Essay Writing Research Articles

EFL Students’ Perceptions on the Use of Quillbot Paraphrasing Tool in Essay Writing

This research discusses about EFL Students’ Perceptions On The Use Of Quillbot Paraphrasing Tool In Essay Writing. The objective of this study was aimed to elaborate on how EFL students implement the QuillBot Paraphrasing Tool in essay writing and EFL students perceive of use the QuillBot Paraphrasing Tool in essay writing. This study used a descriptive qualitative method, involved 25 students’ of English Education who used QuillBot Paraphrasing Tool In Essay Writing. Brief rating scales questionnaires were used to gather the data. The results showed that students responded positively to the use of the QuiillBot Paraphrasing Tool In Essay Writing. Most students agree that using QuillBot makes the process of paraphrasing in writing easier and more efficient. QuillBot can help students paraphrase and avoid plagiarism in their writing. While this tool is powerful, Quillbot may be a useful tool for EFL students, but it's important to remember that it shouldn't be overly relied on. Students should continue to concentrate on improving their paraphrasing skills while using Quillbot to complement their endeavors and students should use it wisely. The researcher suggests that future researchers are expected to be able to examine more sources and references related to paraphrasing using QuillBot.

Penerapan Teknik Collaborative Writing (CW) terhadap Peningkatan Emotional Intelligence (EI)

This study investigates the implementation of collaborative writing technique in developing emotional intelligence of students. The participants are students of Sekolah Tinggi Bahasa Inggris Pontianak who took Essay Writing and Literary Criticism class. This study employs qualitative methodology with a questionnaire to collect the intended data referring to the five domains of emotional intelligence suggested by Goleman (1996) and Serrat (2017), namely self-awareness, self-regulation, self-motivation, social awareness, and social skills. The results of the data analysis indicated that collaborative writing technique is indeed helpful in developing the students’ emotional intelligence indicated by the improvements of each emotional intelligence domain from meeting 1 to meeting 3.

Using PTWS Approach to Improve Secondary School Students’ Essay Writing Skills

Using PTWS Approach to Improve Secondary School Students’ Essay Writing Skills

Collocations in Essay Writing by Foreign Arabic Language Learners Language Acquisition

Collocations are an important aspect of foreign language learning; Because it greatly enhances linguistic proficiency, especially in written or spoken expression. The current study aims to explore the effect of collocations in improving written expression among learners of Arabic as a foreign language in Nigeria. Employing a quasi-experimental design, the research endeavors to assess the influence of collocations on the advancement of written expression among third-year undergraduate students enrolled in the essay writing course in the Arabic Department during the academic year 2022/2023 at Umar Musa Yar’adua University Katsina, Nigeria. The selection of participants for this essay writing exercise was conducted through purposive sampling, resulting in a sample size of seventy students. These participants were then divided into two groups: an experimental group consisting of 35 students(n=35) and a control group also consisting 35 students(n=35). Data collection was executed through pre- and post-test essay writing tasks, with subsequent data analysis relying on inferential statistics. The results indicated that there were statistically significant differences at the significance level (p=000) between the two groups in the post-test. This means that the results of the study indicate an improvement in the performance of the experimental group in terms of the content of writing, use of vocabulary in the form of collocations, and the use of language, compared to the control group in the post-test. Therefore, it can be said that collocations have an impact on the development of written expression in the form essay writing for learners of Arabic as a foreign language at Umar Musa University Katsina, Nigeria. Key Words: Collocations, Foreign language learning, lexical Approach, Essay Writing, grammar and Translation

Common Errors in Essay Writing among Students Pursuing a Bachelor of Arts in Filipino Language

This study aimed to assess the common errors in essay writing among students pursuing a Bachelor of Arts in Filipino Language and to identify the factors contributing to these errors. The current Filipino curriculum emphasizes the cultivation of communicative abilities, necessitating a parallel enhancement of students' grammatical proficiency. To achieve this, a content analysis design was employed to evaluate the narrative essays of 55 groups of students at Benguet State University-Main Campus, La Trinidad, Benguet. The analysis revealed that the students’ grammatical skills are not fully developed, indicating a need for improvement. Additionally, several factors were identified that affect students' essay writing, including knowledge of grammatical rules, organization of ideas, lack of understanding of the topic, interest levels, and environmental influences. These findings highlight that the rules of grammar and orthography in the Filipino language are not yet fully grasped by students, impacting their overall writing abilities. It was recommended that there are strategies to enhance students’ grammatical proficiency and knowledge of Filipino orthography. It is also crucial to address the various factors influencing writing skills and to implement a seminar design specifically aimed at improving students’ essay-writing capabilities. Such interventions are essential for aligning with the goals of the Filipino curriculum and fostering better communication skills among students.

Using WhatsApp to Practice Essay Writing Skills: Perspectives from Ecuadorian Undergraduate Polytechnic Students

Through a mixed-methods design, this paper aims to identify the positive impact of using WhatsApp in and outside the classroom to practice writing skills and improve persuasive essays. The study used a questionnaire to obtain learners’ feelings, their ideas about the advantages and disadvantages of using the app, and their level of acceptance. Findings conclude that participants have a positive attitude and a high level of acceptance toward the app. The most significant advantage noted is that the application is free, while the long time spent on the chat group is seen as a major drawback.

Factors Influencing Malays as a Second Language Learning in Essay Writing: A case study of Iban Ethnic Students in Sarawak, Malaysia

Second language learners, such as Iban students studying Malay, often face significant challenges in essay writing due to the proficiency gap between their first language and Malay. The lack of daily use of Malay further complicates their ability to grasp complex sentence structures and vocabulary, making essay writing a particularly difficult task for non-native speakers. This study aims to identify the factors influencing the learning of Malay as a second language in essay writing among Iban ethnic students. The study employed a qualitative research approach, involving semi-structured interviews with eight primary school Malay language teachers in the Kapit district of Sarawak. The data were analysed thematically using Nvivo 12 software. The findings identified three main factors: (i) mother tongue factors influence, (ii) linguistic environment factors influence, and (iii) psychological factors influence. As a result, the process of second language acquisition in educational settings requires deliberate and structured approaches, rather than relying on the natural language development seen with a first language. This study offers useful perspectives for both researchers and educators to refine teaching methods, focusing on more targeted strategies that can better support Iban students in improving their proficiency in Malay as a second language.

Gertrude Atherton’s Modern New Women in The Sisters-in-Law and Black Oxen

Abstract Gertrude Atherton (1857–1948) was a notable and highly prolific American woman writer of novels, short stories, articles, and essays. Atherton’s writing was published in popular magazines of the time. She addressed women’s lives and traditional circumstances, liberating potential and desired progress ranging from socioeconomic opportunities and intellectual growth to political awareness and active roles in public life. To this end, her novels reflect a unique interpretation of American society, cultural traditions and politics with her progressive vision. In The Sisters-in-Law: A Novel of Our Time (1921) and Black Oxen (1923), Atherton explores the rise of New Woman and new morality before, during and after WWI. The pre-war socioeconomic awareness, wartime services and suffering, and postwar opportunities opened new paths for American women beyond Victorian womanhood and the flapper revolution in the ‘Roaring Twenties’. Atherton’s progressive social novels portray the new woman’s transformation into modern career woman via education and experience, economic self-sufficiency, political consciousness, and wartime mobilization. In The Sisters-in-Law, Gora Dwight serves as a mentor to her younger sister-in-law, Alexina, through her self-reliance, which urges her true liberation. In Black Oxen, Madame Zattiany’s wartime efforts, postwar reconstruction agenda, and scientific rejuvenation negate the traditional view of aging as the decline of beauty, productivity and desirability of women. Atherton’s semi-autobiographical novel Black Oxen also exemplifies the popularity of Steinach rejuvenation procedure in the post-WWI for regaining youthful energy and efficiency.1

Interpretation of Myers–Briggs Type Indicator personality profiles based on ambivert continuum scale

The problem of the middle group in personalities refers to the difficulty in accurately classifying individuals who fall between the extremes of extroversion and introversion. This group, also known as ambiverts, may exhibit characteristics of both extroversion and introversion, making it challenging to determine their dominant personality trait. This paper explores the concept of the “middle-group” personality, which falls between the extrovert and introvert extremes, in the context of the Myers–Briggs Type Indicator (MBTI). Using multiple MBTI datasets, experiments were conducted to classify profiles in the Extraversion/Introversion (EI) scale using state-of-the-art transformer methods. Using the classification results, we identify differences between social media profiles and formal essay writings for personality and give detailed statistical analyses on the stylistic and psycholinguistic differences between introversion, extraversion, and the middle group. We also provide the benchmark results on transformers for different experimental setups on the ambivert continuum scale.

Why Human Writing Matters: The Pretty in Pink Essay Challenge

Originally created as the artifact (and badge requirement) for the March Teaching Circle, this essay offers insight into one essay writer’s worst fear: Will AI create a better essay than I could? Rather than merely wonder and create doom scenarios, author Rhonda Baughman embarks on a journey exploring several basic prompts for several GenAI tools in preparation to create her essay for issue 23 of Girls, On Film. After a lengthy introduction, filled with several of humorous and divergent footnotes, a distinct trait of Baughman’s essay and review writing style for the last decade for numerous publications such as Girls, On Film as well as Medium Chill, Exploitation Nation; and Grindhouse Purgatory. An overview contains several surprises for both author and reader and the essay also includes an analysis of the essays generated, the GenAI created responses themselves, and Baughman’s originally published essay. Overall, the essay clearly demonstrated why GenAI is here to help and not replace and why human writing still matters.

Poisoned Grounds: Toxic Discourse in Barbara Kingsolver’s Fiction and Nonfiction

Abstract In his Writing for an Endangered World (2001), Lawrence Buell coins and defines the term “toxic discourse” as “anxiety arising from the perceived threat of environmental hazard due to chemical modification by the human agency” (31). Buell’s concept of toxic discourse offers a framework and four topoi: “the shock of awakened perception,” “a world without refuge from toxic penetration,” “the threat of hegemonic oppression,” and “gothicization” (35–42). Following this line of thought, the present paper addresses the intersection between ecocriticism and toxic discourse. Then it proceeds to explore how Buell’s four topoi are presented in the works of American essay writer, scientist, and novelist Barbara Kingsolver, in Animal Dreams (1990), Holding the Line: Women in the Great Arizona Mine Strike of 1983 (1989), Prodigal Summer (2000), the essay “In the Belly of the Beast” from the collection High Tide in Tucson (1995), and three essays, “A Fist in the Eye of God,” “A Forest’s Last Stand,” and “The Patience of a Saint” from the collection Small Wonder (2003). Kingsolver’s fiction and nonfiction present how human-induced chemical toxicity destroys the planetary ecosystem. This study examines how Buell’s concept of “contaminated communities” is reinforced through Kingsolver’s depiction of the copper mining community in Arizona or the small farms exposed to chemical hazards from using pesticides. Buell’s tendency to “gothicize” toxicity resonates with Kingsolver’s works presenting grotesque images of nuclear waste dump/fallout and industrial pollution, and present the “hegemonic oppression” of the mining corporation (Phelps Dodge Copper Corporation in the USA) or the government policies using nuclear warheads and agricultural chemicals. (AP and VS)

Understanding Essay Writing Preferences Among New English Language Students: Implications for Pedagogy and Curriculum Design

This research investigates the preferred types of essay writing among new students enrolled in the English Language Education Study Program at Universitas Negeri Makassar (UNM). The research employs a qualitative descriptive method, focusing on second-semester students from four classes (D, E, F, and G) who are taking an Essay Writing course during the 2023/2024 academic year. A total of 142 students participated in this study, providing data through questionnaires distributed via Google Forms. The findings reveal a diverse range of preferences for different essay types. The most favored type of essay among the students is the descriptive essay, chosen by 33 students. This is followed by narrative essays, preferred by 28 students, and procedural essays, selected by 20 students. Other types of essays, such as reviews (17 students), explanations (12 students), and recounts (9 students), also showed significant interest. Less popular were news items (7 students), discussions (5 students), anecdotes, reports, and spoofs (each chosen by 3 students), and hortatory expositions, which were the least favored, selected by only 2 students. The results suggest that descriptive and narrative essays are particularly engaging for new students, potentially due to their ability to express personal experiences and creativity. These insights can guide the development of writing curricula that better align with student interests, ultimately enhancing their writing skills and overall language proficiency.

As mulheres no pensamento de Hume: uma reconsideração

I will examine the ways in which women are represented in David Hume's work. Initially, I will undertake a comparison between essays such as "Of Essay Writing" and "Of the Study of History" and other texts from the period, showing that Hume refers to women in a way that is very close to the sexist conceptions of his time. I will proceed to show that the model of politeness defended by Hume, influenced by notions of gallantry, relegates women to an inferior condition. Finally, I will show that the sexism expressed by the author does not necessarily derive from his philosophy, whose more abstract principles can, in fact, contribute to contemporary discussions on gender.

Utilizing a Digital-Flipped Classroom Approach to Enhance Writing Skills and Foster an Active Learning Environment among Thai EFL Learners

Technology and digitalization have significantly transformed the educational landscape, playing a crucial role in the teaching and learning. This study investigates the flipped digital classroom learning approach as an innovative method to enhance learners’ writing skills. The research objectives are to: (i) evaluate the effectiveness of integrating the flipped digital classroom approach in enhancing EFL learners’ writing abilities, (ii) examine the influence of the flipped digital classroom method on fostering an active learning environment for learners, and (iii) analyze EFL learners’ attitudes toward applying the flipped digital learning approach. The study involved 30 participants from an Essay Writing course, selected through purposive sampling and grouped accordingly. Six research tools were employed: (i) flipped digital classroom lesson plans, (ii) achievement tests, (iii) questionnaires, (iv) flipped digital classroom learning technology, (v) interview questions, and (vi) focus group discussions. Data were collected during the second semester of the Academic Year 2022, with analysis conducted using SPSS for quantitative data and coding and content analysis for qualitative data. The results revealed that the flipped digital classroom approach effectively improved learners’ writing tasks, boosted motivation, and created a more conducive learning environment, positively influencing writing quality. Learners responded positively to the flipped digital classroom model, noting increased engagement in active learning. The study recommends considering the flipped digital classroom approach as a viable instructional strategy to enhance classroom dynamics and improve academic outcomes.

Conceptualizing Africa

A gathering of African intellectuals in 2016—Ateliers de la Pensée I [Workshops of Thought]—aimed to be a “renewal of French-speaking Afro-diasporic critical thinking; it also served as an impetus for generating new perspectives concerning … Africa’s future” (2). Somewhat ironically, the participants—some of whose essays appear in To Write the Africa World—seem to have widely accepted one key idea as a significant part of their thinking: double consciousness. First clearly articulated more than a century before by W.E.B. Dubois, that awareness reverberates through many of their twenty-one collected articles. Yet only one among them, Hourya Bentouhami, actually mentions “DuBois’s reflections” on the subject, describing them “as a strange and painful cognitive disjunction … in the dialogue of the soul with itself”(125). Another contributor, Benaouda Lebdai, instead credits Sudanese born British writer Jamal Maljoub with integrating “his status of being double” as part of his authorial identity (53). Other writers of essays included in the book merely assume an understanding of the concept as fundamental to their thought and, perhaps more importantly, in conveying a concept of Africa to the wider world.

Exploration of Lexical Collocations Employed in EFL Students’ Essay Writing

This study investigates the use of different types of lexical collocations and common errors made related to these collocations in essay writing. The participants included EFL students who wrote an essay as a class writing test in 60 minutes. A 5-level Likert close-ended survey questionnaire was designed to collect quantitative data regarding students’ perceptions of the categories of lexical collocations they have used and the difficulties they have encountered in using these. To get qualitative data for the study, students’ essays were then analyzed to identify errors related to different categories of lexical collocations. The results revealed that adjective-noun collocations were the most frequently used by the participants while lexical collocations related to adverbs were used least frequently. Errors related to the morpheme -s such as the omission of morpheme -s in plural nouns and overuse of morpheme -s in singular or uncountable nouns were most commonly made by students, followed by the wrong choice of component words and non-existent lexical collocations. Pedagogical implications are then discussed to assist students in enhancing collocational use in essay writing.

Improving Essay Writing Skills with the Quantum Writer Learning Method in Facing the Destructive Era 4.0

Learning essay writing skills is considered less interesting and boring for students so that students are less interested in learning essay writing skills. However, using interesting learning methods can be the solution. One of them is by using the quantum writer learning method. This research aims to improve students' learning of writing skills by using the quantum writer learning method for students. This research was conducted using literature review, by reading various articles, journals, and other publications related to the research topic. Article search is carried out using an accredited online database, namely Google Scholar. In the search for articles, the researcher limited the literature from 2014-2022. The keywords used are "inysa' writing skills", "quantum writer", "disruptive era 4.0". Based on the search results through Google Scholar using these keywords and after filtering by criteria, out of 20 articles found, only 12 articles are relevant. The results of this study are 1) The quantum writer learning method can be used as an alternative learning method, especially in learning essay writing skills because the two are interconnected. 2) To implement the quantum writer model to improve students' writing skills, there are stages that must be done by teachers. 3) Quantum writer learning method has a great influence on students' writing skills. 4) The level of students' writing ability using the quantum writer method is included in the category of good or quite effective.

Google Translate: The Impact of its Usefulness on English-Majored Students’ Acceptance in Essay Writing in the Vietnamese Context

Google Translate: The Impact of its Usefulness on English-Majored Students’ Acceptance in Essay Writing in the Vietnamese Context

Effect of L1 Use on Students’ Essay Writing Performance (EWP) in English Language Classroom

This study examined the effects of first language (L1) use on students’ EWP in an English language (L2) classroom. Utilizing an experimental design, data was collected through pretests, posttests, and interviews. The participants were second-year undergraduate students majoring in Dawro Doonaa and enrolled in a Sophomore English course. Originally, all sixty-eight students were in one section, divided into two sections for this study. To establish similar baseline levels, a pretest was administered, and students were grouped based on their scores. Their EWP was evaluated through a posttest, and interviews with two instructors provided insights into their views on L1 use in student’s writing. The data analyzed with a t-test in SPSS version 26 showed that students who were allowed to use their L1 in the English classroom performed significantly better than those in an English-only setting. Thus, it is suggested that L2 teachers in bilingual environments should consider a strategic and optimal use of students’ L1.

The Role of Recast and Metalinguistic Feedback on Essay Writing: Pakistani Students Perspective

This study investigates the comparative study which concentrates on the impact of the two types of feedback: recast vs. metalinguistic, as an intervention in second language writing in English in Pakistan to reduce error essay writing. Written corrective feedback is a process which is introduced by educationists and psychologists which attracts the attention of the learner and stimulates him to improve his cognition by the direction given by teachers. Mixed method is used to evaluate the effect of these two types of feedback at intermediate level in Pakistan. Quasi experimental method was used to evaluate the development of the student in the destined writing by using test in the form of pre-test and post-test. The problems which are persisted in the text are exposed in the interviews that had paid little attention to the feedback comments. The collected data is analyzed through Statistical Package for Social Sciences. The finding reveals an overall effect indicating the written corrective feedback has a potential to enhance the second language writing grammatical accuracy. The results of this study highlights that metalinguistic feedback is more efficacious than its near counterpart recast.