Writing Skills Research Articles

Locating the Intersection of Generative Artificial Intelligence and Human English Writing Skills: A Comparative Study

This paper offers a multi-dimensional comparative analysis of the linguistic characteristics found in the introduction sections of dissertations produced by ChatGPT and those written by Saudi authors. This research paper aims to analyze the linguistic variation in the introduction part of the dissertations written by Saudi writers compared with the introduction produced by ChatGPT. An extensive analysis of more than 150 linguistic features, including lexico-grammatical structures and semantic nuances, is performed using Multidimensional Analysis Tagger (MAT) tagger. A corpus of dissertation introductions written by Saudi students is compiled and analyzed. Furthermore, a corpus is created that comprises introductions produced by ChatGPT. The study investigates the relationship between language produced by AI and human-written content, revealing unique linguistic preferences. The results indicate ChatGPT is more informational, explicit and less non-narrative and non-argumentative than human-written introductions. There is a significant difference in discourse production on dimension five, as human-written introductions produce abstract and ChatGPT produces non-abstract discourse. The study is significant as it highlights the linguistic differences between the writing styles of ChatGPT and Saudi writers, indicating potential areas of improvement for AI-generated texts.

Minimum Standards to Support Writing Skills.

Minimum Standards to Support Writing Skills.

Teachers' Knowledge and Perceptions Regarding The Use of I-Think Maps in Teaching Essay Writing Skills

Teachers' Knowledge and Perceptions Regarding The Use of I-Think Maps in Teaching Essay Writing Skills

The Impact Of Smartphones In Enhancing Writing Skills On Kurdish Efl University Students

The Impact Of Smartphones In Enhancing Writing Skills On Kurdish Efl University Students

Digital Storytelling to Improve English Narrative Writing Skills

Digital Storytelling to Improve English Narrative Writing Skills

Exploring the Implications of the Articulation Gap on Grade 6 EFAL Learners’ Essay Writing Skills

The purpose of the study was to explore the implications of the articulation gap on Grade 6 EFAL learners’ essay writing skills. A qualitative approach was followed with a Case study research design. The research paradigm used in this study was the interpretive paradigm. Purposive sampling was used to select 18 English First Additional Language (EFAL) teachers in 3 primary schools at Malamulele Central Circuit. Document analysis, focus group interviews and lesson observation were used to collect data. Vygotsky’s sociocultural theory, the Garrison theory of teaching essay writing and the strength-based approach were aligned with the interpretivist paradigm. The study found that EFAL learners are unable to write essays that are academically acceptable in terms of the stipulated standard in the Curriculum and Assessment Policy Statement (CAPS) document. Such an articulation gap results in a difficult transition from the foundation to the intermediate phase which has contributed to the high failure rate in Grade 6. The study concluded and recommended that the curriculum during transitioning from the foundation to the intermediate phase (Grade 6) should be revised and the Teaching and Learning Language (TLL) in the Foundation Phase should be English in order to build a strong foundation. This research study is of practical importance to various sectors of the South African education system and abroad as it contributes invaluable information to curriculum developers and implementers within the education department and to the entire stakeholders in the schooling system. Keywords: Articulation Gap; Essay; Writing Skills; Instant Feedback

Improving Writing Skills through Essay Writing via 'Write & Improve' for Error Analysis and 'Padlet' for Collaborative Writing & Peer Review

This study was carried out to improve the undergraduates’ writing skills through essay writing via Cambridge English 'Write & Improve' synchronously in the classroom for error analysis and 'Padlet' asynchronously outside the classroom for collaborative writing and peer review. However, previous research proved that Cambridge English 'Write & Improve' and Padlet could enhance students' engagement in mastering writing skills. It also recommended that the students be allowed to self-correct the most recurring errors in their writing tasks through error analysis using 'Write & Improve', and the students should go through peer review by writing collaboratively using Padlet. In this study, the researchers employed a quantitative and cross-sectional study by gathering and evaluating the results of two research groups, the control and experimental groups, both in the pre-test and the post-test. The experimental group pursued the training through digital learning, while the control group used traditional learning. However, after the post-test, the researchers administered the Paired t-test, as the sample size is 30 ( ), as part of the statistical analysis. The results showed that the calculated t (10.66) tabulated t (1.740) proved that the writing assessment training was effective. The Null Hypothesis , which said that the training had no significant effect because there was no significant improvement in the experimental group after the training, was rejected, and the Alternative Hypothesis (H1), which said that the training was effective because there was significant improvement in the experimental group after the training was accepted. Therefore, the findings demonstrated a subtle growth in the experimental group's writing skills in the post-test after three months of training.

Advancing Students’ Academic Excellence in Distance Education: Exploring the Potential of Generative AI Integration to Improve Academic Writing Skills

Advancing Students’ Academic Excellence in Distance Education: Exploring the Potential of Generative AI Integration to Improve Academic Writing Skills

Contributing Factors and Challenges in Mastering Academic Writing Skills: Multiple Case Studies of Deaf Students in Inclusive Universities in Indonesia

The purpose of this research is to describe the challenges and factors causing difficulties of deaf students in mastering writing skills at inclusive universities in Indonesia. This research is focused in Central Java province because of the more universities are considered as inclusive universities. This research was conducted in September-December 2022. The subjects in this research were selected using the purposive sampling method. Based on these limits, 35 Deaf students from six inclusive universities were obtained as respondents. The data collection techniques used questionnaires, observations, interviews, and concentrated discussions. Furthermore, the data analysis steps undertaken consisted of: (a) data analysis, (b) data revision, and (c) data verification. The results of this research concluded that the challenges experienced by students were broadly related to: (a) difficulty in mastering vocabulary, (b) understanding punctuation, and (c) difficulty if mastering complex sentences. As for more specifically related to academic text writing skills, the obstacles experienced by students including: (a) composing effective sentences, (b) developing paragraphs, (c) paraphrasing techniques, (d) writing academic texts in accordance with linguistic rules, and (e) writing bibliography. Furthermore, factors causing the occurrence of the obstacles in the mastery of academic text writing skills including: (a) unaccessible learning resources, (b) less effectively interwoven communication during lectures, and (c) different sentence structure in Sign Language (Bisindo) with Indonesian sentence structure.

Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics

This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and supporting textual data created by art and design students, the study examines patterns and insights related to perspective transformation, critical reflection, and visual writing skills. Findings reveal pedagogical efficacy when prompting students to explore counter-narratives to the prevailing negative zeitgeist, resulting in perspective transformation and critical reflection of the design process. In turn, this perspective shift and critical reflection fostered the development of students’ abilities to convey complex ideas visually, thus broadening their visual vocabulary to advocate for positive change. Three main categories were considered: Critical Reflection, Perspective Transformation, and Visual Writing Skills, and six sub-categories were identified: Implicit Reflection, Paradigm Shift, Alternative Narratives, Rhetorical Concepts, Intentional Visual-Verbal Communication, and Emotional Visual Language. Implications for scholars include insights into curriculum development and the promotion of ethical and sustainable design practices, while pragmatic applications for faculty offer actionable recommendations for enhancing teaching practices. The study underscores the importance of ethical considerations, diverse perspectives, and real-world applications in nurturing students’ growth as innovative, ethical and sustainable designers.

Effectiveness of the Task-Based Language Teaching Method in Improving Foreign Language Writing Skills

Background. Foreign language teaching has experienced a shift towards a more task-oriented approach to improving language skills. However, not much research has explored the effectiveness of the Task-Based Language Teaching method in the world of physical education, foreign language education, and elementary school teacher education. For this reason, the Task-Based Language Teaching method is used as a solution to improve the skills of students in physical education, foreign language education and elementary school teacher education. Purpose. This research aims to evaluate the effectiveness of the Task-Based Language Teaching method in improving students' language skills in three different fields of study. Method. This research uses a quantitative approach with a pre-post test experimental design. Results. The results of this study indicate that there was an increase in language skills in the experimental group who received training using the Task-Based Language Teaching method compared to the control group. Physical education students showed improvements in speaking and writing skills, while foreign language education and elementary school teacher education students showed improvements in listening and speaking abilities. Conclusion. The conclusion of this research shows that the Task-Based Language Teaching method is effective in improving students' language skills in various fields of study, including physical education, foreign language education, and elementary school teacher education. Implementation of the Task-Based Language Teaching method can be an effective alternative in enriching language teaching, improving communication skills, and providing a more contextual and relevant learning experience for students.

The Effectiveness of a Successful Intelligence-based Program for Developing English Writing Skills and Attitudes towards Writing among Preparatory Schoolers

The Effectiveness of a Successful Intelligence-based Program for Developing English Writing Skills and Attitudes towards Writing among Preparatory Schoolers

The Analysis of the Problems Faced by The Teachers in Education Sector in Developing English Writing Skills: An investigation of District Hyderabad, Sindh

Although Sindh's education system is beset with difficulties, this study examines how to teach English writing skills, which can require helping students gain the language and communication confidence they need—a difficult concept to grasp. Numerous variables might influence the process of imparting knowledge and developing abilities. The majority of public sector institute students struggle with English writing and eventually receive subpar education. The main goal of Sister Day is to draw attention to the challenges faced by educators in helping students enhance their English writing abilities. The primary focus of the research is the Hyderabad district's Sector Institute. These institutions produce samples from both rural and urban locations.

Enhancing Writing Skills Through PBL at Higher education Institutions: A case Study

Enhancing Writing Skills Through PBL at Higher education Institutions: A case Study

Improving Non-Fiction Writing Skills Through a Project Based Learning Approach for Class VII G Students at SMPN 10 Mataram

Education is a forum for gaining knowledge and achieving goals. The curriculum becomes a guideline in organizing learning activities. SMP Negeri 10 Mataram has used the Merdeka Curriculum for classes VII and VIII, and has an educational goal so that students are able to understand the material well. The problem faced is the lack of non-fiction writing skills in class VII G students of SMP Negeri 10 Mataram caused by internal and external factors. Internal factors can be seen from the lack of student interest in the learning process. External factors arise when teachers choose inappropriate strategies and approaches. This research aims to improve non-fiction writing skills through the Project Based Learning (PJBL) approach for class VII students at SMP Negeri 10 Mataram. This research uses a quasi-experimental method with a pre-test and post-test with control group design. The research results showed that there was a significant difference between the non-fiction writing skills of students in the experimental class which used the PJBL approach and the control class which used traditional learning. The PJBL approach can improve the non-fiction writing skills of class VII students at SMP Negeri 10 Mataram.

Revealing and Implementing Introductory Paragraph Models for the Development of Turkish Academic Writing Skills

Revealing and Implementing Introductory Paragraph Models for the Development of Turkish Academic Writing Skills

Enhancing Arabic Language Writing Skills Using Khut Iqra' wa Tarjim Application as an Evaluation Tool

Enhancing Arabic Language Writing Skills Using Khut Iqra' wa Tarjim Application as an Evaluation Tool

Need Analysis for English Learning Models to Improve Academic Writing Skills and Digital Collaboration

The study of developing English language learning models to improve academic writing and digital collaboration skills is a phenomenon or challenge for lecturers in the Smart Society 5.0 era, both in international and national contexts. Unfortunately, efforts to improve these two skills have so far been partial. In fact, when studied together, the results can be more effective and efficient because the characteristics of millennial/gen z students are very technologically literate, critical, and authentic in working and learning in teams. In this paper, we specifically discuss the needs analysis for developing an English learning model using the convenience sampling technique, with a mixed-method approach. In consequence, the analysis is vital to improve academic writing and digital collaboration skills. The results of the analysis show that curriculum improvements are very significant and feasible, especially in implementing the English learning model to improve academic writing skills and digital collaboration.

The Effectiveness Of Group Investigative Methode For Writing Skill Of Student XI Grade Senior High School Ambulu Jember

The Effectiveness Of Group Investigative Methode For Writing Skill Of Student XI Grade Senior High School Ambulu Jember

Enhancing Eight Graders' Writing Skill Using POW+TREE Mnemonic Strategy and Picture Series (Action Research)

Writing English recount text is not an easy skill to study for most eighth grade students to do since it is considered a foreign language in Indonesia. Many students are unable to generate, organize ideas and translate ideas into a written-text. Such a difficulty to write was also described to the eighth graders of SMPIT AL-MUMTAZ Pontianak, especially Class D female students. To improve their writing skill, the researcher did the classroom action research. It aimed at improving students’ writing skill at recount text through POW+TREE mnemonic strategy equipped with picture series in two cycles. The participants involved 27 students from the eighth grade of SMPIT AL-MUMTAZ. To collect the data the researcher used observations, interviews, and tests. The mean in pre-test and post-test showed in a different score. The pre-test was about 69 in which the mean was unable to reach the school minimum passing grade (KKM) since it is 75 of the KKM. As soon as the researcher conducted treatment and did a post-test then, the students’ result test improved into 80 of the mean score. Therefore, it is suggested that POW+TREE strategy and Picture series can be used by English teachers as an alternative strategy and material to improve students’ writing skill.Key Words: Writing Skill, POW Mnemonic, TREE Strategy, Picture Series, Classroom Action Research.