Development Of Writing Skills Research Articles

Impact of formative assessment in improving writing skills in English as a second language among selected senior high school in Sulu

This descriptive-correlational study examined the impact of formative assessment on English as a second language writing skills in public senior high schools in Sulu during the School Year 2023-2024 using 100 samples taken through non-probability sampling via purposive sampling. It used weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's and found the following:1) Of the 100 student-respondents, mostly male, 19–20 years old, enrolled in GAS strand, whose parents have elementary education and monthly incomes of 10,000 or less; 2) Formative assessment improved English writing skills on average; 3) Besides age, gender, strand, parent's educational attainment, and parent's average monthly income significantly moderate how senior high school students evaluate formative assessment's impact on English writing skills. The impact of formative assessment on English writing skills is perceived differently by student-respondents in different strands. ABM students perceive Writing Skill Development better, TVL students’ perception Teacher Feedback and Guidance, and HUMMS students’ perception Peer Interaction and Collaboration. Whereas, Student-respondents whose parent's average monthly income is within 10,000-15,000 are better perceivers of Writing Skill Development, Teacher Feedback & Guidance, and Peer Interaction & Collaboration; 4) Senior high school students in Sulu who perceived formative assessment as improving English writing skills as Agree or with High Extent are very similar; In ESL writing, this approach states that students learn from their own experiences, others, and their surroundings.

Strengthening the Writing Component in Upper Level Economics Electives

Writing-intensive economics courses are courses that use writing as a central feature of instruction and evaluation of students’ work. This study presents and evaluates teaching improvements on these basic structures. Using teaching evaluations data from eight public finance sections taught between Fall of 2012 and Spring of 2019, an ordered probit model estimates the value, as rated by students, of the following improvements to enhance the writing quality of student papers: (1) explicit grading rubrics; (2) funding a dedicated course specialist consultant (CSC) from the writing center; (3) engaging librarians in creating a literature review guide; (4) instructor blogging. The empirical model estimates the contribution of the improvements to the overall instructor and course evaluation ratings as well as to the writing component student ratings. Empirical results show that grading rubrics had a statistically significant positive effect on student assessments of writing component design and writing skills development. Engaging a dedicated CSC improves writing skills ratings. Instructor blogging had a statistically significant positive effect on instructor ratings while literature review guide improved course ratings. Only an expected grade had a significant positive effect on all student rated course outcomes. The goal of this paper is to provide ideas for enhancing economics content through writing.

The Impact of Artificial Intelligence Tools on Academic Writing Instruction in Higher Education: A Systematic Review

With the growth of Artificial Intelligence technologies, there is interest in studying their potential impact on university academic writing courses. This study examined whether AI tools are replacing these courses by exploring how they effectively replace traditional academic writing instruction and this shift’s potential benefits and drawbacks. The researcher reviewed existing literature on integrating AI tools into academic writing instruction. The findings provide insights to educators navigating the integration of Artificial Intelligence tools into writing curricula while maintaining instructional quality and academic integrity standards. By synthesizing the latest research, this study can inform decisions about the appropriate use of Artificial Intelligence in teaching essential writing skills. Increased use of Artificial Intelligence writing tools has sparked debate about their role in academic writing instruction. Universities like Stanford have updated policies around Artificial Intelligence tool usage and academic integrity. The University of California issued guidance acknowledging the prevalence of generative Artificial Intelligence on campuses. Middlebury College banned classroom use of ChatGPT over concerns it could impede critical thinking and writing skill development. Results show that while Artificial Intelligence helps with grammar and style, questions remain about its impact on creativity and critical thinking. However, Artificial Intelligence is not replacing university writing courses. These courses teach critical thinking, research, citation, argumentation, creativity, originality, and ethics, which Artificial Intelligence lacks. Academic writing courses offer a complete learning experience. Artificial Intelligence may improve academic writing but is unlikely to replace traditional courses soon. A balanced approach integrating Artificial Intelligence support while preserving core elements of academic writing education appears most effective for preparing students for diverse writing challenges.

EFFECTIVENESS OF QUIZLET ON WRITING LEVEL OF GFP STUDENTS IN OMAN

The purpose of this study is to investigate the effectiveness of using the Quizlet tool in enhancing vocabulary acquisition and writing skills development among general foundation program students in Oman. A quasi-experimental, non-equivalent, controlled group design was employed, with a sample of 64 students randomly assigned to the experimental and control groups. The experimental group received vocabulary instruction using the Quizlet tool, while the control group received vocabulary instruction using traditional methods. Pre- and post-tests were administered to measure vocabulary knowledge and writing skills. The results of the t-tests indicated that the experimental group significantly outperformed the control group in both vocabulary acquisition and writing skills development. These findings suggest that the use of the Quizlet tool is an effective strategy for supporting vocabulary acquisition and writing skills development among general foundation program students in Oman. Limitations of the study and implications for future research are discussed.

Navigating the stacks virtually: Integrating virtual reality into writing resource instruction

Virtual reality (VR) presents a significant opportunity to expand remote access to educational materials and writing skills development for students not able or unwilling to participate in person. However, to ensure that VR-based learning is inclusive, research designs must incorporate user experience feedback. This study examines community college students’ feedback on a virtual library tour (VRT) for an Introduction to Writing course. Because building library skills is a key objective of this course, decreasing barriers to student library access is critical. Findings from the study indicate (1) most participants had a positive response and experienced a heightened sense of control (over 70%), though nearly half (48.1%) felt that the virtual experience did not fully replicate the real-life experience, (2) participants valued the structured guidance of the tour but recommended more flexibility and user agency within the VR environment, and (3) noted technical problems related to motion sickness, sound levels, and visual clarity. The study presents specific suggestions for enhancements and underscores the importance of utilizing design research to improve user experiences with VR. Directions for future research are also discussed.

Chat-GPT & Its impact on writing skill development: A case study on students of private colleges in north 24 parganas

Chat-GPT & Its impact on writing skill development: A case study on students of private colleges in north 24 parganas

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

Using Artificial Intelligence in TESOL: Some Ethical and Pedagogical Considerations

AbstractWhile recent and significant progress made in natural language processing and artificial intelligence (AI) has the potential to drastically influence the field of language education, many language educators and administrators remain unfamiliar with these recent technological advances and their pedagogical implications. The primary purpose of this paper is to raise the awareness of language educators regarding ethical and pedagogical issues stemming from student, teacher, and administrator use of generative AI tools such as large language models (LLMs) and AI chatbots. These issues include ethical ways of teaching with AI, questions of ownership, writing skills development, the accuracy and reliability of generated output, the potential to widen the educational divide, and AI bias. We conclude by offering suggestions for language educators and calling for further discussion.

Using a genre‐based approach to teach writing to elementary ESL students: A boon or a barrier?

AbstractA genre‐based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development. Despite this, the genre‐based approach is often criticized for its apparent prescriptiveness. In this article, we make the case that a genre approach to writing instruction is a boon not a barrier to ELLs in elementary contexts. Drawing on the scholarship in early childhood literacy and L2 writing, we posit that a genre approach to writing instruction is helpful to elementary ELLs for the following reasons: (a) it is a phased approach, (b) it provides experiential learning opportunities, (c) it is goal‐oriented, and (d) it helps make students self‐efficacious and autonomous. Using these reasons as reference points, we also discuss implications for teaching and learning.

A National Survey of the Writing Instructional Practices of Teachers of Students With Visual Impairments

Despite the importance of writing skill development, we know very little about how writing instruction is provided to students with visual impairments (VI) with and without co-occurring disabilities (e.g., multiple disabilities, deaf-blindness). The purpose of this study was to survey a national sample of teachers of students with visual impairments (TSVIs) on several important constructs, including their preparation to teach writing; their beliefs, attitudes, and experiences about teaching writing; and the writing practices they use for students with various visual conditions. We received responses from 457 TSVIs. The results showed that TSVIs vary considerably in their preparation to teach writing and disagree as to whether writing instruction (above and beyond braille) is part of their responsibilities. Most TSVIs indicated that they believe writing to be important for their students with VI, and they reported using various writing practices in their instruction within different student groups.

Writing-skill Development of Graduate Students Through a Google Jamboard Platform: A Study of Graduate Students from a Public University in Bangkok

Background and Aim: The purposes of this research were to develop writing skills through a Google Jamboard platform and determine Jamboard acceptance in graduate students from a public university in Bangkok. This quasi-experimental research made use of a pretest and a posttest. Material and Methods: The sample was 50 graduate students at the Faculty of Graduate Studies. The research instruments used in data collection were a writing rubric from Northeastern Illinois University (adapted from Univ. of Washington, Barbara Walvoord, Winthrop Univ., Virginia Community College System) and a seven-point Likert scale questionnaire. The data were analyzed using the descriptive statistics of arithmetic mean and standard deviation, and a paired-sample t-test. Research hypotheses were tested using a pair-sample t-test. Results: The results of the hypotheses testing showed that the students obtained better scores on writing. The result was statistically significant at 0.05. Conclusion: The students performed better in writing, and this difference is significant at the 0.05 level of significance. This implies that there is strong evidence to support the idea that there is a genuine improvement in the writing skills of the students under investigation.

A Quasi-Experimental Study on the Development of Creative Writing Skills in Primary School Students

The purpose of this research was to evaluate the impact of using an educational program on the development of creative writing skills in fourth-grade students. Creative writing is an important component of teaching, learning, and assessment at the level of primary education. The objectives of the study aimed to identify the general level of development of creative writing skills and establish any significant differences in the development of specific components of creative writing skills (narrative voice, characterization, mood and atmosphere, language and technical aspects of writing, dialogue, narration, setting, image and plot). A quasi-experimental design with intervention and control groups was used. A total of 146 students from 3 public school institutions in the city of Bacau, Romania, that include elementary grades participated in the study. The research group consisted of 73 students in the intervention group and 73 students in the control group. A paired-samples t test was used to compare the scores for two paired variables. The research results have shown that creative writing skills are developing in young school-age students. Also, it was found that there are significant differences in the students from the experimental group, compared to the students in the control group, at the level of the nine components of creative writing skills.

Enhancing Writing Literacy Teachers’ through AI Development

The rapid evolution of technological tools, particularly Artificial Intelligence (AI), has resulted in the integration of technology-aided learning resources within educational environments. This study focuses on teachers' utilization of AI and technology tools in the context of English academic writing and its impact on their writing literacy. This research employs a qualitative approach, gathering data through questionnaires involving 20 English teachers from junior high schools. The findings highlight that these tools encourage and facilitate the enhancement of writing skills among teachers. Participants indicated using tools such as Grammarly, Quill Bot, ChatGPT, Mendeley, and Turnitin, which offer direct feedback, corrections, and aid in writing skills development. Specifically, the participants reported that these tools contribute to their comprehension of grammatical rules and vocabulary acquisition. Moreover, they found these tools instrumental in crafting more cohesive and coherent writing. This study suggests that integrating technology tools into English academic writing has the potential to transform the development and assessment of writing abilities. Nonetheless, it remains crucial for teachers to strike a balance between utilizing these tools and nurturing their writing skills to ensure ongoing writing enhancement

Empowering ESL Students: Leveraging Social Media Blogs for Effective Opinion Writing Skills Development

This study aims to investigate the impact of integrating social media blogs into ESL education, with a specific focus on enhancing opinion writing skills and overall language proficiency. The research was conducted among two teachers and six students enrolled in the BS English programme at the Institute of Southern Punjab, Multan. A qualitative method was employed, utilizing in-depth interviews with the teachers and students, cross case analysis, and classroom observations to gather rich insights into the phenomenon. The study revealed positive perceptions from both teachers and students regarding the effectiveness of integrating social media blogs. Teachers reported a significant positive impact on opinion writing skills, and students emphasized improvements not only in opinion writing but also in overall language skills. Cross case analysis supported these perceptions, showcasing consistent patterns of success across diverse contexts. Classroom observations further validated these findings, highlighting active student participation and dynamic teacher student engagements during opinion writing sessions using social media blogs. Regarding language exposure, social media blogs were identified as a valuable tool for providing authentic language experiences. The interactive nature of these platforms immersed learners in genuine communicative situations, exposing them to diverse writing styles and cultural nuances. Innovative teaching strategies derived from the interactive nature of social media blogs included online debates, multimedia integration, and collaborative writing environments. The study holds implications for ESL educators, curriculum developers, and policymakers. Integrating social media blogs into ESL curricula is suggested as a strategic move to enhance opinion writing skills and overall language proficiency. The identified innovative teaching strategies offer practical insights for educators seeking to leverage the interactive features of social media blogs. This study contributes valuable insights into the dynamic intersection of social media, opinion writing skills, and language proficiency within the context of ESL education, offering a foundation for further research and informed pedagogical practices.

Investigating Teachers and Students’ Perceptions of Academic Plagiarism at the University Level

Plagiarism is a prevalent issue in academic settings that demoralises the integrity of learning and assessment processes. This study aimed to explore students’ perceptions towards plagiarism, their level of plagiarism awareness, the causes of plagiarism, and potential strategies to tackle this issue. Data was collected through surveys and interviews with both students (N = 267) and teachers (N = 4) at a university. The findings indicated that while students acknowledged plagiarism as unethical and detrimental to their learning progress, many lacked a clear understanding of what plagiarism involves. Students’ level of plagiarism awareness did not necessarily develop as they progressed in their academic studies. The causes of plagiarism identified in the study included easy accessibility to online resources, a lack of research writing skills, cultural influences, and perceived time constraints. Teachers emphasized the importance of technical writing training, providing constructive feedback, and intensifying penalties as strategies to combat plagiarism. The study underscores the critical need for comprehensive educational interventions that enhance academic writing skills, promote time management and stress management, provide constructive feedback, and enforce clear plagiarism policies. Therefore, educational institutions should consider implementing a multifaceted approach, encompassing academic writing skill development to efficiently address plagiarism and promote academic integrity among students. Further research should involve policymakers and explore the effectiveness of interventions in reducing plagiarism rates.

TRANSLATOR TOOLS IN SECOND LANGUAGE WRITING: THEIR IMPACT ON STUDENTS’ WRITING PERFORMANCE AND PROCESS

In recent years, advancements in technology have significantly influenced various aspects of education, including language learning and writing skills. One notable technological tool that has gained prominence is the translator tool, which offers the potential to bridge language barriers and enhance writing processes for students. This background section delves into the growing significance of translator tools in the context of writing skills development, discussing their features, benefits, and potential impact on students' writing performance and processes. Writing skills have long been recognized as a fundamental component of education, enabling individuals to effectively communicate ideas, opinions, and information. Traditionally, writing instruction has encompassed grammar, syntax, vocabulary, and organization. However, with the advent of digital tools and platforms, the landscape of writing instruction has transformed. Technology has introduced innovative ways to engage learners and support their language learning journey. Translator tools, often powered by artificial intelligence and machine learning algorithms, offer the ability to translate text from one language to another with varying degrees of accuracy. These tools have evolved from basic word-for-word translations to more sophisticated models capable of understanding context and producing coherent translations. Some of the prominent translator tools include Google Translate, DeepL, and Microsoft Translator. The integration of translator tools into writing instruction has shown potential benefits for students, particularly those learning a second language or aiming to communicate across linguistic boundaries

Improving University Students’ ESP Writing Skills through a Process-Based Portfolio Approach

Abstract Today’s employers expect university graduates to possess appropriate written ESP skills, which are most effectively taught through individualized ESP writing skills development. This paper provides an account of the ways a self-developed portfolio approach may be exploited to improve EFL learners’ ESP writing skills in a university environment. Through a quasi-experimental research design (N = 168), this project hypothesised that, and tested whether, our process-writing-based portfolio approach has a beneficial impact on participants’ ESP writing skills and examined if the portfolio approach in question was an effective means of improving participants’ ESP writing skills. For the testing of this hypothesis, a quasi-experimental research design was used with an experimental (N = 84) and a control group (N = 84), and participants’ test results were compared to examine the effectiveness of the applied portfolio approach. The findings of the study show that the portfolio approach applied in the scope of the present research project proves to be an efficient way of improving students’ ESP writing skills and can thus justifiably be applied at other institutions of higher education for improving such skills.

Developing Writing Skills in Descriptive Text Using the Dictogloss Technique of Senior High School Students

Dictogloss is a teaching technique to help teachers in the teaching and learning process, particularly in teaching descriptive text. This study was aimed at finding out whether or not there were any significant differences between students who were taught by using Dictogloss and students who were not. There were 90 students of tenth grade MAN 2 Palembang involved in this investigation comprising two groups, 45 students of the experimental group and 45 students of the control group. The Purposive sampling technique also was used in this study. The writers used a non-equivalent group design. They taught the experimental group students to write descriptive writing by using the dictogloss technique, meanwhile, the control group students taught by using the lecturing method. The data from two groups were collected from the result of the pretest and post-test scores which were analyzed to get the main score differences. The writers found out that the mean score of the experimental group improved significantly from 63.8 pretest to 73.4 in the posttest. The results of the Independent T-test showed that the mean score between the control and experimental groups was 4.664. It meant that there was a very significant difference between the two groups which was caused by the technique given to the experimental group.

The Influence of Haiku Composition Tasks on the Development of Academic Writing Skills: A Qualitative Analysis

The inclusion of literary texts, particularly poetry, is not a common practice in the language classroom. However, the available empirical evidence, albeit relatively scarce, does suggest that poetry, when correctly employed, is likely to be beneficial for second and foreign language learners. This teaching material has been used to teach and develop areas such as vocabulary acquisition, grammar practice, and even motivation as well as the four macro-skills in language, namely listening, speaking, reading, and writing. The use of poetry in language instruction emphasizes the predominant role of learners in authentic literary production. As such, this research paper focuses on the qualitative aspect of a mixed-methods study about the effects of haiku composition tasks on the development of academic writing skills. The participants of the study were 30 English as a foreign language (EFL) pre service teachers. As part of the data collection process, the participating students were asked to write short argumentative essays at the beginning and at the end of a six-week intervention that promoted the composition of haiku. After the intervention, an open-ended questionnaire was administered to identify and describe the participants’ perceptions regarding how haiku composition influenced their academic writing skills. The results of the study show that the great majority of the participants agreed that haiku composition furthered the development of their academic writing skills and vocabulary acquisition. The findings of the study corroborate the existing experimental findings as to the value of poetry-based tasks for second and foreign language learning. Thus, we conclude that the inclusion of poetry in the language classroom ought to be promoted through activities that, while being personal and meaningful to the students, allow for the development of language proficiency.

Peer feedback and Chinese medical students’ English academic writing development: a longitudinal intervention study

BackgroundStudies have documented that utilizing peer feedback can enhance students’ English academic writing skills. Little is known, however, about the effects of incorporating peer feedback to enhance English as a second language (L2) medical students’ academic writing performance.MethodsThis longitudinal interventional study examines Chinese medical students’ English academic writing skills development via peer feedback in four parallel classes over an 18-week semester between the experimental and control groups (n = 124).ResultsSignificant increases in the experimental group’s performance in the post-test were found after 18-week instructions (pre- vs. post-test: overall score, p < .001; task response, p < .001; coherence and cohesion, p < .001; lexical resource, p < .001; grammatical range and accuracy, p < .001), and the effects were retained in the delayed post-test 6 weeks later (post- vs. delayed post-test: overall score, p = .561; task response, p = .585; coherence and cohesion, p = .533; lexical resource, p = .796; grammatical range and accuracy, p = .670). Little improvement was found in the control group in the post-test (pre- vs. post-test: overall score, p = .213; task response, p = .275; coherence and cohesion, p = .383; lexical resource, p = .367; grammatical range and accuracy, p = .180) or the delayed post-test (post- vs. delayed post-test: overall score, p = .835; task response, p = .742; coherence and cohesion, p = .901; lexical resource, p = .897; grammatical range and accuracy, p = .695). Between-group comparisons indicate that the experimental group outperformed the control group in the post- and the delayed post-tests, as shown in their overall score and scores on the four components.ConclusionsIncorporating peer feedback into process-oriented medical English writing classroom teaching can effectively enhance Chinese medical students’ English academic writing skills over time, while the traditional product-oriented writing instructions had little help in improving Chinese medical students’ academic writing skills. This longitudinal intervention study develops our understanding of the effectiveness of peer feedback in L2 academic writing pedagogy. It offers instructional implications for L2 writing teachers to teach English academic writing among medical students in China and beyond. Limitations and suggestions for future studies are discussed.