Teaching Of Writing Skills Research Articles

Exploring English Teachers’ Cooperative Practices in Teaching Writing Skills

Cooperative language learning (CLL) is considered one of the communicative approaches in which students participate in collaborative learning activities in actual classroom settings. This research aims to examine English instructors’ cooperative practices in instructing writing skills. I employed the narrative inquiry to explore the teaching and learning stories of teachers through their lived stories. This research study seeks to add to the discourse of cooperative practices in English language classrooms to enhance the writing skills of learners in the context of Nepal. Four English instructors from four public secondary schools in Rupandehi district were purposefully selected as participants for this study. The in-depth unstructured interview was used as a tool for collecting data. I adopted social constructivism as a theoretical framework. This study uncovered that the teacher participants used CLL activities such as think-pair-share and group work activities to energize, optimize and enhance students’ writing skills. Moreover, CLL increases learners’ insights and confidence by enhancing their creativity and critical thinking ability in writing through teamwork and makes them more responsible and accountable for learning themselves through their active engagement in various cooperative activities. The study reveals teacher participants’ effective practices of cooperative language learning in generating and creating fresh information to offer a solution to the assigned writing tasks and make learning successful. Teamwork, group work and think-pair-share activities contribute to the learners’ success in writing skills.

Teaching Writing Skills to High School and University Students (Paragraph Writing Skills)

Teaching Writing Skills to High School and University Students (Paragraph Writing Skills)

METHODS OF TEACHING WRITING SKILLS TO STUDENTS OF SECONDARY SCHOOLS

METHODS OF TEACHING WRITING SKILLS TO STUDENTS OF SECONDARY SCHOOLS

Exploring the Teacher’s Experiences of Using Digital Technology in Teaching Writing Skills

In recent years, technology has been increasingly used in teaching in schools. Teachers and students use digital technology to make teaching-learning more effective and enjoyable. This situation has been supported by policies from schools that require teachers to use digital technology in teaching. This study's survey findings indicate that teachers already use digital technology in teaching, which can make students interested in learning English. This study also relates to the teacher's attitude toward learning writing skills using digital technology. This study employed interviews conducted by four English teachers at a school that mostly uses digital technology in teaching writing skills. These teachers affirm that digital technology can make teaching more accessible and make students interested in learning English.

Teaching Writing Skills through Descriptive Text by Using Digital Storytelling “StoryJumper”

Teaching Writing Skills through Descriptive Text by Using Digital Storytelling “StoryJumper”

An Interview Study with English Course Teachers On Teaching Writing Skills Through Google Meets During The Covid-19 Pandemic

During the COVID-19 pandemic, this study sought to investigate teachers' ability to integrate writing skills with online learning via Google Meetings. This was qualitative research with semi-structured interviews with a teacher at Zain Academy. Respondents were taken purposefully, namely teachers at Zain Academy who taught writing with Google Meet during the COVID-19 pandemic. This study will explicitly investigate (a) the availability of access to technology at the teacher's home and (b) the difficulties in teaching writing skills online through Google Meeting. The provisional finding of this study was that the availability of access to technology is very limited, and because of the instability of internet access, there are difficulties in maximizing online learning, especially in learning writing skills, because students are unable to open online classes due to frequent power outages or parallel WiFi interference, as well as the capacity and speed of internet access, which are not sufficient. The results of the interview informed the availability of access to technology and the difficulties in teaching writing skills online through Google Meetings during the COVID-19 pandemic. Based on the results of this research, it is hoped that it will provide insight into the impact of forced changes in teaching, which can have implications for teacher competence in terms of digitization, especially in teaching writing skills, which are very important skills for those who want to master written language in English properly and correctly.

Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

This study aims to investigate the concept of a large class, challenges and issues faced by the teachers while teaching writing skills courses in large classes along with the strategies they use in order to cater to the problems. Therefore, in-depth interviews with nine private and public sector university teachers were conducted. The thematic analysis of the data revealed that a large class, in the Pakistani context, consists of 30 to 35 students and teachers particularly face the problems in assessment, giving feedback, ensuring individual attention, maintaining discipline, and controlling noise factor, etc. The assessment and feedback issues can be catered to by using peer assessment and peer feedback as they are viable strategies to deal with the large writing classes. In order to reduce the noise factor, some related activities can be practised to ensure maximum involvement of learners and ultimately, it reduces the disruptive noise. Identification of students in terms of their behaviour and seriousness towards learning paves the way for choosing appropriate teaching techniques which in turn helps to manage large writing classes having mixed ability students to achieve objectives of the course.

Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions

This study aims to investigate the concept of a large class, challenges and issues faced by the teachers while teaching writing skills courses in large classes along with the strategies they use in order to cater to the problems. Therefore, in-depth interviews with nine private and public sector university teachers were conducted. The thematic analysis of the data revealed that a large class, in the Pakistani context, consists of 30 to 35 students and teachers particularly face the problems in assessment, giving feedback, ensuring individual attention, maintaining discipline, and controlling noise factor, etc. The assessment and feedback issues can be catered to by using peer assessment and peer feedback as they are viable strategies to deal with the large writing classes. In order to reduce the noise factor, some related activities can be practised to ensure maximum involvement of learners and ultimately, it reduces the disruptive noise. Identification of students in terms of their behaviour and seriousness towards learning paves the way for choosing appropriate teaching techniques which in turn helps to manage large writing classes having mixed ability students to achieve objectives of the course.

The Application of Social Media into Moodle for Teaching Writing Skills to Non-English Major Students at Dong Nai Technology University


 Social media tools are a new type of media with a variety of properties and characteristics. Today, the use of social media is increasing at an alarming rate. Students can digitally meet up with their peers and teachers in this realm. They are able to discuss important topics that are connected to their learning process. This study aimed to see how social media tools in Moodle affected English writing skills in narrative paragraphs and whether social media tools in Moodle may help enhance English writing skills in the narrative paragraph. The current study used a mixed-method strategy that included quantitative and qualitative methodologies such as interviews and questionnaires, as well as an experimental research method. To investigate the impact of using social media platforms on boosting students’ writing, pre-and post-tests were used to assess students’ performance before and after the experiment. The three instruments, the questionnaire, the interview, and the quasi-experiment (pre-post-test), revealed how Moodle’s social media facilities affect students’ English writing skills. Using social media features in Moodle helped students improve their writing skills and enhanced their motivation when creating recount narratives. As a result of this research, it is recommended that social media be integrated into Dong Nai Technology University to increase the students’ other skills dramatically. 
 
 
 

TEACHING WRITING SKILLS TO FOUNDATION STUDENTS

There are many reasons for getting students to write, both in and outside class. Firstly, writing gives them more ‘thinking time’ than they get when they attempt spontaneous conversation. This allows them more opportunity for language processing that is thinking about the language whether they are involved in study or activation. When thinking about writing it is helpful to make a distinction between ‘writing for learning’ and ‘writing for writing’. In the case of the former, writing is used as an aide memoire or practice tool to help students practice and work with language they have been studying. You might, for example, ask a class to write five sentences using a given structure, or using five of the new words or phrases they have been learning. Writing activities like this are designed to give reinforcement to students. This is particularly useful for those who need a mix of visual and kenaesthetics activity. Another kind of writing for learning occurs when you have students write sentences in preparation for some other activity. Here, writing is an enabling activity. KEYWORDS: Teaching Writing, Writing Effectively, and Paragraph Writing to Foundation Students

Teaching Writing Skills

This paper is based on my M.Phil research Project “A Discoursal Approach To Teaching Writing.” Seven essays were analyzed using the discourse analysis approach to identify the discourse pattern, functions and relations.
 The essays were considered in rhetorical terms and they represented different modes of writing - First person Narrative, public speech, personal, descriptive, Biographical and two Argumentative essays.
 The discourse organization was studied and found important features, common at three levels. (a) Macro level - Patterns situation - problem - solution - evaluation (b) Micro level - functions Elaboration, Evaluation Inference and summing up (c) Micro level- relations condition – consequence, cause – effect, reason – result, contrast, question – answer and claim – counterclaim.
 These findings showed that certain discourse features were used in similar ways by writers to structure and organization texts irrespective of what genre they belong to.
 
 On the basis of the findings, two types of tasks were designed at the above mentioned three levels. Tasks that help the student (a) To identify the discourse features (b) To develop their ability to produce coherent writing involving the use of these features.
 The trying out of selected tasks showed that the tasks were feasible and helpful. Though some of the students had problems initially in comprehending, they could perform the tasks quite successfully once explanations were given and when content was given than otherwise.

The Effectiveness of Genre-Based Instructional Model in the Teaching of Writing Skills Viewed from Creativity

This study was aimed at finding out the effectiveness of the genre-based instructional model in the teaching of writing skills viewed from students' creativity. This study employed a quasi-experimental research design. The samples consisted of two classes in which one class was treated by using the genre-based instructional (GBI) model and the second class was subjected to the process-based instruction (PBI) model. The writing test and creativity test were functioned as research instruments to collect the data in both classes. The data were analyzed using the multifactor analysis of variance (ANOVA). The research finding informed that the GBI model was more effective than the PBI model. It was proved with the value of sig. (0.008) was lower than sig. level 0.05. Thus, students having high creativity have better writing achievement than those who have low creativity and it was proved with the value of sign (0.000) was lower than sig. level 0.05. It means that the effect of instructional model and writing skills rests on the level of students' creativity. The finding indicates that there is a significant correlation between the instructional model being applied and creativity in the teaching of writing skills.

TEACHING WRITING SKILLS USING SHORT STORIES.

TEACHING WRITING SKILLS USING SHORT STORIES.

The Role of CLIL Science Teachers in Teaching Writing Skills

Content and Language Integrated Learning CLIL is becoming more and more valued as an educational solution to teaching foreign languages. The role ascribed to meaning content in communicative processes seems to explain the increasing popularity and spread of integrative approaches to teaching foreign languages across Europe and in the world. The explanation of the effectiveness of CLIL can also be sought in our understanding of how second language acquisition takes place. The theoretical part of the paper outlines the links made between the outcomes of second language acquisition research and CLIL and sheds some light on the role of meaning in communicative processes. The empirical study investigates the role of teachers in CLIL science classrooms in the context of writing scientific reports and the role of English of CLIL science classes in teaching referencing skills. The results of the research indicate to the roles that CLIL science teachers should play in the development of writing skills, including the use of referencing styles. There is also some evidence to suggest that in order for the successful integration of content and language to occur, some form of cooperation between language and CLIL content teachers should exist, especially in the context of teaching referencing skills.

ACCESS! Teaching Writing Skills to Students With Intellectual Disability

ACCESS! Teaching Writing Skills to Students With Intellectual Disability

Teaching Writing Skills to Counseling Students for Clinical Competence and Professional Advocacy

Counselors’ writing skills influence their ability to advocate for clients, for the profession, and for themselves. We recommend counselor educators help counselor trainees develop this important skill using a multilayered approach including (a) using a Writing in the Disciplines (WID) approach to teach the core CACREP areas, (b) recognizing and promoting writing as a clinical competency, (c) connecting writing skills with client advocacy efforts, and (d) emphasizing the development of writing skills in continuing education.

Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research

This article, based on research findings, examines the effect of implementing a genre approach to develop writing competency of Year 5 and 6 L2 primary school students. Using action research, the genre approach was implemented over a 10-week term with two lessons per week in a culturally and linguistically diverse ESL class in a South Australian public metropolitan primary school. Two specific genres, Report and Essay writing, were taught using a three-staged teaching and learning cycle (TLC), based on Vygotsky’s notion of scaffolding. Assessment was conducted by comparing students’ writing samples, before and after the teaching intervention. The results indicated that the teacher’s active scaffolding processes at the early stage of the cycle benefited students by making them aware of the different ways texts are organised for different communicative purposes. In addition, students’ confidence level increased and the approach encouraged a positive attitude towards writing.

32. Teaching Writing Skills That Enhance Student Success in Future Employment

The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future employment. This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors.

Teaching Writing Skills in Upper Division Hospitality Courses

Teaching Writing Skills in Upper Division Hospitality Courses

Teaching Writing Skills to Dialectically Different Students

There have been many approaches and many textbooks concerned with expository writing which have flooded the market within the last five years. At every professional convention for composition teachers, voluminous papers are read and discussions are held concerning new techniques, devices and approaches that must be tried, for have been proven to be the long sought after answers to a seemingly insoluble problem. Too, any observer can see long lines of frantic, but well meaning, conventioneers waiting in front of publishers' booths to stock up on composition texts with fancy titles and covers, because these must have the innovative reading and writing exercises that will appeal to our radical students. Besides the problem with teaching composition skills to mainstream students, teachers have the responsibility of teaching the same skills to students who are culturally and linguistically different. The problem of teaching students came to the forefront during the late 1960s when the Center for Applied Linguistics was in its heyday. To many composition teachers, the Center had the answer to their problems with its belief that standard English should be taught to the dialectically different student as a foreign or second language. After several years of experiencing failure with the second dialect theories and techniques, the teachers again began a desperate search for a solution to their problem. For the first time in the history of education in America, mainstream education leaders began to seek professional input from educators who were members of minority groups. It was eventually learned, however, that though educators were members of minority groups, they had been influenced by the same theories set forth by the Center for Applied Linguistics as had the mainstream educators. Consequently, failure and the almost unbearable frustration which follows were again experienced by the teachers. Teach-