Improvement Of Writing Skills Research Articles

The Effect of ChatGPT on the Writing Abilities of Undergraduate English Students

This study investigates the impact of ChatGPT on the writing abilities of undergraduate English students, focusing on its effects on grammar, vocabulary, coherence, and structural organization. This research investigates how ChatGPT affects educational writing among students as well as their tool opinions and usage difficulties within Pakistani educational contexts. Undergraduate English students who total 371 in number participated in the research by completing this study's structured questionnaire through purposive sampling. A study using SPSS produced descriptive results which included frequency data distributions combined with percentages alongside mean scores. The research instrument solicited students' knowledge regarding ChatGPT together with its effects on writing abilities and their confidence in its accuracy and potential difficulties. The data shows that students benefit substantially from ChatGPT in their writing tasks by developing stronger skills for grammar usage as well as vocabulary control and improved essay organization. Most students who used ChatGPT noticed its positive effects on their writing capabilities while noticing a decrease in their errors in assignments. Students expressed worries regarding their heavy use of the tool and authenticity issues and imperfect suggestions it sometimes provided. Students recognized how ChatGPT provided efficient assistance by saving their time while generating suitable ideas for their academic assignments. The research puts restrictions on its results because of studying English undergraduate students in Pakistan yet this limit external application of findings. The use of self-reported data in the research might produce flawed results because of possible respondent bias. Future researchers should study the long-term consequences of ChatGPT for writing skills together with ethics and the precision of academic content generation. The research indicates ChatGPT delivers a beneficial writing skills improvement system that functions alongside standard educational approaches. Academic institutions must create regulations which help teachers exploit AI resources properly while keeping intellectual authenticity intact in student artworks. Institutional leaders should welcome ChatGPT into educational programs through curriculum integration accompanied by discussion of its restrictions. The results of this study enhance current academic research about the implementation of AI in education by documenting how ChatGPT influences undergraduate composition abilities. This paper examines the benefits alongside difficulties of AI-driven tools in academic environments while presenting guidelines for educational institutions and the government. More investigation is required to evaluate both the moral implications and extended outcomes that emerge when students employ AI for educational assistance.

Improving Writing Skills of Santri Through English Training Program at Pondok Pesantren

There are four aspects of English skills: reading skills, writing skills, listening skills, and speaking skills. Writing skills are often also called the art of writing because strategies must be made to get a good response from the readers. This community service aims to assist santri at Pondok Pesantren Putra Putri as Salafy Al Asror Patemon Gunungpati Semarang to improve their writing skills to prepare for employment through English Language Training. It is the right solution to help them learn how to write application letters, prepare for interviews, and develop strategies for answering interview questions in English. This training is accompanied by experienced English and Economics lecturers who create a positive and supportive environment and increase consistency in sharpening the santri' skills. This community service is implemented offline (outside the network) at Pondok Pesantren Putra Putri as Salafy Al Asror Patemon Gunungpati Semarang for one day. Santri can write application letter and have good interview skill in English. Then, the community service results a video and other documents. The expected output targets are publishing articles in journals and mass media publications.

Improving Writing Skills of Engineering Students through Flipped Classroom: A Study

Improving Writing Skills of Engineering Students through Flipped Classroom: A Study

Influence of critical thinking on LLM usage among Universitat d’Andorra students

As large language models continue to reshape educational practices, a comprehensive evaluation of critical thinking’s influence on large language models’ usage becomes essential. This study examines how students in the fields of education and computer science at the Universitat d’Andorra interact with large language models, with a particular focus on understanding their learning experiences, decision-making strategies, and problem-solving approaches. Using qualitative and quantitative methods, the research analyzes the frequency and purposes of using these technologies, as well as the critical thinking processes students employ to assess the reliability and relevance of content generated by artificial intelligence. Findings reveal a spectrum of attitudes towards large language models, ranging from enthusiastic adoption to skepticism. While many students appreciate the immediate and personalized academic support, content generation assistance, and writing skill improvement offered by these tools, concerns about the accuracy and potential biases of the outputs are prevalent. Notably, students demonstrate varying levels of the activation of their critical thinking skills when engaging with large language models, with some actively investigate the reliability of artificial intelligence generated information, while others exhibit a more passive reliance on these technologies. The study also highlights distinct usage patterns between computer science and education students. The results contribute to a deeper understanding of student behavior in the context of artificial intelligence enhanced education, providing valuable insights for educational institutions aiming to integrate these tools into their curricula effectively. Furthermore, this research emphasizes the need to enhance critical thinking skills within educational programs to empower students to navigate the complexities of large language models capabilities and limitations.

Improving Writing Skills In First-Year Students At Lilama 2 College: The Role Of Task-Based Language Teaching

This study investigates the challenges faced by first-year EFL students at Lilama 2 Technology International College in Dong Nai, focusing on the development of paragraph writing skills. Through Task-Based Language Teaching (TBLT), the research aims to uncover the key obstacles students face and evaluate how TBLT can effectively address these challenges. Involving a cohort of 5 teachers and 100 students, the study utilizes both qualitative and quantitative methods to gather comprehensive insights into students’ writing difficulties and the impact of TBLT on their performance. The research addresses two pivotal questions: What are the main difficulties faced by first-year EFL students in writing paragraphs? How effective is TBLT in overcoming these difficulties and improving their writing skills? The findings provide practical insights into specific writing challenges and demonstrate the potential of TBLT to enhance EFL writing instruction, offering valuable implications for educators aiming to improve writing skills in similar contexts

The Effect of Applying Cubes Story As a Teaching Media on The Students' Writing Skill Improvement in English Narrative Text

The Effect of Applying Cubes Story As a Teaching Media on The Students' Writing Skill Improvement in English Narrative Text

QUILLBOT INTEGRATION IN THE LEARNING OF ENGLISH WRITING SKILLS (PERCEPTION OF BUSINESS MANAGEMENT STUDENTS)

The aim of this research is to find Business Management students perceptions regarding the use of Quillbot as a writing tool for English writing skill improvement This research employs a qualitative case study approach. The research instruments were questionnaire and interview. The questionnaire closed-ended questions utilizing a four-point Likert scale (ranging from Strongly Agree to Strongly Disagree) shared via Google Forms. Additionally, semi-structured interview questions were formulated based on the questionnaire responses. The data obtained from the closed-ended questionnaire questions are quantitatively was analysed through frequency calculations. The total of the population are 40 business management students. The results indicate that AI has the capacity to enhance writing skills by aiding in idea generation, improving critical thinking, preventing plagiarism, and elevating academic writing quality. Consequently, integrating AI into higher education can effectively enhance the quality of writing education, aligning with the digital era's advancements and optimizing the learning process for effectiveness and efficiency.

The Application Of Project-Based Learning (Pjbl) Model Through Series Picture Media As An Improvement Of Narrative Writing Skills Of Grade Iv Elementary School Students

Implementing Indonesian language learning in elementary schools, educators or teachers certainly have learning models that are suitable to the material to be delivered. This learning model is very important because with the right learning model it will trigger students to be active and creative. The Project Based learning model is a learning model that guides students to increase creativity in learning. The aim of this research is to determine students understanding in learning Indonesian through picture series media to improve the narrative essay writing skills of class IV students in the Indonesian language subject. This study used descriptive qualitative method. Data collection techniques use observation, interview and documentation. This results of the research show that the project Based Learning model is very suitable to apply to increase student creativity in learning Indonesian through the media of picture series. It was proven that out of 28 student, 5 student began to develop, 17 student develop according to expectations, 6 student developed very well. The conclusion is that the innovation conduct by Project Based Learning model through the media of pictures series has a great influence on improving narrative essay writing skills in grade IV elementary school students.

Improving Writing Skills through Essay Writing via 'Write & Improve' for Error Analysis and 'Padlet' for Collaborative Writing & Peer Review

This study was carried out to improve the undergraduates’ writing skills through essay writing via Cambridge English 'Write & Improve' synchronously in the classroom for error analysis and 'Padlet' asynchronously outside the classroom for collaborative writing and peer review. However, previous research proved that Cambridge English 'Write & Improve' and Padlet could enhance students' engagement in mastering writing skills. It also recommended that the students be allowed to self-correct the most recurring errors in their writing tasks through error analysis using 'Write & Improve', and the students should go through peer review by writing collaboratively using Padlet. In this study, the researchers employed a quantitative and cross-sectional study by gathering and evaluating the results of two research groups, the control and experimental groups, both in the pre-test and the post-test. The experimental group pursued the training through digital learning, while the control group used traditional learning. However, after the post-test, the researchers administered the Paired t-test, as the sample size is 30 ( ), as part of the statistical analysis. The results showed that the calculated t (10.66) tabulated t (1.740) proved that the writing assessment training was effective. The Null Hypothesis , which said that the training had no significant effect because there was no significant improvement in the experimental group after the training, was rejected, and the Alternative Hypothesis (H1), which said that the training was effective because there was significant improvement in the experimental group after the training was accepted. Therefore, the findings demonstrated a subtle growth in the experimental group's writing skills in the post-test after three months of training.

Defining the Role of Artificial Intelligence in Improving English Writing Skills Among Indonesian Students

Artificial intelligence (AI) is a technological product in the form of an application usable in education. The implementation of AI, specifically in the teaching and learning process in Higher Education, not only broadens students' scientific knowledge academically but also facilitates awareness about current technological developments. Therefore, this study aimed to explore the improvement of English writing skills through the integration of AI into reading practices and provision of adequate feedback for skills enhancement. Also, students' attitude toward the use of AI in the teaching and learning process served as the intervening variables. This study was conducted at Higher Schools in Makassar City, Indonesia, and data were collected from 80 students through questionnaires and subsequently analyzed using path analysis. The results showed that (1) Students' attitude toward the use of AI played a mediating role in explaining the effect of reading and feedback on writing skills, (2) Reading had an indirect effect through attitude on writing skills improvement, and (3) Lecturers feedback had an indirect effect through attitude on writing skills.

The Investigation of Students’ Writing Skill Improvement in GBA Implementation Using Procedure Text

Based on the implementation of the new curriculum with GBA, this study investigates the effectiveness of GBA implementation in students'' writing skills through procedure text. This study took 41 seventh grade students of SMPIT Al Falaah Simo. This research used descriptive analysis to serve data analysis. It applied quantitative method that collects data through pre-test and post-test. Students were given a task to make procedure text about food creation of instant noodle. From the findings of the T-Test and N-Gain results, it is known that the application of GBA through Procedure text provides a significant change at the intermediate level in students'' writing skills. This means that the increase in skills has increased by about 50% of the skills in writing procedure text before the treatment. The T-Test and N-Gain results showed that the application of GBA through Procedure text provided a significant change in students'' writing skills in moderate stage. Factors such as mental unpreparedness, lack of material books, lack of time, and limited media facilities caused the increase in skills.

Virtual Writing Tutor (VWT) on Students’ Writing Skill Improvement at Writing Class

The study aimed to investigate Virtual Writing Tutor (VWT) on students’ writing skill at writing class. The study involved 30 participants taking writing subject at English and Literature Department, Language and Art Faculty, Universitas Negeri Medan. The qualitative method was conducted in this study. An observation sheet, questionnaire, and interview guidance were the instruments of study. The findings of the study showed that 100% of students are interested in using the media in practicing their writing skills. However, 45% of students stated that the choice of essay types was limited. Furthermore, 15% of students stated that there are features that cannot be accessed for free because they must have a premium (paid) account. Thus, , it is still necessary to be highlighted that using VWT is not the only way to get better at writing. It ought to be utilized in conjunction with classroom instruction and lecturer directions.

Improving Writing Skill in Narrative Text of The First Grader of MA Al-Mahrusiyah Lirboyo by Using Gallery Walk Strategy

Penelitian ini bertujauan untuk mendeskripsikan peningkatan hasil belajar siswa Kelas X MA Al Mahrusiyah Lirboyo Kediri dalam menulis teks naratif menggunakan metode Gallery Walk Strategy. Dalam penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas. Penelitian tindakan ini dilakukan dalam satu siklus. Prosedur penelitian terdiri dari studi pendahuluan, perencanaan, pelaksanaan, observasi, dan refleksi. Dalam pengumpulan data, peneliti menggunakan lembar observasi, catatan lapangan, tes tulis dan rubrik penilaian sebagai instrumen. Prosedur yang digunakan dalam menerapkan Gallery Walk Strategy ke dalam tulisan terdiri dari mengamati, mengasosiasi, mendiskusikan, menyusun, merevisi, dan menerbitkan. Hasil penelitian menunjukkan bahwa Gallery Walk Strategy dapat meningkatkan keterampilan menulis siswa. Minat siswa dalam menulis meningkat setelah diterapkannya strategi gallery walk oleh interpreter persentase pencapaian siswa dalam menulis teks naratif. Persentase siswa yang memperoleh nilai ≥75 sebanyak 46,4% (15 siswa) dengan nilai rata-rata 73,9. Namun meningkat pada post test (siklus) siswa yang mendapat nilai ≥75 sebanyak 100% (28 siswa) dengan nilai rata-rata siswa 81,5. Berdasarkan hasil penelitian, peneliti menyimpulkan bahwa kemampuan menulis siswa dapat ditingkatkan melalui Gallery Walk Strategy. Oleh karena itu, disarankan agar guru menerapkan Gallery Walk Strategy dalam mengajar menulis.

Building Blended-learning Materials for Improvement of Academic English Writing Skills for Vietnamese Higher Education Students

This paper aims to offer insights into academic and research challenges confronting Vietnamese students. This paper also indicates need analysis for designing a blended-learning set of materials for improvement of academic writing skill. Using a mixed-method approach, a survey of of 1,026 respondents was conducted with students and 10 in-depth semi-structured interviews were carried out with teachers to obtain a through understanding of the issue investigated. Findings reveal that there is an urgent need for a set of writing skill materials in a blended-learning format. The research also unveils writing difficulties being faced by students of English when it comes to academic and research writing. Major challenges centred around vocabulary, grammar, structure and lack of writing practice materials. Future research concerning the examination of the effectiveness of the blended learning practice materials for enhancement of writing skills is also mentioned in this paper.

Improving Writing Skills Through Scripting a Science Podcast for Non-Expert Audiences

Improving Writing Skills Through Scripting a Science Podcast for Non-Expert Audiences

Improving Writing Skills With Year 10 French Students

In this article, the author casts over a school in South London and the different approaches taken to improve writing skills in French lessons. By drawing on, and critiquing, current MFL research and practice, the author aims to highlight some of the potential barriers to learning, such as challenging socio-economic circumstances, as well as emphasise the ways in which teachers may mitigate against these. By focusing specifically on writing in French year 10 lessons, the author breaks down the process of writing and helps both students and readers to improve their metacognition around key parts of current GCSE questions. The findings show that structured feedback and consistent praise can have a strong impact on attainment, helping to direct students’ efforts and increase their confidence.

EFL Students' Reactions to Peer versus Teacher Feedback to Improve Writing Skills: A Study at Intermediate School Level

Feedback is crucial for assisting EFL writers since writing in English is challenging for them. Although numerous research studies have been done on the usefulness of peer and teacher feedback in EFL writing, studies that show the differences between the effectiveness of teacher's feedback versus peer's feedback and the student's reactions to mixing feedback are generally rare. This study was thus conducted on the peer and teacher feedback and both feedback model in three writing paragraphs for twenty students at an intermediate school in Buraydah, Saudi Arabia, where English is taught as a foreign language. To identify the students' reactions in the pre-post application of the questionnaire and the pre-post test design for one group of students, the study used a semi-experimental approach. The findings indicated no significant differences at a significance level of less than 0.05 between the mean scores of the peers and the teacher feedback. The experiment had success in terms of students’ positive attitudes towards mixing feedback models, the usefulness of peer comments, high percentages of feedback incorporations, and high overall writing scores. Therefore, based on the study results, the researcher confirms the usefulness of mixed feedback and recommends using it to improve student's' English writing skills.

Students’ Perceptions of the use of English Language Courses in Enhancing Language Abilities

The expectation that students integrate information from lectures and textbooks into the essays they produce, and that they demon strate the mastery of proper reading and writing skills warrants an investigation in to the manner in which English language courses are perceived by students towards the attainment of effective writing and reading skills. This paper set out to survey students’ perceptions of the Use of English Language courses in enhancing reading and writing abilities. The study adopted a descriptive survey research design and data were elicited from a questionnaire administered randomly to a sample of two hundred and eighteen (218) students within the University of Buea who took the Use of English language courses (ENG101/102for the 2017/2018 academic year). The instrument used for data collection in this study was a close-ended four-point Likert scale questionnaire. The findings indicate that a majority of the respondents (87.2%) hold that their motivation for taking the Use of English courses is based on the fact that it is a University Requirement. 80.79% revealed that they do not clearly understand why the courses are taught, still, 59.7% agree that the courses build language skills and influence academic growth. More specifically with regard to the influence of the course on writing skills improvement, 80.72% agreed to its positive impact. They think that the courses influence writing more than they influence reading and that in teaching reading emphasis should be laid on the observation of punctuation marks and on incorporating materials from their different academic programmes.

Improvement of English Writing Skills through Online Interactive Platforms and Virtual Reality Technology

Improvement of English Writing Skills through Online Interactive Platforms and Virtual Reality Technology

Gear Up 2.0: The Effectiveness of Using Molecule Technique to Improve Writing Skill for Year 4: A Case Study

Writing skill is one of the most arduous skills to learn compared to other skills like listening, speaking, or reading. Hence, Gear Up 2.0: Molecules Technique was introduced to young learners. This case study was carried out in a primary school, with an experimental design involving 36 participants from Year 4. This study aims to investigate the effectiveness of using the Molecules technique to improve pupils’ skills in writing simple sentences and to understand the pupils’ perceptions towards the use of the Molecules technique to improve writing skills. Data was obtained through a questionnaire. The outcome of this study proves that the Gear Up 2: Molecule Technique is very effective for beginner English as a Second Language (ESL) Malaysian primary school pupils. The pupils show positive perceptions towards the use of the Molecule Technique in the writing of simple sentences.