How Do EFL Students Perceive Brainstorming in L2 Writing Classes? (original) (raw)
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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.
Brainstorming to Develop EFL Writing Skills: Bangladeshi Secondary Level Students’ Perceptions
Canadian Journal of Language and Literature Studies, 2024
Writing is a fundamental skill that is taught in schools and the idea of brainstorming is intertwined with writing. The study aims at investigating the perceptions of secondary level students of Bangladesh on brainstorming to develop their writing skills in EFL classroom. This study employed a mixed-method approach to gather data from the students, utilizing both qualitative and quantitative methods. To ensure comprehensive data collection, a questionnaire was utilized, comprising a combination of open-ended and close-ended items. This study reveals the positive perceptions of students. The findings highlight how brainstorming contributed to developing various aspects of writing. Educators can leverage these findings to implement brainstorming in their EFL writing class.
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.
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.
2020
The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indic...
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.
The Analysis of Brainstorming Strategy on Teaching Writing in the University Level
J-ELLiT (Journal of English Language, Literature, and Teaching), 2018
This research was aimed to analyze a brainstorming strategy on teaching writing, especially in writing a short story for the second-semester students of the English Department in (STKIP) PGRI Tulungagung in the academic year 2017/2018. This research was conducted using qualitative methodology. The researcher observed and analyzed the writing class where the lecturer was applying a brainstorming strategy. Qualitative data had been collected from observation of the teaching-learning process, interview with the lecturer and the students, and also questionnaire given to twenty students in that class. The data was in the form of observation, interview transcripts, and the results of the questionnaire. In this research, the researcher involved twenty participants to fill the questionnaire. There were six students from those twenty students and the lecturer who were involved in the process of interview. The result of the research showed that implementing a brainstorming strategy in writing...
Relevance of Brainstorming in an EFL classroom
Social Science Research Network, 2013
Modern teaching is characterized by interaction, communication and participation. It is believed that an interactive class must incorporate participation in order to assure learner centered teaching and better results. Brainstorming is one of the popular techniques of participative approach to decision making which can be employed in a pedagogic situation as well. The present study is of exploratory type. It uses descriptive approach of research, however questionnaires have been used to elicit primary data from the concerned samples. The findings show that brainstorming is a useful technique of teaching which catches attention of both the teachers and learners.
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...
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.