Writing Class Research Articles

A Study of the Effectiveness of Student Perception-Based AI Feedback in College Writing Classes

This study examined the educational effectiveness of AI-based automated evaluation feedback tools in college writing courses. Amid active discussions on the use of AI in liberal arts education, the study applied AI automated evaluation tools to actual writing classes and analyzed the results. The findings show that AI feedback positively influenced students' motivation for writing and achieved a high level of satisfaction in areas such as spelling, vocabulary, grammar, and expression correction accuracy. AI automated evaluation feedback helps reduce the feedback burden on instructors and assists them in providing meaningful feedback to students. It is expected that AI-based automated writing feedback tools will contribute to fostering AI literacy. This case study is significant in that it offers insights for effectively incorporating AI automated evaluation feedback into college writing courses.

한국어 글쓰기 강좌에서의 필사 활용 사례 연구: 언어 능력을 중심으로

한국어 글쓰기 강좌에서의 필사 활용 사례 연구: 언어 능력을 중심으로

Evaluation of the Effect of Generative AI in English Writing Class

The application of artificial intelligence technology in the global education field is becoming more and more extensive. In the process of English learning, writing has always been a difficulty for students. Therefore, how to integrate artificial intelligence technology into the writing classroom is an urgent appeal for English teachers. This paper compares the advantages and disadvantages of various generative artificial intelligence tools and analyzes the effect of generative artificial intelligence on improving students' writing levels in high school writing classrooms through an empirical study. However, there is still some uncertainty in generative AI, with some predictable and unpredictable risks. When using it for teaching, teachers should fully consider and avoid risks as much as possible, and pay more attention to the cultivation of students' higher-rank thinking abilities, especially critical thinking and creative thinking. At the same time, teachers should constantly improve their digital literacy, constantly explore the use of new technologies, and promote the integration of advanced technologies with classroom teaching to make the classroom more colorful, active, and efficient.

A Writing Midwife: The Instructor’s Role in a Process-Oriented English Writing Class in Korea

A Writing Midwife: The Instructor’s Role in a Process-Oriented English Writing Class in Korea

Enhancing students' writing paragraphs through Canva Magic AI

This research aimed to investigate the influence of Canva Magic AI on improving students' writing quality and to gauge their perceptions of using the tool. The study utilized a quantitative, pre-experimental One-Group Pretest–Posttest Design. Eight English literature students were selected using convenience sampling from an Intermediate English Grammar and Paragraph Writing class at STBA Persada Bunda during the 2023-2024 academic year. Data were collected via a writing test and a questionnaire. The findings revealed a significant improvement in students' writing quality after using Canva Magic AI, with a p-value of 0.012 from the Wilcoxon signed-rank test. Notable enhancements were observed across various writing components, including better organization, with more students receiving "Excellent to Good" ratings and the complete elimination of the "Not College Level Work" category. Logical development of ideas component showed significant improvement, with more students achieving higher ratings and lower ratings decreasing to zero. Grammar quality also improved markedly, with increases in higher ratings and decreases in lower ones. Progress was observed in punctuation, spelling, mechanics, and the style and quality of expression, with significant boosts in higher ratings and reductions in lower performance levels. Furthermore, students' perceptions of Canva Magic AI were highly positive, with mean ratings consistently above 4.0 on a 5-point scale. They acknowledged the tool's effectiveness in improving their writing skills and content creation, although some reported variability in experiences with errors, indicating a need for further refinement. The research underscores the effectiveness of Canva Magic AI as a supplementary educational tool, demonstrating its potential to enhance writing skills and overall quality. The implications for educational practices suggest integrating AI tools like Canva Magic AI into curricula to support and improve students' writing proficiency, fostering a more engaging and efficient learning environment.

Major Writing Difficulties Faced by Kurdish Learners of EFL in Academic Writing Classes

Writing in EFL (English as a Foreign Language) contexts has been claimed to be one of the most challenging tasks required from EFL learners. Many Kurdish learners of EFL face difficulties producing well-developed paragraphs and essays in their courses of study in higher education. This study aims at investigating such difficulties that could hinder students’ overall progress and success. A mixed-method research design was used to explore the issue under investigation fully. The data collection tools used is a (5-point Likert Scale) questionnaire and semi-structured in-depth interviews. Two hundred English major students from four public universities of Kurdistan Region of Iraq answered the questionnaire. Also, ten EFL university instructors were interviewed. Analysis of the findings revealed that Kurdish learners of EFL faced various difficulties such as writing anxiety, mechanics of writing (grammar, punctuation, spelling), word choice, and negative language transfer in their writing courses. Discussions and implications of these findings are presented.

EFL Student Teachers and Lecturers’ Challenges and Strategies to Avoid Plagiarism in Academic Writing Class

EFL Student Teachers and Lecturers’ Challenges and Strategies to Avoid Plagiarism in Academic Writing Class

Exploring the Effects of Computer-Supported Collaborative Learning on Language Boredom and Achievement in EFL Writing Class

Exploring the Effects of Computer-Supported Collaborative Learning on Language Boredom and Achievement in EFL Writing Class

Exploring EFL Students’ Perspectives: Integrating Mind Mapping as a Cognitive Tool in Academic Writing Class

Exploring EFL Students’ Perspectives: Integrating Mind Mapping as a Cognitive Tool in Academic Writing Class

Students’ Perception towards Problem-Based Learning Applied in an Essay Writing Class: Challenges and Benefits

Students’ Perception towards Problem-Based Learning Applied in an Essay Writing Class: Challenges and Benefits

Multimodal Model Application in English Writing Class Under the Context of Internet

Multimodal Model Application in English Writing Class Under the Context of Internet

Flipped Project-Based Learning Model in Creative Writing Class: How Do Students Need It?

Student needs for each course are different. Implementations that do not meet the needs will cause problems in the learning process. This study aims to analyze the characteristics of materials to be used in creative writing classes, especially while learning opinion writing that meets the students' needs of learning materials. This research is a quantitative descriptive study. Using purposive sampling technique, 38 of all students of the PGRI University of West Sumatra in the Indonesian Language and Literature Education Study Program, participated in this study. The students were asked to respond to an online questionnaire investigating their situation in the creative writing class, their needs and difficulties in learning materials about opinion writing as one of subtopics in the creative writing course. This research provides insights to design a Flipped Project Based Learning model using an e-learning platform. The results revealed that with the conventional learning, some students were less motivated and creative, so it is necessary to provide learning materials that can encourage all students' active participation and writing creativity without exception . Besides, the students need a complete and systematic set of learning materials about the concept of opinion writing that allows them to customize the topics and ideas for writing opinions, along with lecturer guidance in understanding the concept of writing the opinions. Additionally, the materials should be able to help them deal with their difficulties in determining ideas and the title of the opinion essay.

Analisis Kebutuhan Berprestasi dalam Publikasi Artikel Ilmiah Mahasiswa: Studi Komunitas ATLAS FUSHPI UIN Raden Fatah Palembang

This research aims to analyze the need for achievement in achieving the publication of students' scientific articles. This research uses a qualitative approach by applying the case study method to the Academic Writing Class community at the Faculty of Ushuluddin and Islamic Thought, Raden Fatah State Islamic University, Palembang. The formal object of this research is based on David C. McClelland's need for achievement theory which seeks to analyze the material object of achievement in the publication of scientific articles for students in the Academic Writing Class community. The results and discussion of the research show that the Academic Writing Class community has the drive to exceed, achieve standards, and strive hard to succeed according to aspects of David C. McClelland's need for achievement theory in achieving the publication of students' scientific articles. The research conclused that the Academic Writing Class community has fulfilled aspects of the need for achievement in the form of superior publication of student scientific articles at the Faculty of Ushuluddin and Islamic Thought, Raden Fatah State Islamic University, Palembang.

The Application of Scaffolding Instruction in English Writing Class in Senior High School

English writing teaching in senior high school is an irreplaceable way to improve students’ language literacy and expressive ability. The traditional English writing teaching model neglects students’ cognitive activities in the writing process, and the application of scaffolding instruction in actual contexts of English writing teaching in senior high school makes up for this deficiency. Scaffolding instruction is based on constructivism and the zone of proximal development theory, which advocates that teachers or adults with solid professional ability should participate in learning activities with students and provide external support to help them complete tasks. The application of scaffolding instruction in English writing teaching in senior high school emphasizes students’ initiative in mastering writing knowledge and skills, significantly improving students’ ability to construct knowledge and write independently. This paper analyzes the practical problems and reasons for implementing scaffolding instruction in English writing teaching in senior high schools and puts forward relevant solution strategies to provide valuable references for the current practice of English writing teaching in senior high schools in China.

Exploring Factors Influencing Students' Challenges in Academic Writing: A Qualitative Analysis Based on Student Perspectives

Writing proficiency poses significant challenges for learners of English as a Second Language (ESL) or English Foreign Language (EFL), particularly at the tertiary level where academic essay writing is a requirement. This study delves into the factors contributing to students' difficulties in an Academic Writing course, as perceived by the students themselves. Employing qualitative methods, including open-ended questionnaires and interviews, data were collected from 25 students enrolled in an Academic Writing class for repeaters in the English Language Education Program at a university in Hanoi. Thematic analysis of the responses revealed two main categories of factors influencing students' writing challenges: internal and external. Internal factors encompassed issues such as self-motivation, self-confidence, lack of knowledge, and feelings of pressure, while external factors included the teaching style of instructors, classroom environment, instructional materials, and various aspects of the writing process. The findings of this research aim to assist educators in developing effective teaching strategies for Academic Writing courses, with the goal of alleviating students' difficulties and enhancing their writing proficiency.

A Systematic Literature Review of Web-based Tools Application in ESL and EFL Writing Classes

A Systematic Literature Review of Web-based Tools Application in ESL and EFL Writing Classes

ChatGPT: Enhancing Learner Agency and Multilingual Practices in English Writing Class

ChatGPT is a newly developed artificial intelligence (AI) model that has the potential to improve student motivation and engagement in English writing classrooms. By using ChatGPT, teachers can create more engaging and effective writing instruction that fosters learner agency. This study explored how AI tools, such as ChatGPT, can be used to enhance learner agency and multilingual practices in English writing classrooms. The study successfully integrated learner agency theory and power dynamics theory into the specific and innovative context of ESL classrooms. The study investigated students' attitudes and experiences with the use of AI in writing classrooms. The results showed that most students had positive attitudes towards AI writing tools and believed that they could improve writing efficiency and quality.

Instructional Note: Creating Digital Research Posters in First-Year Writing Classes

This Instructional Note provides information on having students create research posters to support oral presentations in their first-year writing classes. Creating digital posters connects to multimodal assignments and provides transferable skills.

COMMON GRAMMATICAL ERRORS FOUND IN STUDENTS’ WRITING

This study aimed at exploring the types of common grammatical errors are found in the students’ writing and finding out the dominant type of common grammatical errors found in students’ writing. This study used descriptive qualitative and quantitative method. The data were taken from the 21 compositions of students who took Basic Writing Class in English Letter Study Program, Faculty of Language and Literature of Flores University. Each writing has three kinds of writing. They are about family member, individual favorite object, and natural objects descriptions. The upshots of the study indicates there are 9,1% students who made errors in verb tense, 12,6% students who made errors in subject-verb agreement, 15,3% students made error in article, 4,5% students made error in preposition, 6,3% students made error in number, 4,5% students made error in pronoun, 1,8% students made error in possessive, 1,8% students made in word choice, 11,7% students made error in spelling, 19,8% students made error in word order, 7,2% students made error in capitalization, and 5,4% students made error in punctuation. The errors are caused from many factors; the students are still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its use. Besides, errors happened because of their first language (Indonesian logical thinking), or we could say the learners’ mother tongue interference (interlingua source), some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules.
 

Discourse Rules of a Book Essay and a Case Study for the Writing Classes in a University Curriculum of Liberal Arts

This thesis explored what the genre knowledge of the book essay is and its discourse rules in the writing classes in a University curriculum of a liberal arts program. Using an example of a class design for book essay writing, it presented the cases pertaining to how the learners internalized the discourse rules and reflected them into their book essays. It put forth an extensive approach, proposing that the discourse rules fall under the premise that the academic book essay belongs to an academic essay, which is located between book journals and academic theses. Also, it presented writing rules which can allow the writers to face their tasks using not only the approach of essays, but also an insight of criticism, using both formal and informal approaches. Learners were able to select their books in a self-directed manner, for the books were related to their own majors and thus were interesting to them. Moreover, they utilized the advantages of the free style forms of writing book essays by selecting their book genre without any restrictions. Also, the program respected the learners’ choices when it came to the components on book essays according to their reading materials by providing, as extensively and diversely as possible, each component in the ‘introduction’, ‘body’ and ‘conclusion’ respectively. Through connecting the writings to presentation classes, this strengthened the learners’ competency of understanding and criticism regarding the transference of their abilities as well as the reading materials and instructions in order for them to establish their authorships. Finally, the learners were able to internalize the discourse rules and they showed that they can reflect them into their writing on their own. This thesis furthermore suggested that the more genre-restricted discourse rules be researched in a more specific way.