English Writing Performance Research Articles

The Effect of Teacher-Guided Peer Feedback on English Writing Performance of Chinese EFL High School Students

The Effect of Teacher-Guided Peer Feedback on English Writing Performance of Chinese EFL High School Students

Examining University Students' Business English Writing Performance: Frequent Errors and Pitfalls

This study aims to identify the common writing errors made by college students in business English writing and investigate the contributing factors. The study employed a mixed-method approach to comprehensively analyze writing errors in the business English context. The research population comprised college students enrolled in Writing for Business Communication courses at Universitas Sulawesi Barat, with a sample of 100 students majoring in English education. The findings highlighted content errors, organization challenges, vocabulary issues, language use discrepancies, and mechanics errors in their writing. The most common errors encompassed grammatical errors in language use (48%), errors in conveying business messages in content (45%), and document structural errors in organization (38%). Moreover, the study identified several significant factors contributing to these writing errors, including a lack of practice, a limited understanding of business concepts, resource limitations, inadequate feedback, and time constraints. This study underscores the importance of addressing these specific writing challenges in business English education, offering insights for educators to develop targeted strategies and materials. It also contributes to the broader field by highlighting the unique errors within business English writing and emphasizing the need for specialized instruction. Ultimately, this research informs both pedagogical approaches and students' preparation for future careers in the globalized business environment.

The Impact of Peer Feedback on English Writing Motivation and Performance in Middle School: a Statistical Analysis

The Impact of Peer Feedback on English Writing Motivation and Performance in Middle School: a Statistical Analysis

Investigating the Effects of Dynamic Assessment on Chinese Undergraduates’ English Writing Performance in the Blended Learning Context

Whereas the effectiveness of dynamic assessment has been investigated in multiple contexts, it has been under-investigated in the context of blended learning mode for writing performance. To address this gap, this study aims to explore the effects of dynamic assessment on Chinese undergraduates’ writing performance as overall writing performance and writing complexity, accuracy and fluency in the blended learning context. To this end, a quasi-experiment was carried out with two intact classes from a Chinese university, one being the control group (n=34) and the other experimental group (n=36). A 12-week intervention was conducted in English writing classes under the blended learning mode, with the experimental group receiving dynamic assessment while the control group having traditional static assessment. At the end of the experiment, six students attended a semi-structured interview. The findings revealed that the experimental group improved significantly in writing performance in terms of overall scores, lexical density, lexical sophistication, and accuracy. However, dynamic assessment had no significant effect on lexical diversity, syntactic complexity and fluency. Besides, the interview findings evidenced that the students held positive attitudes toward the use of dynamic assessment in English writing classes in the blending learning context. Implications for writing instruction and future research are discussed.

Meta-cognitive Strategies, Automated Writing Evaluation Feedback and English Writing Performance of Chinese EFL College Students

The research aimed to assess the associations among the implementation of meta-cognitive strategies, the support of automated writing evaluation feedback system and the English writing performance of Chinese EFL college students. The findings of the research indicated that incorporating meta-cognitive strategies during the writing process and utilizing automated writing evaluation feedback significantly contributed to the enhancement of English writing skills among students. A majority of the respondents reported actively employing various meta-cognitive strategies while writing and receiving substantial knowledge, intellectual, and emotional support through automatic writing evaluation feedback, resulting in noticeable improvements in their writing abilities. This study offers English administrators and teachers’ valuable insights that can help foster English language proficiency among Chinese EFL college students. Furthermore, the study recommended that future research should explore additional challenges and concerns related to English writing for EFL college students, providing opportunities for academics to delve deeper into this area.

Exploring the Effects of Collaborative Peer Written Corrective Feedback on EFL Students’ Business English Writing Performance

The paper aims to explore the efficacy of collaborative written corrective feedback (CPWCF) on EFL students’ business English writing performance. The author designed the quasi-experimental research, and deployed class observations, content analyses of English major students’ weekly papers in combination with their pretest and posttest results to understand how CPWCF influences students’ business English writing performance. In addition, he adopted Bandura’s Social Cognitive Learning Theory(1989) as the analytical framework to view the experimental results. The findings indicate that the experimental group students are motivated by giving and receiving CPWCF, and they benefit from giving CPWCF more than receiving it. Moreover, they outperformed those in the controlled group in terms of task fulfillment, organization, vocabulary, and grammar. Regarding the writing process, CPWCF is influenced by different aspects of students’ behavior, their cognitive ability, and the learning environment. In short, CPWCF has led to students’ improved writing performance.

An Empirical Study on the Effects of “Using Listening to Promote Writing” Teaching Method on English Majors’ English Writing Anxiety and Performance

An Empirical Study on the Effects of “Using Listening to Promote Writing” Teaching Method on English Majors’ English Writing Anxiety and Performance

The Effect of WeChat-Based Instruction on Chinese EFL Undergraduates’ Business English Writing Performance

The Effect of WeChat-Based Instruction on Chinese EFL Undergraduates’ Business English Writing Performance

The Effect of Presentation-Assimilation-Discussion (PAD) Class Model on Chinese Undergraduates’ Business English Writing Performance

As China's economy and society keep expanding, the significance of business English in worldwide communication remains progressively crucial. Ensuring that China's business English talent training meets global standards is a priority. It has, therefore, become crucial and time-consuming to figure out how to help Chinese students enhance their business English writing skills. Zhang Xuexin, a Chinese professor at Fudan University, proposed the PAD (Presentation-Assimilation-Discussion) Class Model. Since it was presented, many academics and educators have supported it. This study involved 50 undergraduates from a Chinese university, including 25 in the experimental and control classes respectively. The 12-week teaching experiment was followed by interviews with a few students from the experimental class to investigate the influence of the PAD Class Model on the overall score and sub scores of Chinese students' business English writing, as well as the acceptability of the PAD Class Model. Through the analysis of the pre- and post-tests by SPSS, the results indicate that the utilization of PAD Class Model can substantially raise the overall score and the sub scores of content, language, appropriateness, grammar, and organization for undergraduate business English writing. Furthermore, by assessing the interview findings of the experimental class, compared to the conventional teaching model, PAD Class Model serves a more conspicuous role in boosting students' interest in Business English writing, and PAD Class Model is universally accepted by students.

English Writing Performance of Students in Kurir Langit Barru Modern Mosque

This study aimed to determine students’ English writing performance in Kurir Langit Barru Modern Mosque. This study used a descriptive quantitative research design with a survey method. The purposive sampling technique was used to answer the research question with a total sample was 32 students. The data of the study was obtained using a writing test. The data analysis showed that the total mean score of students’ performances in writing the descriptive text was 69.68 and was categorized as good. This means that students in Kurir Langit Barru had good English writing performance, they do not have any difficulties in writing a descriptive text, although in some aspects their performance was fair.

Influence of Writing Attribute on English Writing Performance of Pre-Service Technical Teachers

This study examines the effect of writing attributes on the English writing performance of pre-service engineering teachers. This research adopts descriptive research with a survey type. The population for this study was all pre-service teachers. The target population is pre-service teachers in the three (3) selected Educational Colleges. A multi-stage sampling procedure was adopted for this study. The data collection instrument was an adapted questionnaire. Descriptive and inferential statistics were used to answer research questions and test the proposed hypothesis with product and service solution statistics (SPSS) version 20.0 at a significance level of 0.05. The findings show that pre-service teachers have sufficient attributes in writing English. There is no significant difference between male and female teachers' English writing in the South West. The study concludes that writing attributes are an essential element that determines pre-service teachers' performance in English, and there is no significant effect between pre-service teachers and women on their writing attributes. It is recommended that governments at all levels should provide schools with sufficient teachers, provide training and training opportunities for teachers, and grant grants and seminars for teaching staff.

Improving English Writing Performance for High School Students through the Think-Pair-Share Technique

Writing is an important aspect of language instruction since it is a necessary tool for students to develop their understanding of linguistic elements in practice. Nonetheless, when the teacher asked students to compose an English paragraph, several students struggled to put their thoughts into words appropriately. Not only do they struggle with syntax and vocabulary, but they also have trouble identifying and developing ideas. One of the weaknesses of certain students' writing ability is that the execution of concepts is not clear and consistent, and they still rely significantly on sample essays. Accordingly, in this research work, the researcher's purpose is to use the Think-Pair-Share technique to improve high school students' English writing performance. The main objective is to build a procedure for creating and evaluating the Think-Pair-Share (TPS) Technique, to assess the impact of the TPS on students' writing performance, and to collect feedback from them on the benefits and drawbacks of the TPS technique, as well as possible solutions to promote the use of TPS technique. The experimental research design was utilized to begin the study, along with many questionnaires and expert approaches. A total of 40 students were chosen at random, half of them were assigned to the experimental group (TPS technique) and the remainder to the control group (no TPS technique). All of the students were required to complete a writing pre-and post-test, but only the experimental group were required to complete the post-questionnaire. The findings show that using the TPS technique in the classroom can result in considerable improvements in writing performance. In addition, all of the students gave excellent feedback. Furthermore, the study offers some recommendations for eliminating the drawbacks of applying TPS in order to enhance the technique's potential and make it significantly more fascinating and useful.

Improving English Writing Performance for High School Students through the Think-Pair-Share Technique

Improving English Writing Performance for High School Students through the Think-Pair-Share Technique

Problem-Based Instructional Approach as a Determinant of English Writing Performance of PreService Technical Teachers in South-Western, Nigeria

Problem-Based Instructional Approach as a Determinant of English Writing Performance of PreService Technical Teachers in South-Western, Nigeria

The Effect of Flipped Learning on English Writing Performance and Self-Efficacy of Iranian Medical Students

The current study investigates the effect of flipped instruction on writing self-efficacy and writing performance of Medical students at Shiraz University of Medical Sciences. Fifty students participated in this experimental study. They were assigned as the treatment group consisted of 25 students and the control group 25 students. The control group (the non-flipped classroom) was taught using traditional writing instruction, whereas the experimental group (the flipped classroom) was taught in a flipped learning mode. The questionnaire used in this study was adapted from Donald O. Prickel’s research (1994) and was scored based on the Likert scale for the writing self-efficacy. The data were gathered in a Pretest-Treatment-Posttest design. The results revealed that flipped instruction had a more positive effect on improvement of both writing self-efficacy and writing performance of the learners compared to those instructed traditionally. The results of this study widen the perspective of EFL teachers in that they can recognize novel methods of instruction. Keywords: Traditional Instruction, Flipped Instruction, Writing Performance, Self-efficacy, Writing self-efficacy

An Online Portfolio Assessment and Perception Study of Iranian High School Students’ English Writing Performance during the COVID-19 Pandemic

With the abrupt emergence and dissemination of the COVID-19 pandemic, the traditional face-to-face classes were replaced by online classes in Iran. This quick shift has put great demands on finding and practicing new methods to teach and learn English in high schools. Owing to this urgent call, the present study follows a two-fold purpose. Firstly, it purports to disclose the effects of online portfolio assessment (PA) on developing Iranian high school students’ English writing skills. Secondly, it aims to excavate the Iranian high school students’ perceptions about the merits of online PA in cultivating their writing skills. To meet the aims, an intact second-grade class, including female students (n = 25), was chosen in Shahed public high school in Borujerd City. The class received online instruction (sixteen sessions lasting 90 minutes) based on the tenets of PA (e.g., collection, selection, and reflection). Then, a focus group interview was conducted with five of the active participants. Findings evidenced a significant improvement in the participants’ writing skills owing to the instruction. Additionally, the results of the focus group interview yielded some themes about the benefits of PA as perceived by Iranian high school students: ‘developing students’ autonomy’; ‘fostering a sense of belonging to classroom community’; ‘providing a comprehensive analysis of students’ writing proficiency’; ‘collecting empirical evidence on students’ gradual improvement in writing’; ‘training self-regulated students’; and ‘making classes student-centered by teachers-as-advisors’. Finally, a range of implications is presented to various stakeholders.

An Analysis of Variables Affecting Korean ESL Students’ English Writing Performance

This study sought to investigate factors affecting the English writing performance of 30 Korean ESL students overseas. Also, examined were the relationship between L1 and L2 education levels and L2 writing performance, the relationship between English language proficiency and L2 writing performance and between length of residence and L2 writing performance. The participants were asked to write essays in their L1 and L2 along with a questionnaire. To analyze the data, two-way ANOVA and correlation were performed. The results showed there was no significant relation between L1 educational level and L2 writing performance, but there was a significant relation between L2 educational level and L2 writing performance. Also, English language proficiency and L2 writing performance were highly correlated. The length of residence of the participants in the U.S. and their L2 writing performance showed a weak correlation. Similarly, their L1 writing performance was not related to their L2 writing performance. These imply that students need to have adequate proficiency of English to write in their L2, and they need to receive a considerate number of years of formal education in their L2 for the success of L2 writing.

From the Editors

From the Editors

What Is the Influence of Peer Feedback and Author Response on Chinese University Students’ English Writing Performance?

ABSTRACTEnhancing writing pedagogy in university‐based courses for students of English as a foreign language has been a long‐term goal of educators and researchers. Most recent work, however, has relied on qualitative methodologies that limit our capacity to generalize findings. In this quantitative study, the authors adopted a quasi‐experimental control group design to investigate effects of peer feedback and author response on university students’ writing performance in a context of English as a foreign language. A total of 198 sophomores majoring in English took part in a 15‐week research study. The authors conducted a repeated‐measures analysis of covariance to examine the effects of a traditional teacher feedback instructional group compared with an experimental peer feedback group. Results showed that the peer feedback group showed a significantly greater writing performance gain than the traditional teacher feedback group. Furthermore, follow‐up analyses focusing on the experimental group that relied on a series of multiple regressions showed that both the quality of students’ feedback and the quality of their author responses were significant and stable predictors of students’ writing performance. Results also showed that the quality of students’ author responses had a slightly larger impact on writing performance than the quality of students’ feedback. This study provides clear evidence of the power of formative peer feedback as an approach to support learning that both empowers students and addresses widely cited problems that arise when the instructor is the only source of feedback in a writing course.

The Impact of Learning Strategies and Learning Style on English Writing Performance in Korea

The Impact of Learning Strategies and Learning Style on English Writing Performance in Korea