Proficient Writers Research Articles

Exploring the Potential of Arabic Keyboard for Learning Arabic Writing / Maharah Kitabah with Mnemonic Approach at UII Darullughah Wadda’wah.

In the modern era, the term "illiteracy" does not refer to the inability to read and write; instead, it now refers to those who are unable to operate a computer, particularly the basic skill of typing. However, many students still experience difficulties when typing using the Arabic keyboard. This study aims to explore the effectiveness of using the Arabic Keyboard with a mnemonic approach to enhance Arabic writing skills at UII Darullughah Wadda’wah. Based on years of experience in using and teaching the Arabic Keyboard, this research shows that students can master basic typing skills in one to three days with three sessions while typing fluency can be achieved within a week or more. This research is expected to produce proficient writers in using the Arabic Keyboard, thereby increasing efficiency in the writing process. The results of this study are also supported by interviews with students and their typing practice outcomes.

Applying AlAfnan Taxonomy to English Composition Courses: Structuring Learning Outcomes for Effective Teaching

The article explores the significance of adopting AlAfnan’s (2024a) educational taxonomy in teaching composition courses. Moving beyond the traditional focus on technical writing skills, this framework incorporates foundational knowledge, critical thinking, ethical reasoning, practical application, creativity, and adaptability. The aim is to cultivate proficient writers and holistic communicators equipped to navigate the complexities of the dynamic 21st-century landscape. The foundation of the educational taxonomy lies in acknowledging that composition courses are more than exercises in mastering mechanics; they represent a journey into ideas. By infusing foundational knowledge and comprehension, students gain a profound understanding of the subjects they engage with, ensuring clarity and coherence in their expression. Evaluation and synthesis go beyond the transmission of information to foster intellectual rigor and depth in student writing. Integrating ethical and moral reasoning into the taxonomy prompts students to consider the societal implications of their language choices, instilling a sense of responsibility in communication. Practical application and strategic thinking are deemed indispensable for effective writing. The framework prepares students for the diverse challenges of the professional world to transcend the boundaries of academic writing. Creativity and innovation are embraced to create an environment where original ideas and innovative writing approaches are encouraged and celebrated. In recognition of the rapid changes characterizing the modern era, AlAfnan’s educational taxonomy incorporates lifelong learning and adaptability elements. This ensures that students view writing skills as dynamic tools requiring continuous refinement, cultivating a mindset essential for success in an ever-evolving global environment. The achievement of the learning outcomes in this study shall transform composition courses into transformative experiences that shape students into adept communicators prepared for the multifaceted demands of a rapidly evolving world.

Life profile of Prof. Premvati Tewari: A visionary who pioneered the specialties of Prasuti Tantra, Stree-Roga, and Balaroga

Abstract Dr. Premvati Tiwari, an Ayurvedic luminary, was born and raised in a society that offered few opportunities for women to pursue studies. With her family’s support and firm resolve, she paved the way to become a successful academician, clinician, and researcher in the fields of Prasuti Tantra, Stree-Roga, and Balaroga. She was a proficient writer, excellent practitioner, and surgeon. She was a member of various governing bodies, selection committees, and research groups and a recipient of several national-level awards in Ayurvedic Sciences. She supervised over 70 MD and PhD scholars and authored many research articles and books. The life and contributions of Dr. Premvati Tiwari would inspire generations to come as an idol of perseverance, hard work, dedication, and service to society.

Noun phrase complexity in English integrated writing placement test responses

Research has shown that the use of noun phrases is a salient characteristic favored in academic writing (Biber et al., 2011; Biber & Gray, 2011; Parkinson & Musgrave, 2014). Although studies have examined the structure of noun phrases, further research is needed to deepen our understanding of noun phrase complexity in order to inform the instructional content of academic writing courses. In response to this need and the call for more empirical evidence for the developmental stages for complexity features proposed by Biber et al. (2011), this study aimed to investigate differences in the use of noun modifiers among second language learners of English at varying proficiency levels. A corpus consisting of 286 essays, written by international students in response to an English integrated writing placement test, was analyzed for grammatical structures of noun phrases. Results indicated that more proficient writers employed significantly more attributive adjectives, prepositional phrases, finite relative clauses with non-animate head nouns, and nonfinite relative clauses. These findings support previous research on the relationship between writing proficiency and the use of noun modifiers and provide implications for both academic writing instruction and the development of writing assessment criteria.

Using Videos as Authentic Material to Encourage University Students’ Autonomy in Reflective Writing

This research investigates the impact of incorporating videos as a pedagogical tool to encourage reflective writing among university students and enhance their writing autonomy. This study aims to address the challenges students face in reflective writing tasks, by exploring how videos can be effectively integrated into the writing curriculum to promote reflective thinking and independent writing skills. The research methodology involves a mixed-methods approach, combining qualitative analysis of student reflections and writing samples with quantitative data on student engagement, writing proficiency, and perceived autonomy in writing. A group of university students in the Written English discipline participates in a writing activity incorporating video prompts, reflective prompts, and self-assessment and peer feedback opportunities. Data is collected through a survey, a writing task, and focus group discussions to assess the impact of video-based interventions on students' reflective writing practices and writing autonomy. Preliminary findings suggest that using videos as a stimulus for reflective writing can enhance student engagement, deepen reflection, and improve writing quality. Furthermore, students report increased confidence in their writing abilities and greater ownership over their writing process. However, challenges such as varying levels of digital literacy, and the need for support in interpreting and analyzing video content is identified. The implications of this research extend to curriculum design, pedagogical strategies, and educational technology integration in higher education settings. By leveraging the affordances of videos to stimulate reflection and promote autonomy in writing, educators can create more engaging and effective learning experiences that empower students as self-directed learners and proficient writers.

Penerapan Model Project Based Learning (PJBL) Untuk Meningkatkan Kemampuan Menulis Teks Rekon Pada Siswa Kelas X SMK Negeri 1 Sukawati 2022/2023

Action research in the classroom (PTK) is being conducted in this study with the goal of helping students become more proficient writers of recon texts and replies to learning activities for the classroom. However, the study has not yet met the success requirements. The class average reaching a minimal level of 80 as the limit value for the minimum completeness criteria (KKM) with completion being primarily 75%, is one of the success markers that have not been met. Using the Project Based Learning (PJBL) approach helps improve students' motivation and text-writing skills. Recon for SMK Negeri 1 Sukawati's class X TKJ pupils for the 2022–2023 school year. 2. Using the Project Based Learning (PJBL) approach can boost the positive feedback that students in class X TKJ provide.

Verb argument constructions in argumentative essays by college-level Asian learners of English: Exploring the effects of English proficiency, acquisition context, and topic

This study examined the effects of second language (L2) proficiency, acquisition context, and topic on the use of verb argument constructions (VACs) in Asian college-level L2 writers’ argumentative essays. A total of 776 essays written on two topics by 388 English as a Foreign Language (EFL) and English as a Second Language (ESL) writers of two L2 proficiency levels were used as data. Six indices informed by large-scale corpora of L1 English speakers were used to gauge the frequency and association strength of the VACs. Results of a series of linear mixed-effects models showed the frequencies of verbs and verb-construction combinations were affected by the interaction between L2 proficiency and acquisition context. L2 proficiency also had a main effect on construction frequency, with more proficient writers using constructions of lower frequency than less proficient writers. No effect of L2 proficiency was found on the association strength of VACs. Additionally, acquisition context affected the directional association strength of VACs, with ESL writers using verbs that associated less strongly with constructions than EFL writers. Finally, topic effects were found on five of the six indices. These findings offered empirical evidence for the developmental trajectories of VACs, and carried practical implications for L2 writing pedagogy.

An examination of phrase-frames in L2 english academic writing: Exploring relationships with writing quality

Corpus research has increasingly highlighted the importance of formulaic language (e.g., lexical bundles, n-grams) in various genres and registers. However, less attention has been paid to the value of discontinuous formulaic sequences. The present study extends research of this kind by targeting the use of phrase-frames (multi-word sequences with an internal variable slot [e.g., the * of the]) in relation to proficiency differences in L2 English academic essays produced by L1 Japanese university students. All texts were written in response to a common prompt, composed under similar conditions, and graded by trained raters. These essays were then assigned to high or low proficiency groupings based on the rating they received. Phrase frames of 4- and 5-words were extracted and analyzed for type count, token count, variability, and predictability differences. Major findings included higher proficiency writers making more frequent use of 4- and 5-word phrase frames (types and tokens), as well as using less variable, more predictable frames. Methodological and pedagogical implications of these findings are discussed.

Usability of ChatGPT in the english essay writing proficiency of the BEED students

The advancement of AI technology, especially in language processing systems like ChatGPT, creates opportunities for students to elevate their writing skills. This study aimed to explore the relationship between the usability of ChatGPT and the English essay writing proficiency of the BEED students. The study utilized a descriptive correlational design to investigate the relationship. A sample of 58 participants was selected to write an essay with the assistance of ChatGPT. Researchers developed and employed a rubric to assess the quality and ethical use of ChatGPT. Then, the participants answered the USE questionnaire to measure their perceived usability of ChatGPT. The result revealed that BEED students perceived ChatGPT as beneficial in enhancing their essays and found the system easy to use, and learn, and provided satisfying results. The participants also expressed a strong sense of contentment regarding using ChatGPT. The essay writing proficiency assessment revealed that BEED students were proficient writers. However, a Pearson correlation coefficient of 0.042 showed a statistically significant but very weak relationship observed between ChatGPT usability and English essay writing proficiency levels. It can be concluded that ChatGPT may improve students' essay writing proficiency to a minimal extent. Moreover, this study recommended further research to explore ChatGPT's use in other academic outputs, refine the rubrics to include vocabulary, grammar, and sentence structure criteria, and provide training for effective AI tool management among students. Also, policymakers should establish clear policies and guidelines to ensure the responsible and ethical use of ChatGPT, maintaining academic integrity and enhancing writing proficiency.

Applying rhetorical methods to teach writing techniques to pre-service teachers

This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, both before and after receiving process-based writing instruction. The study focuses on the application and improvement of writing methods through the use of a rhetorical process approach. The results highlight the significance of rhetorical strategies, such as idea generation and rewriting, in the development of effective writing skills. The study reveals a clear improvement in the ability of students to choose and integrate relevant ideas into their essays after mastering these techniques. Additionally, the findings suggest the frequent use of translation strategies from native to foreign languages in concluding an article. This research underscores the importance of teaching rhetorical strategies in pre-service teacher training programs. By focusing on these techniques, educators can better equip student teachers with the skills necessary to become proficient writers, capable of addressing various audiences effectively. The study advocates for a greater emphasis on process-based instruction to enhance writing competencies in educational settings.

A Study on Self-Regulatory Processes in EFL Academic Writing

The process of academic writing is a highly demanding mental activity that presents a number of difficulties for students, especially when it comes to L2/FL (second/ foreign language) writing. The study employs the social-cognitive model of writing to explore the issue of students’ self-regulated learning (SRL) in English as a foreign language (EFL) writing, with a special emphasis on the most important processes and strategies that may influence the quality of writing performance. We also wanted to explore whether there is an improvement in the quality of writing performance due to regular students’ exposure to EFL learning at the university levels. The quantitative part of the study involved 104 students (53 undergraduates and 51 graduates), while the qualitative part focused on two groups of higher and lower proficiency writers. The quantitative part of the study pointed out a significant difference between the first and second measurement points in the quality of students’ writing performance both at the undergraduate and graduate levels of study. Students in second measurement point had a better writing performance compared to the ones in the first measurement point. The qualitative research results showed that higher proficiency writers exhibited better SRL processes compared to lower proficiency writers. The research findings suggest that the students’ writing proficiency benefits from incorporating more SRL processes in EFL learning/teaching in the Croatian educational context.

Effect of teaching strategies on students’ German writing skills at Saudi international schools

PurposeThe global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.Design/methodology/approachData were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.FindingsThe results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.Originality/valueThis research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

THE INFLUENCES OF PEER FEEDBACK IN IMPROVING EFL LEARNERS’ WRITING PERFORMANCES

Enhancing EFL learners’ writing performances should not solely rely on one-shot feedback imparted by second language educationalists but rather a joint endeavor where collaborative and mutual feedback exists to insistently support the ongoing writing learning enterprises. The further usage of peer feedback fully suits the aforementioned writing learning aspiration in which EFL learners collaboratively address a vast variety of beneficial suggestions, comments, and advice intended for the betterment of their writing performances. This present small-scale qualitative study was manifested in the form of an annotated bibliography review to comprehensively unravel the particular impacts of peer feedback in elevating EFL learners’ writing performances. To fulfill this major study objective, the researcher employed a document analysis method in reviewing the previously generated research results to yield more credible and understandable research results. To ascertain the relevance and applicability of the reviewed research results, the researcher also selected 10 prior peer feedback and writing investigations. The research results revealed that through the constant employment of peer feedback, worldwide EFL learners have progressively transfigured into more proactive, viable, and proficient writers since they conducted more efficient writing revisions in accord with their learning counterparts’ useful comments.

Do more proficient writers use fewer cognates in L2? A computational approach

AbstractBilinguals often show evidence of cross language influences, such as facilitation in processing cognates. Here we use computational methods for analyzing spontaneous English texts written by hundreds of speakers of different L1s, at different levels of English proficiency, to investigate writers’ preference for using cognates over alternative word choices. We focus on English, since a majority of its lexicon is either of Romance or Germanic origin, allowing an investigation of the preference of speakers of Germanic and Romance L1s towards cognates between their L1 and English. Results show that L2 writers tend to prefer English cognates, and that this tendency is weaker as English proficiency level increases, suggesting diminishing effects of CLI. However, a comparison of the L2 writers with native English writers shows general overuse of cognates only for the Germanic, but not the Romance, L1 speakers, most likely due to the register of argumentative writing.

Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study

The present multiple-case study, based on the multi-dimensional perspective on student engagement with CF proposed by Ellis (2010), set out to scrutinize students’ behavioral, cognitive, and affective engagement with written corrective feedback (WCF) provided by two different sources: teacher WCF and automated written corrective feedback (AWCF) provided by Writing Mentor. To this end, four Iranian EFL learners—two limited proficient and two modestly proficient writers—were selected purposefully from two sections of an academic writing course, one providing teacher WCF and the other AWCF. Participants in both sections wrote five argumentative essays during an academic term, received feedback on grammar, usage, and mechanics, and made revisions. The results demonstrated that the participants had different engagement levels and were categorized as highly engaged, moderately engaged, and minimally engaged students. In section 1, both participants who received teacher WCF were behaviorally and cognitively engaged with the feedback; however, one participant spent more time, used more resources, and showed more revision acts. Regardless of their behavioral and cognitive engagement level, they both demonstrated deep affective engagement with teacher feedback. In section 2, while one participant who received AWCF demonstrated deep and active engagement in all three dimensions, the other participant was reluctant to respond to the feedback and demonstrated a minimal level of engagement. Findings indicate that students’ engagement with WCF, whether provided by a teacher or automated writing evaluation system, is influenced by students’ beliefs and attitudes toward feedback and the sources of that feedback. Students’ writing proficiency was not clearly or consistently related to their degree of feedback engagement.

쓰기 효능감과 쓰기 능력에 따른 초등 필자 유형 분석 연구

This study analyzed the patterns of writing self-efficacy and writing ability of 4th graders and profiled the types of writers accordingly. The writer’s writing self-efficacy of 4th grade elementary school students was high in both basic writing skill efficacy and composition efficacy. Based on the median value, the composition efficacy was relatively higher than the basic writing skill efficacy. Writing ability was estimated by the amount of writing and the quality of writing. An average of 417.77 characters were generated, and the quality of the text was moderate. Among content expression and organization the average of the organization area was the lowest. According to the writing self-efficacy and writing ability, it was classified into four types: passive writer type, developmental writer type, proficient writer type, and optimistic writer type. The results of this study suggest that although various writing activities are required, a successful writing experience is paramount for improved writing efficacy to be a virtuous cycle with active writing performance.

Assessing spoken lexical and lexicogrammatical proficiency using features of word, bigram, and dependency bigram use

AbstractThe measurement of second language (L2) productive lexical proficiency has driven a great deal of research over the past two decades. Research has indicated that more proficient speakers and writers tend to use a wider range of words and that more proficient writers tend to use words that are more sophisticated (less frequent in reference corpora). Research over the past 15 years has also demonstrated that the way words are used in context (i.e., collocation use) is also an important indicator of both written and spoken proficiency. In this study, we extend recent research that has modeled writing proficiency using collocation indices based on grammatical dependencies (e.g., verb–direct object) to spoken contexts. In particular, we model speaking proficiency scores from a large corpus of oral proficiency interview responses using a range of well‐known indices of productive proficiency and newly developed grammatical dependency indices. The results indicated that all index types demonstrated small to moderate correlations with speaking proficiency individually but explained a large proportion of the variance when used in a multivariate model that included dependency collocation indices.

Authorial voice in source-based and opinion-based argumentative writing: Patterns of voice across task types and proficiency levels

This study examined first-year university students’ use of textual voice markers in two argumentative writing tasks. Previous findings of authorial voice have shown unclear relationships between voice elements and writing proficiency, making us question the pedagogical value of voice for L2 writers. However, it should be noted that the majority of studies on this topic have used timed opinion-based argumentative tasks which may not be the most relevant task type for academic writers, as they are often expected to build source-based argumentation. To fill this gap, we collected 110 opinion-based and source-based essays from 55 students and quantified a wide range of stance and engagement elements that appeared in the essays. Results showed a higher frequency of use of textual voices in opinion-based than in source-based writing, but there was no meaningful association between voice and writing proficiency in both tasks. However, different patterns were exhibited when we examined section-specific voice elements. In the source-based essays, more proficient writers used more varied types of hedges in the synthesis section but fewer boosters and reader pronouns in the introduction. With these quantitative results of authorial voice, we discuss our findings in the light of first-year writing instructional needs and writing assessment.

Technē and technology: young men, literacy and the facility to write

ABSTRACT With the fetishisation of computer technologies in education, the older sense of technology as pertaining to skill, what the Greeks termed ‘technē’, seems to have slipped from view. Technology is generally equated with the object itself rather than the facility to use it. A skill such as writing, for example, is rarely considered a technology and yet it is a vital tool for communication that aids understanding. Writing is also a technology that is framed in particular ways in relation to boys and young men. With constant concerns over ‘boys’ literacy’, it is generally viewed as a ‘feminine’ activity. Drawing on interviews with a group of young men – all proficient writers reflecting on their schooling – this article examines their perspectives on writing and broader engagement with different technologies. In particular, it considers how writing by hand can promote forms of embodied cognition and the affordances this provides.

A Systemic Functional Analysis on Texts Written by ESL Learners, and A Text on Daily English Canada Newspaper, and Its Implication for English Teaching and Learning Improvement

This study aims to reveal characteristics of English language produced by English as Second Language (ESL) Learners in the form of written text. By using a theme and rheme analysis. Within the Systemic Functional Analysis Framework, the writer compared the features of English language utilized by ESL learners and those by native proficient writer of an English Newspaper called English Daily Cananda for their textual meaning. The Analysis comprises analysis of different aspects of language use in a written text which include the analysis of thematic structure, thematic development, and textual cohesion. The result of the analysis shows the distinctive characteristics amongst the three texts from which teachers of English as Second language classes can draw a conclusion in order to design a lesson plan which is more suitable for the students. It is expected that this analysis can provide a way of understanding the limitation of the resources available in students’ mind, and whether or not the students successfully utilize these resources for social purpose, thus gives contribution and implication towards the future direction of the English as Second Language teaching and learning.