Writing Class Research Articles

EFL Students’ Challenges in the Integration of Reading and Writing in their Writing Classes

<p style="text-align: justify;">This study focused on investigating English as a foreign language (EFL) gifted high school students’ challenges in classes when the integration of reading and writing was used. 103 grade 11 students from three gifted high schools in Mekong Delta were invited to participate in this study. The study adopted a descriptive, mixed method research design which employed the questionnaire and semi-structured interviews to collect data. The questionnaire, together with semi-structured interviews was used to collect data about EFL gifted high school students’ challenges of integration of reading and writing on their writing skills. The results of the study proved that students faced difficulties in integrating reading into writing lessons at a medium level, in relation to materials and integration tasks. However, the participants faced the greatest challenge in terms of personal backgrounds.</p>

Implementing Online Tools to the Pre-writing Stage: An Investigation into Online Writing Classes

Writing is considered one of the most challenging skills for second and/ or foreign-language learners, particularly in the online environment. Numerous researchers worldwide have explored how to stimulate students' schemata and develop their writing skills. This study critically investigates the contribution of implementing online tools, such as Padlet and Jamboard, during the pre-writing stage to enhance students' writing abilities and their reactions to this application. A seven-week experimental research design was conducted with two online writing classes using the Zoom platform. The participants were 62 pre-intermediate students in the Intensive English program. T-tests were used to analyse the data, and a survey was administered to students in the experimental group at the end of week 7 to gather their perceptions. The findings revealed that integrating Padlet and Jamboard positively impacted the organisation and content of students' written texts. The survey results showed that most students were satisfied with the effectiveness of the lessons and their level of engagement in class. This study highlights the potential of technology integration in teaching writing, especially during the pre-writing stage, and suggests further research in this area.

Students’ Perception of Using Screencast Video Feedback in EFL Writing Class

The provision of feedback is an inseparable part of the learning-to-write process. It involves teachers’ extensive engagement in responding to learners’ written works by providing explanations of errors and offering suggestions for improvement. High-quality feedback, in return, promotes students’ active participation and enhances their motivation in their writing performance. The advent of modern technology brought the necessity to reconsider traditional written corrective feedback practices and enabled the provision of audio and video feedback through screencast technology. The latter can offer alternative ways to written corrective feedback in writing instruction and provide instructors, as well as learners, with new opportunities for writing skill development. In light of the above-mentioned, the goal of this study is to investigate EFL students’ perceptions of receiving screencast video feedback in their writing course. To explore students' perception of video feedback, an online questionnaire was applied to a group of 30 students studying English writing as part of the First Certificate in English course. The emphasis of the questionnaire was on the benefits of screencast technology in providing oral feedback and the challenges faced by the participants. It also investigated the participants' overall experience of receiving video feedback. The findings of the study revealed that the majority of the participants perceived screencast video feedback positively highlighting its nature of being clear, individualized, supportive, and engaging.

Writing effectively for English academic essays: an exploration of tertiary students’ challenges

This study explores EFL students’ challenges in writing an academic essay in their academic writing class. The participants of the study were ten EFL students, especially students from Bengkayang Regency, West Kalimantan, in the Academic Writing classes at the English Language Education Program, a private university in the academic year of 2020-2021. A semi-structured interview was used as the instrument of data collection to achieve the research goal. The data analysis indicated that the writing challenges were mainly related to developing writing ideas, writing sentences with correct grammar, finding references to support their writing, writing the end-text references of their paper, and understanding the feedback from their lecturer. This study concludes with some empirical evidence that students’ challenges in writing an academic essay are quite influential for their performance to produce good quality in writing an academic essay. This study hopes to provide practical ideas for teachers to help their students enhance their academic essay writing.

Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects

This study aims to conduct a feasibility test on a Web-Based Interactive Writing Assessment (WISSE) that has been designed to assist students and teachers of Academic Writing classes by facilitating feedback provision online. WISSE was created to align with the requirements of the OBE curriculum. During this study, feedback about WISSE was gathered to enhance its feasibility and readiness. Trials focused on evaluating media aspects (usability, functionality, visual communication) and linguistic aspects (technical language, grammar, word choice). Quantitative and qualitative data were employed. The quantitative data were obtained through a material validation questionnaire and media validation using a rating scale on the quality of the media obtained from the objective assessment of media experts and linguists. The qualitative data were obtained from the feedback of media experts and linguists on the quality of the media provided in the comment column on the questionnaire. This data serves as a consideration in revising the product for the website’s view and feasibility. the results of the expert test indicate that the web-based interactive learning assessment product, WISSE, is feasible for use, although revisions based on feedback from media and language experts are necessary before piloting it to a wider audience.

The Practice and Students' Reaction toward Self and Peer-Assessment in Creative Writing Class

Self-assessment and peer assessment deal with promoting students' reflective effort in writing learning process. The students’ writing achievement, critical thinking, and autonomous skills are encouraged in the implementation of these teaching techniques. The purposes of this study are to implement, to know the benefits, and to find the student responses to self-assessment and peer-assessment in writing classes. This study was conducted in second-year students of English Language Department Nusantara PGRI University in Creative Writing Subject. The study used observations, student reflection notes, interviews, and documents for data collection. Data were analysed using three-step qualitative data analysis; display of data, reduction educe of data, and conclusions drawing. Data analysis showed that the benefits of peer assessment and self-assessment outweigh the drawbacks, as they can provide students with new knowledge, skills, and understanding of the writing process and student achievement. Peer assessment and self-assessment enable students to gain better experience, making it easier for them to apply and respond to their writing. The study concludes that English teachers are recommended to implement these teaching techniques in facilitating the students to fully experience their writing process and to boost the students’ writing ability.
 Keywords: Self-assessment, Peer-assessment, EFL, Teaching Writing, Creative Writing Class.

테크니컬 라이팅을 활용한 이공계 글쓰기 교육 연구

This study explored the possibility and significance of the application and use in a broad sense of technical writing in liberal arts Korean classes for science and engineering students. Technical writing is writing with the primary purpose of enhancing the understanding of and convincing the reader.
 The researcher presented the concept of technical writing in a broad sense. By connecting technical writing to the obligation of scientists and engineers to deliver information, it was expanded to discuss the sociology and ethics of science to reveal the relationship between science and society. Furthermore, the components and methods of technical writing were explained using news, columns, and webtoons, through which students expanded their perception of scientific ethics through technical writing to prevent and remedy damage caused by false scientific and technological information.
 Writing classes using technical writing that clearly conveys scientific and technological information will help students improve their communication skills and ethical skills based on social responsibility.

Creative Writing Class Module using the Metaphorical form of Modern Poetry－Focusing on Non-identity and Activating a Living Metaphor

This study, as a class study to enhance creative writing ability among students, tried to use the operation method of ‘living metaphor’. In this process, this study presented a class module and applied it in the classroom to review its achievements and limitations. The problem with existing studies that usually connect ‘metaphor’ with ‘writing education’ is that they accept too lightly the universal concept of metaphor and apply it to classes. This study tried to pay attention to the concept of ‘living metaphor’ that highlights ‘difference and non-identity’, rather than the ‘concept of metaphor’ that has been connected to ‘similarity’ without any review. This is because the metaphor entails a structure of thinking that can trigger novelty and creativity. In this process, this study focused on the concepts of metaphor and diaphor, which were noted in the theory of poetry and the theory of poetry creation. In addition, Korean modern poetry, which is being created as of late, was used as a reference material and as a module for the class. Through this process, this study confirmed that creative expression and logical commentary are possible by using the corresponding class module. In addition, this study confirmed that such a class module can lead to self-concept and identity exploration beyond simply creating creative expressions.

A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s Study

Research on the efficiency of technology-supported peer feedback activities in the ESL/EFL writing classroom has led to contradictory results. Some studies claim that it improves learners’ motivation and attitudes toward writing while others mention technical difficulties or a lack of training as drawbacks affecting learners’ experiences and thus learning. This ongoing debate calls for a meta-synthesis of studies published between 2011 and 2022. Replicating Chen’s study, the authors identified 20 primary studies and analyzed them under the lens of Glaser and Strauss’s grounded theory constant comparison method. The findings revealed that students’ preferences, capabilities, and attitudes regarding the features of the technology used in classes; the contextual factors, suitable online platforms, and training on the provision of proper feedback; and the use of the selected technologies can determine the extent to which implementing technology-supported peer feedback activities would be successful.

University students' cyclical self-assessment process mediated by artificial intelligence in academic writing

This study was designed to investigate the cyclical self-assessment process in the Academic Writing class mediated by Artificial Intelligence (AI). This narrative inquiry elicited data from three university students having different writing proficiency levels: high, middle, and low levels at one university in Indonesia. The data was collected through reflective notes and interviews. The data was then analysed using thematic analysis. The study revealed two significant findings. First, the three university students with different writing proficiency levels engaged in different stages of cyclical self-assessment caused by two main factors, namely learning motivation and level of trust in AI. The more motivated university student was to learn, the more likely they were to seek external feedback actively. Additionally, their level of trust in Automated Written Corrective Feedback (AWCF) and Automated Writing Evaluation (AWE) engaged them in an evaluation and revision process that engaged them in a cyclical self-assessment process that would improve their final results. Second, Artificial Intelligence (AI) could facilitate an effective cyclical self-assessment process with various features. The implication of the study is discussed.

The Interplay between Teaching Presence and Cognitive Presence in Online Discussion Forum: Evidence from Online Writing Classes

Students’ interaction with the teacher is essential to scaffold students’ knowledge and cognition. However, in an online learning program, such interaction was minimum, making the learning process becomes more challenging. This study explored the students and teacher’ s interaction in four discussion forums in writing classes conducted online. Deploying the Community of Inquiry framework, this study aimed to find out the aspects of teaching presence appear in the forum, to examine the phases of cognitive presence that students engaged in the online discussion forums, and to determine which aspects of teaching presence that trigger the cognitive presence. Results indicated that (i) all of the teaching presence aspects were found in the overall discussion forums, (ii) three phases of cognitive presence (triggering event, exploration, and integration) were found in the overall discussion forums, and (iii) direct instruction was found to be the main trigger of teaching presence that promote the phases of cognitive presence to the exploration and integration phases.

College Students’ Perception of Using Canva in English Writing Class

The exponential development of technology has provided tools that can support the teaching and learning process. The present study aimed to analyze college students' perceptions of using the graphic design tool Canva to support their English Writing Class. The study was designed as qualitative research. The subject of this study involving sixteen students in a private college. The data were collected using a questionnaire. After collecting the data, it was analyzed qualitatively. The results were then compared with theoretical and empirical materials to assist the researcher in analyzing the obtained data for discussion. The study revealed that 86.4% of the students had positive perceptions concerning the usefulness, ease of access, and suitability of Canva for supporting English writing skills, with 47.0% of the students strongly agreed, 39.4% agreed, and only 13.5% of them partially agreed. The study also revealed that students encountered challenges during the implementation of Canva in English Writing class, primarily related to their readiness to use the features provided by Canva for supporting their writing process. These findings imply that mastery of the tool's features is crucial for gaining optimum benefits in using Canva to improve students' writing skills.

The Interplay between Teaching Presence and Cognitive Presence in Online Discussion Forum: Evidence from Online Writing Classes

The Interplay between Teaching Presence and Cognitive Presence in Online Discussion Forum: Evidence from Online Writing Classes

Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions

<span>This </span><span lang="EN-US">study aims to investigate students’ perception of <em>QuillBot</em> utilization in an EFL academic writing</span><span lang="EN-US">course. This phenomenological case study involved </span><span>20</span><span lang="EN-US"> s</span><span>ixth</span><span lang="EN-US">-semester students majoring in English Education as the participants. Data were collected through an online questionnaire distributed to all of the participants and face-to-face interviews with five participants who were purposefully selected based on their responses to the questions in the online questionnaire</span><span>. </span><span lang="EN-US">The results of the data analysis reveal that the students exhibited positive responses toward the utilization of </span><em><span>QuillBot</span></em><span lang="EN-US"> in academic writing.</span><span lang="EN-US"> Furthermore, they also find <em>QuillBot</em> beneficial for three reasons; first, it helps improve the content or argument; second, it minimizes grammatical errors, and third, it enhances the language used in their manuscripts. It could be concluded that integrating artificial intelligence such as online paraphrasing tools helps EFL students overcome some </span><span lang="EN-US">difficulties encountered in writing academic papers, and consequently improve their writing products.</span><span lang="EN-US">This study implies that the use of AI-based technology in language classrooms would be advantageous in a variety of ways; however, further research is required to determine the relative importance of each element regarding students' use of the AI-based paraphrasing tool, particularly </span><em><span>QuillBot.</span></em><p> </p>

대학글쓰기 수업에서 글의 유형에 대한 학습자 선호도 및 반응 연구

대학글쓰기 수업에서 글의 유형에 대한 학습자 선호도 및 반응 연구

Effect of a Cognitive Diagnosis Model-Based Feedback in an English Writing Class: Focusing on Korean English Learners*

Effect of a Cognitive Diagnosis Model-Based Feedback in an English Writing Class: Focusing on Korean English Learners*

Strengthening the Self-feedback on College Writing Classes

The purpose of this paper is to seek ways to strengthen self-feedback to develop the writing skills of university students. The goal of self-feedback is to have the ability to recognize and adjust a student’s thinking process to improve the quality of his or her writing. It is necessary to recognize previous thinking patterns through self-feedback, learn coordination strategies for qualitative improvement, and to impart to our students higher cognitive strategies that are transferable. To this end, self-feedback should be focused on elements belonging to the higher hierarchy among writing-related errors. It is necessary to construct a thinking system that leads to further improvements from what has already been completed, focusing on the relationship between higher hierarchical elements such as subject and structure. This process should be repeatedly and developmentally performed not only in the revision of the draft, but also for extended writings such as memos, diaries, mind maps, and PPTs.The actual classroom will be able to improve a learner's ability as an author in a true sense only when it provides an opportunity for them to examine their previous thoughts around the macroscopic structure and train them in the self-checking, self-assessment, and the self-design process with self-feedback.

Improving Students’ Creative Writing Skill through Project Based Learning Using Wattpad as Learning Media Technology

This study was conducted in English Grammar for Content and Creative Writing class. Project-based learning using Wattpad is implemented as a teaching model to improve students’ writing skills. They will accomplish two creative writing projects. This study aims to identify the implementation of project-based learning using Wattpad and students’ perceptions towards it. This research implemented a case study. The data were obtained from observation and questionnaires. Most students give positive attitudes toward the use of Wattpad and they liked to use Wattpad as a writing platform.

A Study on Students’ Attitudes towards Peer Review in Online Writing Classes

Abstract. Online peer review has been applied in Academic writing classes and it has had a positive impact on the students’ writing skills. Further study was done to find out the students’ attitudes toward online peer review in online writing classes. A questionnaire on students’ attitudes was distributed to 43 students in academic writing classes who are practicing online peer review. The statements in the questionnaire cover their attitude towards online peer review in three aspects: affective strategies, writing processes, and interaction ability. The findings show that the students have a positive attitude towards online peer review. They have a positive attitude toward the aspects. However, the students have a negative attitude one of the statements in social interaction ability. The average students do not see that this online peer review helps them learn about maintaining harmony in pair work.

Students’ Learning Strategies in Writing at the Eighth Semester Students of Muhammadiyah University of Kotabumi

This study focuses on knowing the learning strategies used by students in Writing. Three types of strategy: metacognitive, cognitive and social affective learning strategies. This study aims to determine the learning strategies used by each student in the writing class and the second objective is to determine which learning strategies are dominantly used by them in the writing class. The method used in this study is a quantitative descriptive research method, with the research variable is learning strategies and a population of 48 Eighth Semester Students of English Education Study Program at Muhammadiyah University Kotabumi academic year 2021/2022. Samples were taken from the entire population using saturated sampling techniques. Having collected data by using a closed questionnaire with the Likert scale method, the data then analyzed by using statistical data consisting mean, median, mode and standard deviation. The result of the analysis showed that there are 22 students (45.8%) use metacognitive: 14 students (29.2%) used cognitive; 11 students (22.9%) use social affective. The analysis also showed variations involving two types of strategies, namely metacognitive-cognitive consisting of 1 student (2.1%). Thus, dominant learning strategies used by students in the Writing class in the eighth semester of the English Language Education Study Program at Muhammadiyah University Kotabumi for the academic year 2021/2022 is metacognitive which are used by 22 students with a percentage of reaching (45.8%).