English Writing Class Research Articles

Evaluation of the Effect of Generative AI in English Writing Class

The application of artificial intelligence technology in the global education field is becoming more and more extensive. In the process of English learning, writing has always been a difficulty for students. Therefore, how to integrate artificial intelligence technology into the writing classroom is an urgent appeal for English teachers. This paper compares the advantages and disadvantages of various generative artificial intelligence tools and analyzes the effect of generative artificial intelligence on improving students' writing levels in high school writing classrooms through an empirical study. However, there is still some uncertainty in generative AI, with some predictable and unpredictable risks. When using it for teaching, teachers should fully consider and avoid risks as much as possible, and pay more attention to the cultivation of students' higher-rank thinking abilities, especially critical thinking and creative thinking. At the same time, teachers should constantly improve their digital literacy, constantly explore the use of new technologies, and promote the integration of advanced technologies with classroom teaching to make the classroom more colorful, active, and efficient.

A Writing Midwife: The Instructor’s Role in a Process-Oriented English Writing Class in Korea

A Writing Midwife: The Instructor’s Role in a Process-Oriented English Writing Class in Korea

Multimodal Model Application in English Writing Class Under the Context of Internet

Multimodal Model Application in English Writing Class Under the Context of Internet

The Application of Scaffolding Instruction in English Writing Class in Senior High School

English writing teaching in senior high school is an irreplaceable way to improve students’ language literacy and expressive ability. The traditional English writing teaching model neglects students’ cognitive activities in the writing process, and the application of scaffolding instruction in actual contexts of English writing teaching in senior high school makes up for this deficiency. Scaffolding instruction is based on constructivism and the zone of proximal development theory, which advocates that teachers or adults with solid professional ability should participate in learning activities with students and provide external support to help them complete tasks. The application of scaffolding instruction in English writing teaching in senior high school emphasizes students’ initiative in mastering writing knowledge and skills, significantly improving students’ ability to construct knowledge and write independently. This paper analyzes the practical problems and reasons for implementing scaffolding instruction in English writing teaching in senior high schools and puts forward relevant solution strategies to provide valuable references for the current practice of English writing teaching in senior high schools in China.

ChatGPT: Enhancing Learner Agency and Multilingual Practices in English Writing Class

ChatGPT is a newly developed artificial intelligence (AI) model that has the potential to improve student motivation and engagement in English writing classrooms. By using ChatGPT, teachers can create more engaging and effective writing instruction that fosters learner agency. This study explored how AI tools, such as ChatGPT, can be used to enhance learner agency and multilingual practices in English writing classrooms. The study successfully integrated learner agency theory and power dynamics theory into the specific and innovative context of ESL classrooms. The study investigated students' attitudes and experiences with the use of AI in writing classrooms. The results showed that most students had positive attitudes towards AI writing tools and believed that they could improve writing efficiency and quality.

Applying Pro Writing Aid and BASDELL Model in Business English Writing Classes for Management Sciences Students

Applying Pro Writing Aid and BASDELL Model in Business English Writing Classes for Management Sciences Students

The Application of Blended Teaching Based on Iwrite System in College English Writing Classes

The Application of Blended Teaching Based on Iwrite System in College English Writing Classes

Students' Perceptions of the AI Technology Application in English Writing Classes

With the rapid advancement of information technology, numerous cutting-edge techniques and technologies have been developed to improve learning generally and English learning specifically. The utilization of artificial intelligence (AI) technology in teaching and learning at universities is an inevitable trend in the Industry 4.0 era. This paper aims to investigate students' perceptions of AI technology application in English writing classes. 100 students from four General English classes at Vietnam National University (VNU) took part in this study. To achieve the research purpose, I combined quantitative and qualitative research methods through questionnaires and in-depth interviews. The findings of the study indicate that students' attitudes regarding AI writing tools were favourable in terms of their accessibility, adaptability, and simplicity. However, some challenges are unavoidable when employing these tools, resulting from factors like learners' technology anxiety and lack of tool variety. I hope this research serves as a valuable resource for teachers looking to diversify their teaching methods and encourages students to enhance their interest and motivation in using AI tools for English learning.

Fostering Students’ Creativity in English Writing Class: Investigating The Impact of Project-Based Learning in Bridging Ideas and Words

The lack of stimulation for students' creativity in English language learning at schools, stemming from a conventional approach that overly focuses on information transfer and offers limited scope for creativity, can be effectively addressed through the implementation of Project-Based Learning as an innovative approach. Therefore, the aim of this study is to analyze project-based learning as a means to enhance creativity skills in the English writing process of junior high school students. This study adopts a qualitative approach, where data were collected through student and teacher speeches or conversations recorded on video and noted in field journals during observations from the first to the third sessions. The qualitative data analysis follows the structured approach as per the model by Miles et al., (2018). The findings indicate that the application of Project-Based Learning in an Islamic State Junior High School in Kediri is effective in enhancing students' creativity skills in English writing, as reflected in the fulfillment of creativity indicators such as motivation, self-confidence, resilience to mistakes, initiative, humor, and critique. This research offers an innovative solution to overcome challenges in English language learning.

Text Linguistics of “Textuality”: Making a Sequence of Sentences Communicative English Written Texts

Textuality makes a sequence of sentences a communicative English written text. It, nonetheless, hardly becomes a major theme of foreign language learning in the Indonesian English Writing Classes/context nowadays. This study, therefore, aimed at diagnosing the “incorrect/missing uses of the seven elements of the textuality in the students’ cause and effect essay. Qualitatively, Politeknik Negeri Padang was the locus of the study. The 2nd-year ED students (n=32) were the research participants selected through the convenience sampling techniques. The documentation and observation were the techniques of data collection while the 1967 Corder’s Clinical elicitation was exercised as ways of analysing the data. The findings disclosed that the students missed using nominal substitution and lexical cohesion of repetition and synonym along with incorrectly used verbal and clausal substitution, nominal, verbal and clausal ellipsis, anaphoric and cataphoric references, and lexical cohesion of grammatical and lexical collocations. They, however, succeeded in correctly using three different types of conjunctions and coherence though they flopped to utilise the acceptable phrases of drawing a conclusion. Hyponymy, metonymy and antonymy were ignored. In conclusion, the deficiencies made the students’ sequences of sentences flawed and characterless. It, therefore, encourages EFL teacher to place emphasis on teaching textuality in the English Writing Classes.

College Students’ Perception of Using Canva in English Writing Class

The exponential development of technology has provided tools that can support the teaching and learning process. The present study aimed to analyze college students' perceptions of using the graphic design tool Canva to support their English Writing Class. The study was designed as qualitative research. The subject of this study involving sixteen students in a private college. The data were collected using a questionnaire. After collecting the data, it was analyzed qualitatively. The results were then compared with theoretical and empirical materials to assist the researcher in analyzing the obtained data for discussion. The study revealed that 86.4% of the students had positive perceptions concerning the usefulness, ease of access, and suitability of Canva for supporting English writing skills, with 47.0% of the students strongly agreed, 39.4% agreed, and only 13.5% of them partially agreed. The study also revealed that students encountered challenges during the implementation of Canva in English Writing class, primarily related to their readiness to use the features provided by Canva for supporting their writing process. These findings imply that mastery of the tool's features is crucial for gaining optimum benefits in using Canva to improve students' writing skills.

Effect of a Cognitive Diagnosis Model-Based Feedback in an English Writing Class: Focusing on Korean English Learners*

Effect of a Cognitive Diagnosis Model-Based Feedback in an English Writing Class: Focusing on Korean English Learners*

An Action Research on the Chunk Teaching in a Middle School English Writing Class

<p>The present study aimed at investigating the effects of learning lexical chunks on the writing performance of EFL Chinese learners of Grade three students in Middle school, and at the same time taking into consideration the examining participants’ use of lexical chunks and their knowledge of them. After two rounds of action research, through questionnaire, test, interview and classroom observation data analysis, the author found that: 1. The average writing score of students increased by 1.67 points, with an obvious improvement effect. Second, students' writing confidence, chunk writing awareness and writing methods have also been greatly improved. 3. The number of language chunks written by students increased on the second test, but decreased on the third test. According to the author's interview on students' familiarity with writing topics, students think that familiar writing topics make them more able to express their ideas.</p>

Research on Cultivating Students' Speculative Ability in English Writing Classes from an Ecological Perspective

Research on Cultivating Students' Speculative Ability in English Writing Classes from an Ecological Perspective

The Use of Web Blogs for English Writing class for EFL Students

This research is focusing on how the web blogs use in teaching English writing class for EFL students. Learning has led students and teachers to interact at a distance through the involvement of media, platforms, and learning strategies within a complete virtual learning community. This research aims to investigate the use of Web Blog for English writing class for ELF students. This study carried out library research by conducting a literature review, where the data source used previous research on the related topic to achieve the study's objective. Four research articles published in reputable journals are listed in this research. The research aimed to determine the influence of the used web blog on the achievement of writing taken from several research articles conducted by several researcher. This study discovered that writing is one of the greatest important English abilities, and the use of web blog writing class for ELF students positively impacts English learning. The findings were derived from a literature review, where the data source was previous studies on the relevant subject. As a result, using the web blog in writing class for ELF students has a positive influence on learning writing.
 Keywords: Web Blog, Writing, ELF Students

A Case Study －Korean University Students’ Experience with and Perceptions of an Academic English Writing Class

The purpose of this case study is to examine Korean university students’ perceptions about the academic English writing class they took during the Spring semester of 2022. More specifically, this study aims to understand how satisfied students were with their learning experiences in the academic English writing class, and how they perceived its appropriateness as a mandatory English general education offered in the Korean higher education context.A survey questionnaire consisting of Likert-scale, multiple choice, and open-ended questions was the main source of the data, and a total of 65 freshmen taking the course responded. To triangulate, in-depth interviews were also conducted with three focal participants via email or Zoom upon their choice. Descriptive statistics were calculated to analyze the responses to the Likert-scale and the multiple-choice questions, and the content analysis method was applied for open-ended survey questions and interviews.Analysis of data showed that students viewed their academic English writing experiences positively due to the content knowledge and sense of achievement gained through the class as well as the instructor’s teaching style. Some participants were dissatisfied with their learning experiences because of content difficulty, relatively heavy workload, and their insufficient English proficiency which hindered them from following the class. Most students self-evaluated that their writing skills after the class somewhat improved. Students chose writing an essay, learning about academic writing conventions, such as APA styles and in-text citations, and instructor’s feedback as class activities that helped them improve their academic English writing.To the question about the appropriateness of academic English writing as a mandatory general education subject, a vast majority of students hold a positive view. Their reasons include their belief of academic English writing as essential knowledge that they need to possess as a university student belonging to an academic discourse community as well as transferable knowledge needed not only in an English class but also in various disciplines. They also recognize its practicality for their academic activities and its rarity to learn anywhere else except university.The findings suggest that school administrators should allocate more credit hours for an academic English writing course and offer it for students in their 2nd or 3rd year of university. The findings also emphasize the importance of instructors’ effort to tailor their instruction according to their students and to provide supplementary learning materials, such as pre-recorded videos so as to effectively guide students to improve their skills for English writing for academic purposes.

A Challenge of Online Teaching and Learning Pedagogy: Fundamental English Writing Class in a Thai Context

Due to the COVID-19 pandemic during 2019-2021, most teaching and learning classes in Thailand were conducted through online platforms, including the fundamental English writing course for the non-English-majoring undergraduate students. This paper aims to shed light on how the undergraduates perceive themselves while experiencing the online fundamental English writing class. In addition, this study explores students’ learning performance through results drawn from writing assignments and tests, including the learners’ reflections on their improvement in English writing. The research also examines specific factors that fostered students’ satisfactory learning outcomes throughout the online learning period. A mixed-method approach, comprising quantitative and qualitative strategies, was applied in seeking answers to the research questions. The analysis and interpretation of research data involved transforming qualitative themes or codes into numbers to triangulate the quantitative outcomes and interpreting them to explain phenomena emerging from the study. The findings suggest that students were content with the teaching and learning strategies employed throughout the course. They perceived they could improve their English writing skills and earn additional benefits from the designed online course compared with traditional in-class learning. The results of this research on the first-hand experience could be utilised as a guideline in preparing an online class, developing learning materials, and adopting or adapting helpful teaching strategies to deliver the fundamental English writing class through the online platform efficiently.

A Study of Teachers’ Strategies in Providing Feedback in English Writing Class

Feedback is a crucial aspect of the writing process. Feedback includes comments and suggestions to facilitate students to revise their assignments. The comments and suggestions can guide the students to revise and also support students in improving their ability, especially in writing. This study aims to find out the teacher's perspective about feedback in the writing activity in writing class and how teachers provide feedback on the student's writing activities in the writing class at an English Education Department in a university Jakarta. The method used in this research is the descriptive qualitative method. The subject of this research was the three lecturers who taught writing classes. The instruments used in this study were interviews and documents. The result shows that the role of feedback on the writing activity in writing class is important based on the data obtained. Lecturers use the combination of indirect-direct feedback and also the combination of oral and written feedback. Teachers use the feedback according to the class’s condition and the goal of the level of writing. The combination of oral and written, direct, and indirect feedback complements each other.

Korean College Students’ Self-Directed Use of Machine Translator in an English Writing Class during the Digital Era: Is This a Crisis or a Chance?

The purpose of this research was to investigate how EFL college learners self-directed their English writing using MT in an English writing class. Specifically, this study focused on 1) What types of errors are identified the most frequently in the students’ writings?, 2) How those errors have been changed through the students’ self-directed revision process?, and 3) In what ways does this activity influence students’ perceptions toward English writing? The participants were six university students who took a 3-credit English writing class, and completed their writings using MT throughout the semester. The students’ written outcomes, in-depth interviews with them and results of writing tests were analyzed. The findings of data analysis indicated that first, the highest frequency of errors was seen in lexical errors at the rate of 65.5%, followed by morphological errors at the rate of 19.7%. Second, there has been a significant decrease in the overall types of errors between the first (35.0%) and second (20.9%) drafts, from the no-use of MT to the use of MT. Lastly, it can be said that the MT-assisted writing practice which took place during a short period of time had positive influence on students’ perceptions toward English writing. Implications for online classes in the Corona era are presented.

The Practical Application of the Freirean Approach in College English Writing Class in China

Paulo Freire explores and criticizes how education and schooling can be used to oppress social groups in his masterpiece, Pedagogy of the Oppressed. He holds the view that problem-posing education can solve the problem of the unequal status of students and teachers in the classroom in banking education. Students are not forced to instill knowledge but are more proactive in acquiring knowledge. Freirean approach has brought many new inspirations to the reform of English writing class in domestic colleges and universities.