Writing Skills Research Articles

Developing College English Writing Course by Using Length Approach Combined with Task-based Learning to Enhance Writing Skills of Non-English Major Students in Xi’an University

Background and Aims: This study was a research and development. The objectives of this research were 1) To study the background information relevant to developing College English Writing Courses by using the Length Approach combined with Task-based Learning to Enhance the Writing Skills of Non-English major students.2) To develop a College English Writing Course by using the Length Approach combined with Task-based Learning to Enhance the Writing Skills of non-English major students. 3) To study the effectiveness of implementing a College English Writing Course by using the Length Approach combined with Task-based Learning. Materials and Methods: The samples were 40 first-year students, non-major English at Xi’an University, the People's Republic of China. They were derived by cluster random sampling. The instruments used in this research were 1) a College English Writing Course using the Length Approach combined with Task-based Learning and its lesson plans, 2) an English writing skills test with .78 of reliability, and 3) a students’ satisfaction questionnaire with .75 of reliability. The statistics used to analyze data included mean, standard deviation, and t-test for one sample. Results: After learning through College English Writing Course by using the Length Approach combined with Task-based Learning, the English Writing skills of students were higher than before learning with a statistical significance of .05 level, and (2) the student's satisfaction with College English Writing Course by using Length Approach combined with Task-based Learning was at a high level. Conclusion: Learning through College English Writing Course by using the Length Approach combined with Task-based Learning has both theoretical and practical significance, Firstly, the research proposes the role of the Length Approach and task-based learning based on output in second language acquisition. Secondly, it is confirmed in this study that language use and production is an essential part of language learning and that one can learn a Second language through using the language. Length Approach and task-based learning are suitable for daily teaching because they can enhance English writing skills for non-English major students and be helpful in the acquisition of a second language.

Project Based Learning to Improve the Learning of English Writing Skill Among Students of XI TKJ 1 Class at SMK Politeknik YP3i Banyumas (A Classroom Action Research at XI Graders of SMK Politeknik YP3i Banyumas in Academic Year 2024/2025)

This research was aimed to enhance the learning of students’ Narrative genre writing skill at SMK Politeknik YP3i Banyumas by using Canva as a technology through Project Based Learning (PJBL) as the instructional media and approach. This research was a classroom action research carried out in two cycles and each cycle had three meetings with the steps of the research consisting of planning, action, observation and reflection. The subjects were 36 students of XI TKJ 1. The data were collected by observing the instructional process, conducting a pre-test and a post-test, conducting an interview, and taking photographs. The instruments for collecting the data were observation checklists, answer sheet, and interview guides. The data were analyzed qualitatively. The observation checklists and interview transcripts were analyzed qualitatively through data collection, data reduction data display, and drawing conclusion. The validity of the research was through process validity, democratic validity, dialogic validity, catalytic validity and outcome validity. The result showed that Project Based Learning (PJBL) effectively enhanced the students’ learning of English writing skill about Narrative genre writing. The use of canva as a technology was through PJBL showing the improvement that the students were accustomed to having writing practice with the process of writing within. It made quite much improvement on the students’ writing learning process in terms of participation, involvement, and achievement. Students should learn individually and in group and produce the real product from their learning and they study involving technology. Based on the enhancement result, the researcher suggested that the teacher could implement canva as a technology through PJBL simultaneously as an effort to enhance students’ Narrative genre writing skill.

The Padlet Media Design Based on Bima Local Literature to Improve Student Writing Skills

This research aims to improve students' writing skills through the use of Padlet media which is integrated with local wisdom of Bima regional literature. The background of this research is based on the low writing ability of students caused by monotonous traditional learning methods and the lack of use of interactive media. This research uses the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. Local literature, such as folklore and poetry, is integrated into Padlet's platform as teaching materials to provide relevant cultural context for students. The participants in this study are 30 students of the Indonesian Language and Literature Education Study Program at STKIP Harapan Bima. The results of the study showed a significant improvement in students' writing skills after the use of Padlet based on local wisdom. The average writing score of students increased by 25%, especially in the aspects of cohesion, coherence, and idea development. In addition, students also reported increased motivation and active involvement in writing learning through Padlet's collaborative features, such as writing sharing and feedback. However, there are several technical obstacles faced, such as limited internet access and lack of digital literacy among students. The results of this study have implications that the integration of digital technology and local wisdom can be an innovative strategy in improving students' writing skills, as well as fostering their cultural awareness.

The Use of Colourful Semantics in Improving Sentence Writing Skills among Level One Pupils

The Use of Colourful Semantics in Improving Sentence Writing Skills among Level One Pupils

Integrating Training Pills and Flipped Classroom Model to Enhance B2-Level Writing Skills in EFL Learners: A Quasi-Experimental Study

Writing proficiency, especially at the B2 level in English as a Foreign Language (EFL), poses challenges for learners, necessitating mastery of various competencies, including linguistic accuracy and content organization. This study investigates the effectiveness of integrating "training pills" into the Flipped Classroom model to enhance B2-level writing skills. The research adopts a quasi-experimental design conducted over two academic years (2020-2022) in Seville, Spain. The sample consists of 120 high school students, with the experimental group using training pills (short audiovisual lessons), while the control group follows traditional instruction. Pre- and post-tests measured the improvement in writing skills, supplemented by questionnaires assessing satisfaction and engagement. Quantitative data analysis revealed that the experimental group improved by 34.4%, significantly outperforming the control group (11.8%). Qualitative feedback highlighted the accessibility and engagement benefits of the training pills, particularly their role in improving students' organizational and communicative success in writing. The study concludes that training pills, when integrated into a Flipped Classroom model, effectively enhance B2 writing acquisition by providing flexible and self-paced learning opportunities. These findings have significant implications for technology-enhanced learning and offer practical insights for educators seeking to optimize writing instruction for EFL learners.

The Influence of Digital Comic Folktale Learning Media on Fantasy Text Writing Skills in Junior High Schools

The Influence of Digital Comic Folktale Learning Media on Fantasy Text Writing Skills in Junior High Schools

Not Another PDF, please: Using ThingLink scenarios and Camtasia to build engaging virtual learning objects

In this resource showcase, I presented ‘Refine Your Writing: Better Proofreading,’ a multimedia digital learning sequence I created as a Writing Skills Officer in the Academic Skills Service of the University of Southampton. This learning object sprang from my (and colleagues’) dissatisfaction with existing resources about proofreading: these largely elevate the ‘what’ over the ‘how,’ comprising little more than checklists of potential errors to look out for. I set out to create a resource that went beyond cataloguing to instead equip students with active strategies to interact with and enhance their texts. In developing this resource, I followed best practices conveyed via the Learning Object Review Instrument (LORI), as well as Universal Design for Learning (UDL) principles (Leacock and Nesbit, 2007; CAST, 2018). My presentation outlined how the ThingLink ‘Scenarios’ feature can be used to build inclusive virtual objects through which learners advance at their own pace. Incorporating original videos edited in Camtasia, the result was a resource that was not only accessible, but more likely than a text-based webpage or narrated PowerPoint webinar to sustain learners’ interest. Indeed, I argued that aesthetics and delivery energy must be prioritised in the creation of digital objects whose use is suggested to, but not required of, university learners (i.e., resources maintained by academic skills services, writing centres, and so on). Although the primary focus was on inclusive virtual objects, my presentation was of interest to conference attendees looking to expand their knowledge of the IT skills, software, and platforms underpinning their resource designs. To support this, I shared my ‘lessons learned’ after diving into ThingLink and Camtasis with this project.

Virtual Field Trips Borobudur Temple Assisted with Songs in Stimulating Writing Skills of Descriptive Texts

Writing skills are crucial to basic language skills. However, observations in the field indicate that students' descriptive text writing skills are still low, especially in the aspect of content or ideas. This limitation makes it difficult for students to develop ideas, so the text does not provide enough information and description of the object. With this problem, this study aims to investigate the effectiveness of the virtual media field trip to Borobudur Temple, assisted by songs, in stimulating descriptive text writing skills. This quantitative research uses a quasi-experimental method and a nonequivalent (pretest-posttest) control group design. The research sample consisted of 52 students, with IV A as the experimental class and IV B as the control class, with each class totalling 26 students. The sampling technique used nonprobability sampling with saturated sampling. In the experimental class, special treatment was given, a virtual field trip to Borobudur Temple with the help of songs. In contrast, the control class only used conventional media such as pictures. Research data was collected using test techniques pretest and posttest. Then, the data analysis techniques using independent sample t-test, with the results in Sig. (2-tailed) 0.00<0,05 showing a significant influence of the virtual field trip media at Borobudur Temple assisted by songs on descriptive text-writing skills. This learning media is effective for stimulating descriptive text writing skills because it can inspire students to develop ideas based on virtual field trips and increase vocabulary through song lyrics to be translated into descriptive text.

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.

Instructional Methods Used by Secondary School Teachers in Classroom to Develop Students’ English Writing Skills in Iringa Municipality, Tanzania

This study examined instructional methods employed by secondary school English language teachers in classroom to develop students’ English writing skills in Iringa Municipality, Tanzania. Specifically, the study sought to assess English language teachers’ understanding of the purpose of English language syllabus for secondary education; to investigate the teaching and learning techniques used by teachers in classroom to develop students’ English writing skills; and to evaluate the effectiveness of the techniques used in developing English writing skills among students. The social-cultural theory and communicative competence theory were adopted to guide the study. The study employed an interpretivism paradigm, qualitative approach and a phenomenological research design. The study involved 33 participants (12 English teachers and 21 FIII students) who were selected purposively from 3 public secondary schools in Iringa Municipality. The data were collected using documentary review, classroom observations, and interviews, and thematically analysed. The findings revealed that teachers had differing understanding of the purpose of the English syllabus. Also, the findings showed that teachers used techniques, such as explanation and demonstration, writing practice and exercise, reading-writing integration, sentence combining, genre-based instruction, and collaborative writing, in teaching English writing skills. Moreover, the study found that the techniques used were ineffective to develop students’ English writing abilities as many students struggled to write in English. The study concludes that the opposing understanding of the purpose of the subject syllabus among teachers limits teachers from effectively using instructional methods to develop writing skills in English among students. Therefore, teachers should be trained on the purpose of the subject syllabus to enable them effectively use instructional methods in a manner that focuses to develop English writing skills among students per requirements of the subject syllabus

The Analysis of Compound Sentence Formation in Moon Jae-In's Posts on Social Media Instagram: An Effort to Increase Writing Skills of Korean Language Education Students UPI

This research is on the formation of compound sentences in Korean, as seen from the uploads on Instagram of former South Korean President Moon Jae-in. On his Instagram, Moon Jae-in uploads photos, videos, and writings containing ideas and responses to things. Researchers see the need to develop writing skills in the Korean Language Education Study Program FPBS UPI. Therefore, the researcher wants to see how Korean speakers form compound sentences according to Korean grammar. As a president, Moon Jae-in is considered able to write in Korean grammar so that it does not cause ambiguity and misunderstanding. The research data found 76 posts by Moon Jae-in and 267 compound sentences. This study also classifies these compound sentences into two classifications, namely 내포문 [nae-pho-mun] 'embedded clause' and 접속문 [jeop-sok-mun] 'conjunctive sentence.' The analysis results show two categories of compound sentence formation patterns in Moon Jae-in's writings: patterns of stacked and non-stacked compound sentence formation. After the analysis was completed, the researcher concluded three strategies for learning to write, namely 1) Students must be able to determine the type of sentence to be made; 2) Students must pay attention to sentence patterns in Korean; and 3) Learners must be careful in choosing the correct grammar.

Using Self-Regulated Learning supported with Artificial Intelligence (AI) Chatbots to Develop EFL student teachers' Self-expression and Reflective Writing Skills

Using Self-Regulated Learning supported with Artificial Intelligence (AI) Chatbots to Develop EFL student teachers' Self-expression and Reflective Writing Skills

Improving the Writing Skills of Class XB Students at SMA Negeri 5 Kupang Through the Development of Canva-Based Interactive Teaching Materials

Penelitian ini dilatarbelakangi oleh terbatasnya referensi pembelajaran yang digunakan siswa Kelas XB SMA Negeri 5 Kupang dalam menulis pada pembelajaran Bahasa Indonesia. Penelitian ini bertujuan untuk meningkatkan keterampilan menulis siswa kelas XB SMA Negeri 5 Kupang dengan menggunakan bahan ajar interaktif berbasis Canva. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang melibatkan 36 siswa SMA Negeri 5 Kupang kelas XB tahun ajaran 2023/2024. Alat yang digunakan dalam penelitian ini adalah observasi, wawancara dan tes yang semuanya dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa (1) hasil penilaian siswa meningkat dari siklus I ke siklus III yaitu masing-masing mencapai 75%, 90% dan 95% yang melampaui Kriteria Ketuntasan Tujuan Pembelajaran (KKTP) dengan nilai 88; (2) guru sudah menunjukkan peningkatan dalam membuat bahan ajar terbuka interaktif dengan menggunakan aplikasi Canva; dan (3) siswa memiliki respon positif ketika menggunakan bahan ajar interaktif karena lebih mudah dipahami. Hasil penelitian menunjukkan bahwa, (1) Hasil penilaian siswa meningkat dari siklus I ke siklus III yaitu 75%, 90%, 95% dan melampaui Kriteria Ketuntasan Sasaran Pembelajaran (KKTP) dengan nilai 88; (2) Telah terjadi peningkatan keterampilan guru dalam mengembangkan bahan ajar interaktif berbasis aplikasi Canva; (3) Siswa memberikan respon positif ketika menggunakan bahan ajar interaktif karena lebih mudah dipahami, menarik, serta dapat digunakan kapan saja dan dimana saja. Simpulan dari penelitian ini yaitu pengembangan bahan ajar interaktif berbasis Canva mampu meningkatkan motivasi belajar siswa kelas XB SMA Negeri 5 Kupang tahun pelajaran 2023/2024. Kata Kunci: Motivasi Belajar, Canva, Pembelajaran Bahasa Indonesia

Mobile Learning for Transforming English Writing Skills

Mobile Learning for Transforming English Writing Skills

Effectiveness of Editing and Proofreading Skills in Improving Academic Writing of Law Students

Writing skills are the most difficult language skills for students, especially those students with English as a Second Language (ESL) and as an English Foreign Language (EFL) in various academic institutions. This situation has made most college students fail to write effective academic works. This study assessed the effectiveness of the Editing and Proofreading Skills Course in improving the academic writing of law students in Tanzania. Specifically, the study assessed the common errors made by law students in academic writing. The study involved the action research design consisting of pre- and post-interventions. Data were collected through observations and questionnaire methods. Data were analysed statistically through the Wilcoxon Signed-rank test and the McNemar exact test at 95% confidence intervals to analyse the before and after intervention data. The study found that law students had a limited basic understanding of the editing and proofreading techniques before the intervention. After the intervention, there was a significant improvement in students’ writing skills as the results showed an exact p-value of 0.000. It recommends the inclusion of specific instructions on Editing and Proofreading Skills Courses as part of the Legal Education Curriculum in Tanzania.

The Effectiveness of a CoRT Based Program in Developing English Language Creative Writing Skills in Light of Constructivism Theory for University Students

The Effectiveness of a CoRT Based Program in Developing English Language Creative Writing Skills in Light of Constructivism Theory for University Students

Improving Writing Skills of Engineering Students through Flipped Classroom: A Study

Improving Writing Skills of Engineering Students through Flipped Classroom: A Study

The Effectiveness of Using Grammarly to Improve Saudi Students’ Academic Writing Skills

The Effectiveness of Using Grammarly to Improve Saudi Students’ Academic Writing Skills

Impact of Project-Based Learning (PBL) Integrated with Google Classroom on Improving English Writing Skills in a Bangladeshi University

Developing tertiary students’ writing skills is a crucial issue. Teachers integrate writing projects with Google Classroom to develop students’ writing skills, although the impact of this learning model has not yet been determined in the Bangladeshi higher education context. This research explored the impact of project-based learning (PBL), supported by Google Classroom, on developing the writing skills of tertiary students in Bangladesh. This quasi-experimental study analyzed essays written by 30 control- and 30 experimental-group students. Additionally, in-depth interviews were conducted with 10 students to collect data. A t test and thematic analysis were conducted for quantitative and qualitative data analysis, respectively. This quasi-experimental research used a pre-test/post-test and control group design. The experiment was implemented for the experimental group using PBL with Google Classroom and for the control group using the conventional teaching method. The pre-test results indicate no differences between the groups (t = 0.55, p > 0.05) in terms of writing proficiency before the intervention. Nevertheless, the post-test yielded a t value of 3.43 (p < 0.01), which was statistically significant in favor of the experimental group. This suggests the enhancement of students’ writing skills through PBL with Google Classroom. These results demonstrate the benefits of the combination of interactive activities and social interaction conducive to writing tasks provided by this blended learning strategy. The implications are that teachers can blend PBL with Google Classroom for more active learning environments that align with students with real-world writing tasks. Limitations involved a small sample size and study duration. Future work should target larger, more diverse samples and incorporate qualitative work to deepen understanding of the learning process and outcomes.

Caption Power: Transforming Writing Skill through Instagram for University Students

Indonesian students still have difficulties learning writing skill. The students may produce many errors in writing text. Such as in structure, there are no tenses in Indonesian, so many students are confused about using the right tenses for their writing assessment. The objective of the research is to find out the effectiveness of using Instagram Caption to improve students writing skill. This research is designed in quantitative descriptive. The data are collected by questionnaire, interview, and writing test. To analyze the data, the researcher look at the result of writing test. The result shows Instagram Caption effectively to improve students writing ability. In addition, Instagram Caption make the students more interested and explore their ideas into writing ability.