"The Benefit and EFL Learners' Perspectives of Online Platform in Writing"
This research is aimed at finding out whether benefit and EFL learners' perspective of online platforms in writing. The researcher knows that for millennial now, writing traditionally is less effective than using online platform as media. Online platform that can be used to develop learners' space for their unique creativity and ideas in worldwide. The purpose of this study is to explain whether online platform takes part in improving their writing process and product; focusing in learners' perspectives. The participants of the research were from different university learners and the age are 19-24 years old. The researcher used the qualitative research. The researcher used Google Form as the media for the Questionnaire in collecting data. Based on the results, it can be concluded that online platforms can take role in improving learners' writing skills because of the efficient and the range offered by the online platform.
GHOUALI, K., & BENMOUSSAT, S. (2019) Investigating the Effect of Social Media on EFL Students’ Written Production: Case of Third-Year EFL Students at Tlemcen University, Algeria. Arab World English Journal, May 2019 Chlef University International Conference Proceedings. 24-39. , 2019
The combination between technology and education has given birth to a new form of assessment called: e-assessment. The latter assesses learners using different digital means one of which are social media. The present study investigated the impact of social media, as being one aspect of e-assessment tools, on EFL students' written production. It tried to highlight the nature of this impact, enquired about the reasons behind their writing difficulties, and explored whether these errors were caused by social media or not. This research work relied on a case study that consisted of 31 third-year undergraduates and 22 English teachers at the department of English at Tlemcen University, Algeria. The data were gathered through the use of two questionnaires administered to both learners and instructors plus two writing tasks, one assigned on social media and the other in the classroom. Data were analysed quantitatively and qualitatively through error analysis. After identifying the different errors produced by the students, the findings revealed that a relationship existed between learners' use of social media and their writing issues. Their intensive use of social media led to a significant decrease in the writing level of the learners who have developed a new form of writing that includes linguistic habits which reflect the informalities often found on a social media environment, and do not necessarily follow the norms and rigours of the English language. They have become unable to distinguish between the formal and informal context to the point that certain linguistic aspects have become fossilized.