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teaching</title> <meta name="description" content="Search results for: writing teaching"> <meta name="keywords" content="writing teaching"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="writing teaching"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3852</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: writing teaching</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3852</span> The Constructivist Approach to Teaching Second Language Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreea%20Cervatiuc">Andreea Cervatiuc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on teaching second language writing through a constructivist approach. Unlike traditional approaches to teaching second language writing, which were product-oriented and emphasized surface features of writing, such as spelling and grammar, the constructivist approach to teaching second language writing is process-oriented and fosters discovery of meaning, creativity, collaboration, and writing for an audience. Educators who take a constructivist approach to teaching second language writing create communities of writers in their classrooms, emphasize that the goal of writing is to share ideas with others, and engage their students in collaborative, creative, and authentic writing activities, such as writing conferences, group story writing, finish the story, and chain writing. The constructivist approach to teaching second language writing combines a focus on genres, scaffolding, and treating writing as a process. Through constructivist writing, students co-create knowledge and engage in meaningful dialogue with various texts and their peers. The findings of this study can have implications for applied linguists, teachers, and language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20second%20language" title="constructivist second language">constructivist second language</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20genres" title=" writing genres"> writing genres</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20writing" title=" process writing"> process writing</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/194112/the-constructivist-approach-to-teaching-second-language-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">10</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3851</span> An Overview of College English Writing Teaching Studies in China Between 2002 and 2022: Visualization Analysis Based on CiteSpace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Yiting">Yang Yiting</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper employs CiteSpace to conduct a visualiazation analysis of literature on college English writing teaching researches published in core journals from the CNKI database and CSSCI journals between 2002 and 2022. It aims to explore the characteristics of researches and future directions on college English writing teaching. The present study yielded the following major findings: the field primarily focuses on innovative writing teaching models and methods, the integration of traditional classroom teaching and information technology, and instructional strategies to enhance students' writing skills. The future research is anticipated to involve a hybrid writing teaching approach combining online and offline teaching methods, leveraging the "Internet+" digital platform, aiming to elevate students' writing proficiency. This paper also presents a prospective outlook for college English writing teaching research in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citespace" title="citespace">citespace</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20English" title=" college English"> college English</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20teaching" title=" writing teaching"> writing teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization%20analysis" title=" visualization analysis"> visualization analysis</a> </p> <a href="https://publications.waset.org/abstracts/173765/an-overview-of-college-english-writing-teaching-studies-in-china-between-2002-and-2022-visualization-analysis-based-on-citespace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3850</span> Academic Writing vs Creative Writing for Arabic Speaking Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yacoub%20Aljaffery">Yacoub Aljaffery</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many English writing instructors try to avoid creative writing in their classrooms thinking they need to teach essay rules and organization skills. They seem to forget that creative writing has do’s and don’ts as well. While academic writing is different from fiction writing in some important ways (although perhaps the boundaries are fruitfully blurring), there is much that can be writerly selves. The differences between creative writing and academic writing are that creative writing is written mainly to entertain with the creativity of the mind and academic writing is written mainly to inform in a formal manner or to incite the reader to make an action such as purchase the writer’s product. In this research paper, we are going to find out how could Arabic speaking students, who are learning academic writing in universities, benefit from creative writing such as literature, theatrical scripts, music, and poems. Since Arabic language is known as poetic language, students from this culture tend to like writing with creativity. We will investigate the positive influence of creative writing rules on academic essays and paragraphs in universities, and We will prove the importance of using creative writing activities in any academic writing classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20teaching" title="ESL teaching">ESL teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing ">academic writing </a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title=" creative writing"> creative writing</a> </p> <a href="https://publications.waset.org/abstracts/16224/academic-writing-vs-creative-writing-for-arabic-speaking-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3849</span> Discovering the Relationship between Teaching Creativity and Creative Writing in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Humaira%20Irfan%20Khan">Humaira Irfan Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper explores teaching of creative writing in Pakistani classroom. The data collected from the questionnaire and focus group interview with a large public sector university’s Master of Arts in English students, who are also in-service school teachers, discovers that English teachers in Pakistan do not teach to develop the creative writing of pupils. The findings show that English teachers can define creative writing but are confused about strategies needed in rousing learners’ interest in creative writing. The teachers make their students memorise compositions from the textbooks to be reproduced in class. English teachers must be encouraged and trained to engage in activities that are essential for enhancing creative writing in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title="creative writing">creative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20creative%20writing" title=" teaching creative writing"> teaching creative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/22332/discovering-the-relationship-between-teaching-creativity-and-creative-writing-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3848</span> A Teaching Method for Improving Sentence Fluency in Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manssour%20Habbash">Manssour Habbash</a>, <a href="https://publications.waset.org/abstracts/search?q=Srinivasa%20Rao%20Idapalapati"> Srinivasa Rao Idapalapati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although writing is a multifaceted task, teaching writing is a demanding task basically for two reasons: Grammar and Syntax. This article provides a method of teaching writing that was found to be effective in improving students’ academic writing composition skill. The article explains the concepts of ‘guided-discovery’ and ‘guided-construction’ upon which a method of teaching writing is grounded and developed. Providing a brief commentary on what the core could mean primarily, the article presents an exposition of understanding and identifying the core and building upon the core that can demonstrate the way a teacher can make use of the concepts in teaching for improving the writing skills of their students. The method is an adaptation of grammar translation method that has been improvised to suit to a student-centered classroom environment. An intervention of teaching writing through this method was tried out with positive outcomes in formal classroom research setup, and in view of the content’s quality that relates more to the classroom practices and also in consideration of its usefulness to the practicing teachers the process and the findings are presented in a narrative form along with the results in tabular form. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=core%20of%20a%20text" title="core of a text">core of a text</a>, <a href="https://publications.waset.org/abstracts/search?q=guided%20construction" title=" guided construction"> guided construction</a>, <a href="https://publications.waset.org/abstracts/search?q=guided%20discovery" title=" guided discovery"> guided discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=theme%20of%20a%20text" title=" theme of a text"> theme of a text</a> </p> <a href="https://publications.waset.org/abstracts/42210/a-teaching-method-for-improving-sentence-fluency-in-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3847</span> Technology Impact in Learning and Teaching English Language Writing </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Naka">Laura Naka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The invention of computer writing programs has changed the way of teaching second language writing. This artificial intelligence engine can provide students with feedback on their essays, on their grammatical and spelling errors, convenient writing and editing tools to facilitate student’s writing process. However, it is not yet proved if this technology is helping students to improve their writing skills. There are several programs that are of great assistance for students concerning their writing skills. New technology provides students with different software programs which enable them to be more creative, to express their opinions and ideas in words, pictures and sounds, but at the end main and most correct feedback should be given by their teachers. No matter how new technology affects in writing skills, always comes from their teachers. This research will try to present some of the advantages and disadvantages that new technology has in writing process for students. The research takes place in the University of Gjakova ‘’Fehmi Agani’’ Faculty of Education-Preschool Program. The research aims to provide random sample response by using questionnaires and observation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title="English language learning">English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20L2." title=" teaching L2."> teaching L2.</a> </p> <a href="https://publications.waset.org/abstracts/22239/technology-impact-in-learning-and-teaching-english-language-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22239.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">571</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3846</span> Codifying the Creative Self: Conflicts of Theory and Content in Creative Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20L.%20Iamarino">Danielle L. Iamarino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the embattled territory of academic creative writing—and most focally, the use of critical theory in the teaching and structuring of creative practice. It places creative writing in contemporary social, cultural, and otherwise anthropological contexts, and evaluates conventional creative writing pedagogies based on how well they serve the updated needs of increasingly diverse student congregations. With continued emphasis on student-centered learning, this paper compares theoretical to practical applications of discipline-specific knowledge, examining and critiquing theory in terms of its relevance, accessibility, and whether or not it is both actionable and beneficial in the creative writing classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title="creative writing">creative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20theory" title=" literary theory"> literary theory</a>, <a href="https://publications.waset.org/abstracts/search?q=content" title=" content"> content</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/13983/codifying-the-creative-self-conflicts-of-theory-and-content-in-creative-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3845</span> Teaching Writing in the Virtual Classroom: Challenges and the Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Upeksha%20Jayasuriya">Upeksha Jayasuriya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The sudden transition from onsite to online teaching/learning due to the COVID-19 pandemic called for a need to incorporate feasible as well as effective methods of online teaching in most developing countries like Sri Lanka. The English as a Second Language (ESL) classroom faces specific challenges in this adaptation, and teaching writing can be identified as the most challenging task compared to teaching the other three skills. This study was therefore carried out to explore the challenges of teaching writing online and to provide effective means of overcoming them while taking into consideration the attitudes of students and teachers with regard to learning/teaching English writing via online platforms. A survey questionnaire was distributed (electronically) among 60 students from the University of Colombo, the University of Kelaniya, and The Open University in order to find out the challenges faced by students, while in-depth interviews were conducted with 12 lecturers from the mentioned universities. The findings reveal that the inability to observe students’ writing and to receive real-time feedback discourage students from engaging in writing activities when taught online. It was also discovered that both students and teachers increasingly prefer Google Slides over other platforms such as Padlet, Linoit, and Jam Board as it boosts learner autonomy and student-teacher interaction, which in turn allows real-time formative feedback, observation of student work, and assessment. Accordingly, it can be recommended that teaching writing online can be better facilitated by using interactive platforms such as Google Slides, for it promotes active learning and student engagement in the ESL class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL" title="ESL">ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20writing" title=" teaching writing"> teaching writing</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/157998/teaching-writing-in-the-virtual-classroom-challenges-and-the-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157998.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3844</span> Teachers’ Attitudes and Techniques in EFL Writing in Secondary Schools in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hosam%20Mohamed%20Darwish">Hosam Mohamed Darwish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2008, the Egyptian Ministry of Education introduced a new national coursebook ‘Hello for Secondary Schools, which recommends a shift in EFL teachers’ instructional practices. Since then, very little attention has been paid to teachers’ techniques in EFL writing classes. Hence, this study aimed at investigating teaching writing practices in secondary schools and exploring the teachers’ attitudes towards EFL writing skill in addition to exploring the difficulties that teachers encountered in EFL writing lessons. The study depended on data triangulation through administering two questionnaires: one to 44 teachers and the other to 24 students, and conducting semi-structured interviews with 11 teachers. Both teachers and students were asked to describe teaching practices in EFL writing classes while the open-ended questions and interviews collected data about the teachers’ difficulties in writing lessons. The questionnaires indicate that teachers have negative attitudes towards teaching writing, and most of their practices are still traditional. Five factors have influenced teachers’ practices: backwash of the test, teachers’ professional development, students’ culture of reading and large classes. The study recommends there has to be a necessary change in the students’ examination system, and ongoing teachers’ professional development should be considered. Finally, a teaching model and implications are suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20writing" title="EFL writing">EFL writing</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20secondary%20schools" title=" Egyptian secondary schools"> Egyptian secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20attitudes" title=" teachers’ attitudes"> teachers’ attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20techniques" title=" teachers’ techniques"> teachers’ techniques</a> </p> <a href="https://publications.waset.org/abstracts/32898/teachers-attitudes-and-techniques-in-efl-writing-in-secondary-schools-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3843</span> Pedagogical Inclusiveness in Literacy Education: Teaching Reading and Writing to Non-Chinese Speaking Students in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Shiu-kee%20Shum">Mark Shiu-kee Shum</a>, <a href="https://publications.waset.org/abstracts/search?q=Dan%20Shi"> Dan Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to introduce the ‘Reading to Learn, Learning to Write’ (R2L) pedagogy and its application in teaching reading and writing to non-Chinese speaking (NCS) students in Hong Kong. Guided by the teaching and learning cycles accentuated in R2L pedagogy, sufficient scaffolding was provided for students with an explicit teaching method in literacy education. To understand the influence of using R2L pedagogy on students’ reading and writing abilities across different genres, quantitative data were collected by pre- and post-test of reading and writing tasks in the two different genres of narration and explanation. The pre-test and post-test were used to assess students’ writing performance based on the three textual components of context, discourse, and graphic features, while the reading abilities were assessed at the literal, inferred and interpretive levels of reading comprehension to measure the effectiveness of R2L pedagogy on their literacy improvement. The findings show the use of R2L pedagogy has been proven more effective in improving NCS students’ writing abilities than developing their reading capacity. It is hoped that the R2L-based pedagogic practices can serve as teaching references and pedagogic rationale for L1 language teachers and raise their metalinguistic awareness in teaching Chinese to non-Chinese speaking students in Hong Kong and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20inclusiveness" title="pedagogical inclusiveness">pedagogical inclusiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20education" title=" literacy education"> literacy education</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title=" ethnic minority"> ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing" title=" reading and writing"> reading and writing</a> </p> <a href="https://publications.waset.org/abstracts/185183/pedagogical-inclusiveness-in-literacy-education-teaching-reading-and-writing-to-non-chinese-speaking-students-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3842</span> The Impact of Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gholam%20Reza%20Parvizi">Gholam Reza Parvizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Azad"> Hossein Azad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Reza%20Kargar"> Ali Reza Kargar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article investigated the impact of task-based language teaching (TBLT) on writing performance of the Iranian intermediate EFL learners. There were two groups of forty students of the intermediate female learners studying English in Jahad-e-Daneshgahi language institute, ranging in age from thirteen to nineteen. They participated in their regular classes in the institute and were assigned to two groups including an experimental group of task-based language teaching and a control group for the purpose of homogeneity, all students in two groups took an achievement test before the treatment. As a pre-test; students were assigned to write a task at the beginning of the course. One of the classes was conducted through talking a TBLT approach on their writing, while the other class followed regular patterns of teaching, namely traditional approach for TBLT group. There were some tasks chosen from learners’ textbook. The task selection was in accordance with learning standards for ESL and TOFEL writing sections. At the end of the treatment, a post-test was administered to both experimental group and the control group. Scoring was done on the basis of scoring scale of “expository writing quality scale”. The researcher used paired samples t-test to analyze the effect of TBLT teaching approach on the writing performance of the learners. The data analysis revealed that the subjects in TBLT group performed better on the writing performance post-test than the subjects in control group. The findings of the study also demonstrated that TBLT would enhance writing performance in the group of learners. Moreover, it was indicated that TBLT has been effective in teaching writing performance to Iranian EFL learners <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title="task-based language teaching">task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20approach" title=" language teaching approach"> language teaching approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20proficiency" title=" writing proficiency"> writing proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners "> EFL learners </a> </p> <a href="https://publications.waset.org/abstracts/59349/the-impact-of-task-based-language-teaching-on-iranian-female-intermediate-efl-learners-writing-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3841</span> Like Making an Ancient Urn: Metaphor Conceptualization of L2 Writing </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhalim%20Muhalim">Muhalim Muhalim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drawing on Lakoff’s theory of metaphor conceptualization, this article explores the conceptualization of language two writing (L2W) of ten students-teachers in Indonesia via metaphors. The ten postgraduate English language teaching students and at the same time (former) English teachers received seven days of intervention in teaching and learning L2. Using introspective log and focus group discussion, the results illuminate us that all participants are unanimous on perceiving L2W as process-oriented rather than product-oriented activity. Specifically, the metaphor conceptualizations exhibit three categories of process-oriented L2W: deliberate process, learning process, and problem-solving process. However, it has to be clarified from the outset that this categorization is not rigid because some of the properties of metaphors might belong to other categories. Results of the study and implications for English language teaching will be further discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metaphor%20conceptualisation" title="metaphor conceptualisation">metaphor conceptualisation</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20writing" title=" learning writing"> learning writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20writing" title=" teaching writing"> teaching writing</a> </p> <a href="https://publications.waset.org/abstracts/63962/like-making-an-ancient-urn-metaphor-conceptualization-of-l2-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3840</span> Utilization of Hybrid Teaching Methods to Improve Writing Skills of Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahira%20Zaman">Tahira Zaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper intends to discover the utility of hybrid teaching methods to aid undergraduate students to improve their English academic writing skills. A total of 45 undergraduate students were selected randomly from three classes from varying language abilities, with the research design of monitoring and rubrics evaluation as a means of measure. Language skills of the students were upgraded with the help of experiential learning methods using reflective writing technique, guided method in which students were merely directed to correct form of writing techniques along with self-guided method for the students to produce a library research-based article measured through a standardized rubrics provided. The progress of the students was monitored and checked through rubrics and self-evaluation and concluded that a change was observed in the students’ writing abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20evaluation" title="self evaluation">self evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid" title=" hybrid"> hybrid</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20evaluation" title=" self evaluation"> self evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20writing" title=" reflective writing"> reflective writing</a> </p> <a href="https://publications.waset.org/abstracts/99050/utilization-of-hybrid-teaching-methods-to-improve-writing-skills-of-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3839</span> Adopting a Comparative Cultural Studies Approach to Teaching Writing in the Global Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhura%20Bandyopadhyay">Madhura Bandyopadhyay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching writing within multicultural and multiethnic communities poses many unique challenges not the least of which is that of intercultural communication. When the writing is in English, pedagogical imperatives often encounter the universalizing tendencies of standardization of both language use and structural parameters which are often at odds with maintaining local practices which preserve cultural pluralism. English often becomes the contact zone within which individual identities of students play out against the standardization imperatives of the larger world. Writing classes can serve as places which become instruments of assimilation of ethnic minorities to a larger globalizing or nationalistic agenda. Hence, for those outside of the standard practices of writing English, adaptability towards a mastery of those practices valued as standard become the focus of teaching taking away from diversity of local English use and other modes of critical thinking. In a very multicultural and multiethnic context such as the US or Singapore, these dynamics become very important. This paper will argue that multiethnic writing classrooms can greatly benefit from taking up a cultural studies approach whereby the students’ lived environments and experiences are analyzed as cultural texts to produce writing. Such an approach eliminates limitations of using both literary texts as foci of discussion as in traditional approaches to teaching writing and the current trend in teaching composition without using texts at all. By bringing in students’ lived experiences into the classroom and analyzing them as cultural compositions stressing the ability to communicate across cultures, cultural competency is valued rather than adaptability while privileging pluralistic experiences as valuable even as universal shared experience are found. Specifically, while teaching writing in English in a multicultural classroom, a cultural studies approach makes both teacher and student aware of the diversity of the English language as it exists in our global context in the students’ experience while making space for diversity in critical thinking, structure and organization of writing effective in an intercultural context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/30514/adopting-a-comparative-cultural-studies-approach-to-teaching-writing-in-the-global-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3838</span> A Study of Flipped Classroom’s Influence on Classroom Environment of College English Reading, Writing and Translating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xian%20Xie">Xian Xie</a>, <a href="https://publications.waset.org/abstracts/search?q=Qinghua%20Fang"> Qinghua Fang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study used quantitative and qualitative methods to explore the characteristics of flipped classroom’s influence on classroom environment of college English reading, writing, and translating, and to summarize and reflect on the teaching characteristics of college English Reading, writing, and translating. The results of the study indicated that after the flipped classroom applied to reading, writing, and translating, students’ performance was improved to a certain extent, the classroom environment was improved to some extent, students of the flipped classroom are generally satisfied with the classroom environment; students showed a certain degree of individual differences to the degree of cooperation, participation, self-responsibility, task-orientation, and the teacher leadership and innovation. The study indicated that the implementation of flipped classroom teaching mode can optimize College English reading, writing, and translating classroom environment and realize target－learner as the center in foreign language teaching and learning, but bring a greater challenge to teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20environment" title="classroom environment">classroom environment</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20English%20reading" title=" college English reading"> college English reading</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20and%20translating" title=" writing and translating"> writing and translating</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a> </p> <a href="https://publications.waset.org/abstracts/56637/a-study-of-flipped-classrooms-influence-on-classroom-environment-of-college-english-reading-writing-and-translating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56637.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3837</span> Simplifying Writing Composition to Assist Students in Rural Areas: An Experimental Study for the Comparison of Guided and Unguided Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neha%20Toppo">Neha Toppo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Method and strategies of teaching instruction highly influence learning of students. In second language teaching, number of ways and methods has been suggested by different scholars and researchers through times. The present article deals with the role of teaching instruction in developing compositional ability of students in writing. It focuses on the secondary level students of rural areas, whose exposure to English language is limited and they face challenges even in simple compositions. The students till high school suffer with their disability in writing formal letter, application, essay, paragraph etc. They face problem in note making, writing answers in examination using their own words and depend fully on rote learning. It becomes difficult for them to give language to their own ideas. Teaching writing composition deserves special attention as writing is an integral part of language learning and students at this level are expected to have sound compositional ability for it is useful in numerous domains. Effective method of instruction could help students to learn expression of self, correct selection of vocabulary and grammar, contextual writing, composition of formal and informal writing. It is not limited to school but continues to be important in various other fields outside the school such as in newspaper and magazine, official work, legislative work, material writing, academic writing, personal writing, etc. The study is based on the experimental method, which hypothesize that guided instruction will be more effective in teaching writing compositions than usual instruction in which students are left to compose by their own without any help. In the test, students of one section are asked to write an essay on the given topic without guidance and another section are asked to write the same but with the assistance of guided instruction in which students have been provided with a few vocabulary and sentence structure. This process is repeated in few more schools to get generalize data. The study shows the difference on students’ performance using both the instructions; guided and unguided. The conclusion of the study is followed by the finding that writing skill of the students is quite poor but with the help of guided instruction they perform better. The students are in need of better teaching instruction to develop their writing skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=composition" title="composition">composition</a>, <a href="https://publications.waset.org/abstracts/search?q=essay" title=" essay"> essay</a>, <a href="https://publications.waset.org/abstracts/search?q=guided%20instruction" title=" guided instruction"> guided instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a> </p> <a href="https://publications.waset.org/abstracts/60632/simplifying-writing-composition-to-assist-students-in-rural-areas-an-experimental-study-for-the-comparison-of-guided-and-unguided-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">279</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3836</span> Exploring Academic Writing Challenges of First Year English as an Additional Language Students at an ODeL Institution in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tumelo%20Jaquiline%20Ntsopi">Tumelo Jaquiline Ntsopi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored the academic writing challenges of first-year students who use English as an Additional Language (EAL) registered in the EAW101 module at an ODeL institution. Research shows that academic writing is a challenge for EAL teaching and learning contexts across the globe in higher education institutions (HEIs). Academic writing is an important aspect of academic literacy in any institution of higher learning, more so in an ODeL institution. This has probed research that shows that academic writing is and continues to pose challenges for EAL teaching and learning contexts in higher education institutions. This study stems from the researcher’s experience in teaching academic writing to first-year students in the EAW101 module. The motivation for this study emerged from the fact that EAW101 is a writing module that has a high number of students in the Department of English Studies with an average of between 50-80 percent pass rate. These statistics elaborate on the argument that most students registered in this module struggle with academic writing, and they need intervention to assist and support them in achieving competence in the module. This study is underpinned by Community of Inquiry (CoI) framework and Transactional distance theory. This study adopted a qualitative research methodology and utilised a case study approach as a research design. Furthermore, the study gathered data from first year students and the EAW101 module’s student support initiatives. To collect data, focus group discussions, structured open-ended evaluation questions, and an observation schedule were used to gather data. The study is vital towards exploring academic writing challenges that first-year students in EAW101 encounter so that lecturers in the module may consider re-evaluating their methods of teaching to improve EAL students’ academic writing skills. This study may help lecturers towards enhancing academic writing in a ODeL context by assisting first year students through using student support interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing%20challenge" title=" academic writing challenge"> academic writing challenge</a>, <a href="https://publications.waset.org/abstracts/search?q=ODeL" title=" ODeL"> ODeL</a>, <a href="https://publications.waset.org/abstracts/search?q=EAL" title=" EAL"> EAL</a> </p> <a href="https://publications.waset.org/abstracts/167035/exploring-academic-writing-challenges-of-first-year-english-as-an-additional-language-students-at-an-odel-institution-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3835</span> Dialogic Approaches to Writing Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yael%20Leibovitch">Yael Leibovitch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching academic writing is a source of concern for secondary schools. Many students struggle to meet the basic standards of literacy while teacher confidence in this arena remains low. These issues are compounded by the conventionally prescriptive character of writing instruction, which fails to engage student writers. At the same time, a growing body of research on dialogic teaching has highlighted the powerful role of talk in student learning. With the intent of enhancing pedagogical capability, this paper shares finding from a co-inquiry case study that investigated how teachers think about and negotiate classroom discourse to position students as effective academic writers and thinkers. Using a range of qualitative methods, this project closely documents the iterative collaboration of educators as they sought to create more opportunities for dialogic engagement. More specifically, it triangulates both teacher and student data regarding the efficacy of interdependent thinking and collaborative reasoning as organizing principals for literacy learning. Findings indicate that a dialogic teaching repertoire helps to develop the cognitive and metacognitive skills of adolescent writers. In addition, they underscore the importance of sustained professional collaboration to the uptake of new writing pedagogies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogic%20teaching" title="dialogic teaching">dialogic teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20literacy" title=" student literacy"> student literacy</a> </p> <a href="https://publications.waset.org/abstracts/140184/dialogic-approaches-to-writing-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3834</span> The Effect of Self and Peer Assessment Activities in Second Language Writing: A Washback Effect Study on the Writing Growth during the Revision Phase in the Writing Process: Learners’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musbah%20Abdussayed">Musbah Abdussayed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The washback effect refers to the influence of assessment on teaching and learning, and this washback effect can either be positive or negative. This study implemented, sequentially, self-assessment (SA) and peer assessment (PA) and examined the washback effect of self and peer assessment (SPA) activities on the writing growth during the revision phase in the writing process. Twenty advanced Arabic as a second language learners from a private school in the USA participated in the study. The participants composed and then revised a short Arabic story as a part of a midterm grade. Qualitative data was collected, analyzed, and synthesized from ten interviews with the learners and from the twenty learners’ post-reflective journals. The findings indicate positive washback effects on the learners’ writing growth. The PA activity enhanced descriptions and meaning, promoted creativity, and improved textual coherence, whereas the SA activity led to detecting editing issues. Furthermore, both SPA activities had washback effects in common, including helping the learners meet the writing genre conventions and developing metacognitive awareness. However, the findings also demonstrate negative washback effects on the learners’ attitudes during the revision phase in the writing process, including bias toward self-evaluation during the SA activity and reluctance to rate peers’ writing performance during the PA activity. The findings suggest that self-and peer assessment activities are essential teaching and learning tools that can be utilized sequentially to help learners tackle multiple writing areas during the revision phase in the writing process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20assessment" title="self assessment">self assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=washback%20effect" title=" washback effect"> washback effect</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20writing" title=" second language writing"> second language writing</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20process" title=" writing process"> writing process</a> </p> <a href="https://publications.waset.org/abstracts/170652/the-effect-of-self-and-peer-assessment-activities-in-second-language-writing-a-washback-effect-study-on-the-writing-growth-during-the-revision-phase-in-the-writing-process-learners-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170652.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3833</span> Using Blackboard to Enhance Academic Writing Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20Craven">Laurence Craven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing is one of the most important class a freshman will take, as it provides the skill needed to formulate an academic essay in any discipline. Written assignments are the most common form of assessment in higher education and thus it is of paramount importance for students to master the skill of academic writing. This presentation aims to give practitioners multiple ways to enhance their academic writing classes using the Blackboard environment, with a view to improving student performance. The presentation will include ways to improve assessment and give corrective feedback. It will also provide ideas on how to increase variety in teaching lessons, assigning homework and on organizing materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41426/using-blackboard-to-enhance-academic-writing-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3832</span> An Empirical Study on the Integration of Listening and Speaking Activities with Writing Instruction for Middles School English Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xueyan%20Hu">Xueyan Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Liwen%20Chen"> Liwen Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Weilin%20He"> Weilin He</a>, <a href="https://publications.waset.org/abstracts/search?q=Sujie%20Peng"> Sujie Peng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an important but challenging skill For English language learners. Due to the small amount of time allocated for writing classes at schools, students have relatively few opportunities to practice writing in the classroom. While the practice of integrating listening and speaking activates with writing instruction has been used for adult English language learners, its application for young English learners has seldom been examined due to the challenge of listening and speaking activities for young English language learners. The study attempted to integrating integrating listening and speaking activities with writing instruction for middle school English language learners so as to improving their writing achievements and writing abilities in terms of the word use, coherence, and complexity in their writings. Guided by Gagne's information processing learning theory and memetics, this study conducted a 8-week writing instruction with an experimental class (n=44) and a control class (n=48) . Students in the experimental class participated in a series of listening and retelling activities about a writing sample the teacher used for writing instruction during each period of writing class. Students in the control class were taught traditionally with teachers’ direction instruction using the writing sample. Using the ANCOVA analysis of the scores of students’ writing, word-use, Chinese-English translation and the text structure, this study showed that the experimental writing instruction can significantly improve students’ writing performance. Compared with the students in the control class, the students in experimental class had significant better performance in word use and complexity in their essays. This study provides useful enlightenment for the teaching of English writing for middle school English language learners. Teachers can skillfully use information technology to integrate listening, speaking, and writing teaching, considering students’ language input and output. Teachers need to select suitable and excellent composition templates for students to ensure their high-quality language input. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wring%20instruction" title="wring instruction">wring instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=retelling" title=" retelling"> retelling</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20and%20speaking" title=" listening and speaking"> listening and speaking</a> </p> <a href="https://publications.waset.org/abstracts/168631/an-empirical-study-on-the-integration-of-listening-and-speaking-activities-with-writing-instruction-for-middles-school-english-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168631.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3831</span> Curriculum Based Measurement and Precision Teaching in Writing Empowerment Enhancement: Results from an Italian Learning Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Pelizzoni">I. Pelizzoni</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Cavallini"> C. Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Salvaderi"> I. Salvaderi</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Cavallini"> F. Cavallini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present the improvement in writing skills obtained by 94 participants (aged between six and 10 years) with special educational needs through a writing enhancement program based on fluency principles. The study was planned and conducted with a single-subject experimental plan for each of the participants, in order to confirm the results in the literature. These results were obtained using precision teaching (PT) methodology to increase the number of written graphemes per minute in the pre- and post-test, by curriculum based measurement (CBM). Results indicated an increase in the number of written graphemes for all participants. The average overall duration of the intervention is 144 minutes in five months of treatment. These considerations have been analyzed taking account of the complexity of the implementation of measurement systems in real operational contexts (an Italian learning center) and important aspects of replicability and cost-effectiveness of such interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20based%20measurement" title="curriculum based measurement">curriculum based measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=precision%20teaching" title=" precision teaching"> precision teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a>, <a href="https://publications.waset.org/abstracts/search?q=Italian%20learning%20center" title=" Italian learning center"> Italian learning center</a> </p> <a href="https://publications.waset.org/abstracts/115624/curriculum-based-measurement-and-precision-teaching-in-writing-empowerment-enhancement-results-from-an-italian-learning-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3830</span> Development of a Distance Training Package on Production of Handbook and Report Writing for Innovative Learning and Teaching for Vocational Teachers of Office of the Vocational Education Commission</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petchpong%20Mayukhachot">Petchpong Mayukhachot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were (1) to develop a distance training package on topic of Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission; (2) to study the effects of using the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission. and (3) to study the samples’ opinion on the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission Research and Development was used in this research. The purposive sampling group of this research was 39 Vocational Teachers of Office of The Vocational Education Commission. Instruments were; (1) the distance training package, (2) achievement tests on understanding of Production of Handbook and Report writing for innovative learning and teaching and learning activities to develop practical skills, and (3) a questionnaire for sample’s opinion on the distance training package. Percent, Mean, Standard Deviation, the E1/E2 efficiency index and t-test were used for data analysis. The findings of the research were as follows: (1) The efficiency of the distance training package was established as 80.90 / 81.90. The distance training package composed of the distance training package document and a manual for the distance training package. The distance training package document consisted of the name of the distance training package, direction for studying the distance training package, content’s structure, concepts, objectives, and activities after studying the distance training package. The manual for the distance training package consisted of the explanation of the distance training package and objectives, direction for using the distance training package, training schedule, documents as a manual of speech, and evaluations. (2) The effects of using the distance training package on topic Production of Handbook and Report writing for innovative learning and teaching for Vocational Teachers of Office of The Vocational Education Commission were the posttest average scores of achievement on understanding of Technology and Occupations teaching for development of critical thinking of the sample group were higher than the pretest average scores. (3) The most appropriate of trainees’ opinion were contents of the distance training package is beneficial to performance. That can be utilized in Teaching or operations. Due to the content of the two units is consistent and activities assigned to the appropriate content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20training%20package" title="distance training package">distance training package</a>, <a href="https://publications.waset.org/abstracts/search?q=handbook%20writing%20for%20innovative%20learning" title=" handbook writing for innovative learning"> handbook writing for innovative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20report%20writing%20for%20innovative%20learning" title=" teaching report writing for innovative learning"> teaching report writing for innovative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/28681/development-of-a-distance-training-package-on-production-of-handbook-and-report-writing-for-innovative-learning-and-teaching-for-vocational-teachers-of-office-of-the-vocational-education-commission" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3829</span> AI-Assisted Business Chinese Writing: Comparing the Textual Performances Between Independent Writing and Collaborative Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Liu%20Lu">Stephanie Liu Lu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the proliferation of artificial intelligence tools in the field of education, it is crucial to explore their impact on language learning outcomes. This paper examines the use of AI tools, such as ChatGPT, in practical writing within business Chinese teaching to investigate how AI can enhance practical writing skills and teaching effectiveness. The study involved third and fourth-year university students majoring in accounting and finance from a university in Hong Kong within the context of a business correspondence writing class. Students were randomly assigned to a control group, who completed business letter writing independently, and an experimental group, who completed the writing with the assistance of AI. In the latter, the AI-assisted business letters were initially drafted by the students issuing commands and interacting with the AI tool, followed by the students' revisions of the draft. The paper assesses the performance of both groups in terms of grammatical expression, communicative effect, and situational awareness. Additionally, the study collected dialogue texts from interactions between students and the AI tool to explore factors that affect text generation and the potential impact of AI on enhancing students' communicative and identity awareness. By collecting and comparing textual performances, it was found that students assisted by AI showed better situational awareness, as well as more skilled organization and grammar. However, the research also revealed that AI-generated articles frequently lacked a proper balance of identity and writing purpose due to limitations in students' communicative awareness and expression during the instruction and interaction process. Furthermore, the revision of drafts also tested the students' linguistic foundation, logical thinking abilities, and practical workplace experience. Therefore, integrating AI tools and related teaching into the curriculum is key to the future of business Chinese teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI-assistance" title="AI-assistance">AI-assistance</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20Chinese" title=" business Chinese"> business Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=textual%20analysis" title=" textual analysis"> textual analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education" title=" language education"> language education</a> </p> <a href="https://publications.waset.org/abstracts/181515/ai-assisted-business-chinese-writing-comparing-the-textual-performances-between-independent-writing-and-collaborative-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181515.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">57</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3828</span> Creative Application of Cognitive Linguistics and Communicative Methods to Eliminate Common Learners' Mistakes in Academic Essay Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ekaterina%20Lukianchenko">Ekaterina Lukianchenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article sums up a six-year experience of teaching English as a foreign language to over 900 university students at MGIMO (Moscow University of International Relations, Russia), all of them native speakers of Russian aged 16 to 23. By combining modern communicative approach to teaching with cognitive linguistics theories, one can deal more effectively with deeply rooted mistakes which particular students have of which conventional methods have failed to eliminate. If language items are understood as concepts and frames, and classroom activities as meaningful parts of language competence development, this might help to solve such problems as incorrect use of words, unsuitable register, and confused tenses - as well as logical or structural mistakes, and even certain psychological issues concerning essay writing. Along with classic teaching methods, such classroom practice includes plenty of interaction between students - playing special classroom games aimed at eliminating particular mistakes, working in pairs and groups, integrating all skills in one class. The main conclusions that the author of the experiment makes consist in an assumption that academic essay writing classes demand a balanced plan. This should not only include writing as such, but additionally feature elements of listening, reading, speaking activities specifically chosen according to the skills and language students will need to write the particular type of essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20essay%20writing" title="academic essay writing">academic essay writing</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20teaching" title=" creative teaching"> creative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=competency-based%20approach" title=" competency-based approach"> competency-based approach</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20language%20teaching" title=" communicative language teaching"> communicative language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=frame" title=" frame"> frame</a>, <a href="https://publications.waset.org/abstracts/search?q=concept" title=" concept"> concept</a> </p> <a href="https://publications.waset.org/abstracts/55119/creative-application-of-cognitive-linguistics-and-communicative-methods-to-eliminate-common-learners-mistakes-in-academic-essay-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3827</span> Language Processing in Arabic: Writing Competence Across L1 (Arabic) and L2 (English)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Khuwaileh">Abdullah Khuwaileh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The central aim of this paper is to investigate writing skills in the two languages involved, English and Arabic, and to see whether there is an association between poor writing across languages. That is to say, and it is thought that learners might be excellent in their L1 (Language 1: Arabic) but not in L2 (language 2: English). However, our experimental research findings resulted in an interesting association between L1 and L2. Data were collected from 150 students (chosen randomly) who wrote about the same topic in English and Arabic. Topics needed no preparation as they were common and well-known. Scripts were assessed respectively by ELT (English Language Teaching) and Arabic specialists. The study confirms that poor writing in English correlates with similar deficiencies in the mother tongue (Arabic). Thus, the common assumption in ELT that all learners are fully competent in their first language skills is unfounded. Therefore, the criticism of ELT programs for speakers of Arabic, based on poor writing skills in English and good writing in Arabic is not justified. The findings of this paper can be extended to other learners of English who speak Arabic as a first language and English as a foreign and/or second language. The study is concluded with several research and practical recommendations <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=l1" title=" l1"> l1</a> </p> <a href="https://publications.waset.org/abstracts/158789/language-processing-in-arabic-writing-competence-across-l1-arabic-and-l2-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3826</span> Applying Dictogloss Technique to Improve Auditory Learners’ Writing Skills in Second Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aji%20Budi%20Rinekso">Aji Budi Rinekso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are some common problems that are often faced by students in writing. The problems are related to macro and micro skills of writing, such as incorrect spellings, inappropriate diction, grammatical errors, random ideas, and irrelevant supporting sentences. Therefore, it is needed a teaching technique that can solve those problems. Dictogloss technique is a teaching technique that involves listening practices. So, it is a suitable teaching technique for students with auditory learning style. Dictogloss technique comprises of four basic steps; (1) warm up, (2) dictation, (3) reconstruction and (4) analysis and correction. Warm up is when students find out about topics and do some preparatory vocabulary works. Then, dictation is when the students listen to texts read at normal speed by a teacher. The text is read by the teacher twice where at the first reading the students only listen to the teacher and at the second reading the students listen to the teacher again and take notes. Next, reconstruction is when the students discuss the information from the text read by the teacher and start to write a text. Lastly, analysis and correction are when the students check their writings and revise them. Dictogloss offers some advantages in relation to the efforts of improving writing skills. Through the use of dictogloss technique, students can solve their problems both on macro skills and micro skills. Easier to generate ideas and better writing mechanics are the benefits of dictogloss. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20learners" title="auditory learners">auditory learners</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=dictogloss%20technique" title=" dictogloss technique"> dictogloss technique</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learning" title=" second language learning"> second language learning</a> </p> <a href="https://publications.waset.org/abstracts/110953/applying-dictogloss-technique-to-improve-auditory-learners-writing-skills-in-second-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3825</span> Innovative Strategies for Improving Writing Skills of Secondary Level Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ihsan%20Ullah%20Khan">Ihsan Ullah Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Asim%20Kareem"> Asim Kareem</a>, <a href="https://publications.waset.org/abstracts/search?q=Naveed%20Saif"> Naveed Saif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study examined the application of innovative strategies for improving writing skills of Secondary level students. It also examined the steps taken by Secondary level teachers for the improvement of writing skills of their students. Effective written communication is the problem faced by all the ESL students at secondary level. The objective of the study was to help the secondary level students to overcome this problem. More specifically, this research study aimed to guide the teachers, teaching at secondary level, to bring innovation in their teaching by showing the results of innovative strategies. In order to know about the practices of the teachers, inside the classroom, data was calculated through rating scale questionnaire. After that experimental study was carried out. For the experimental study a 10th grade class was selected. Results were drawn by analyzing the pre and post-tests of the students with the help of independent sample t-test. The results showed that a significant change occurred in the writing skills of the students, belonging to Treatment group. No improvement was observed in the writing skills of the students, belonging to Control group. Thus this research study proved to be a great contribution by guiding the teachers to bring a significant change in the writing skills of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title="writing skills">writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20strategies" title=" innovative strategies"> innovative strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment%20group" title=" treatment group"> treatment group</a>, <a href="https://publications.waset.org/abstracts/search?q=control%20group" title=" control group"> control group</a> </p> <a href="https://publications.waset.org/abstracts/14267/innovative-strategies-for-improving-writing-skills-of-secondary-level-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14267.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3824</span> Hand Movements and the Effect of Using Smart Teaching Aids: Quality of Writing Styles Outcomes of Pupils with Dysgraphia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayah%20Al%20Yaari"> Ayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dysgraphia is a neurological disorder of written expression that impairs writing ability and fine motor skills, resulting primarily in problems relating not only to handwriting but also to writing coherence and cohesion. We investigate the properties of smart writing technology to highlight some unique features of the effects they cause on the academic performance of pupils with dysgraphia. In Amis, dysgraphics undergo writing problems to express their ideas due to ordinary writing aids, as the default strategy. The Amis data suggests a possible connection between available writing aids and pupils’ writing improvement; therefore, texts’ expression and comprehension. A group of thirteen dysgraphic pupils were placed in a regular classroom of primary school, with twenty-one pupils being recruited in the study as a control group. To ensure validity, reliability and accountability to the research, both groups studied writing courses for two semesters, of which the first was equipped with smart writing aids while the second took place in an ordinary classroom. Two pre-tests were undertaken at the beginning of the first two semesters, and two post-tests were administered at the end of both semesters. Tests examined pupils’ ability to write coherent, cohesive and expressive texts. The dysgraphic group received the treatment of a writing course in the first semester in classes with smart technology and produced significantly greater increases in writing expression than in an ordinary classroom, and their performance was better than that of the control group in the second semester. The current study concludes that using smart teaching aids is a ‘MUST’, both for teaching and learning dysgraphia. Furthermore, it is demonstrated that for young dysgraphia, expressive tasks are more challenging than coherent and cohesive tasks. The study, therefore, supports the literature suggesting a role for smart educational aids in writing and that smart writing techniques may be an efficient addition to regular educational practices, notably in special educational institutions and speech-language therapeutic facilities. However, further research is needed to prompt the adults with dysgraphia more often than is done to the older adults without dysgraphia in order to get them to finish the other productive and/or written skills tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20technology" title="smart technology">smart technology</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20aids" title=" writing aids"> writing aids</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils%20with%20dysgraphia" title=" pupils with dysgraphia"> pupils with dysgraphia</a>, <a href="https://publications.waset.org/abstracts/search?q=hands%E2%80%99%20movement" title=" hands’ movement"> hands’ movement</a> </p> <a href="https://publications.waset.org/abstracts/186316/hand-movements-and-the-effect-of-using-smart-teaching-aids-quality-of-writing-styles-outcomes-of-pupils-with-dysgraphia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">37</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3823</span> The Impact of Collaborative Writing through Wikis and Blogs on Iranian EFL Learners’ Writing Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhad%20Ghorbandordinejad">Farhad Ghorbandordinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Shamsoddin%20Aref"> Shamsoddin Aref</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wikis and blogs, defined as educational tools in line with the objectives of collaborative writing, are regarded as innovative ways of writing addressing the problems of conventional types of writing. Although writing in wikis and blogs step in different contexts, they are both aiming at betterment of collaborative writing procedures. It is believed that due to certain reasons bringing in wikis and blogs to learners' life can lead to better performance of writing. This study aimed at dipping into pedagogical aspects of wikis and blogs in the hope of eliminating prior traditional mistakes and bringing students together in a more constructive L2 context. To this end, three groups of intermediate students were experimented in three settings of wiki-group, blog-group and conventional (control) group. Despite conventional group learners, participants in both experimental groups experienced L2 writing in a new telecollaborative context. An achievement test was administered after the treatment to check learners’ degree of improvement in EFL writing. The results of this study provide a deep insight towards the effectiveness of writing in the contexts of wikis and blogs compared with conventional writing procedures. The overall conclusion drawn from the distinction of conventional writing, on one hand, and wikis and blogs, on the other hand, indicates that the latter channels of writing are more constructive for learners’ writing improvements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=wikis" title=" wikis"> wikis</a>, <a href="https://publications.waset.org/abstracts/search?q=blogs" title=" blogs"> blogs</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20achievement" title=" writing achievement"> writing achievement</a> </p> <a href="https://publications.waset.org/abstracts/41516/the-impact-of-collaborative-writing-through-wikis-and-blogs-on-iranian-efl-learners-writing-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20teaching&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20teaching&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20teaching&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20teaching&page=5">5</a></li> <li class="page-item"><a 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