A Brief Overview of Key Issues in Second Language Writing Teaching and Research

Javadi-Safa, Azim

doi:10.7575/aiac.ijels.v.6n.2p.15

Cited by 30 publications

(27 citation statements)

References 44 publications

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“…As students write, they may return to previous processes especially during the editing process. Writing is also a cognitive activity because teachers play an important role in guiding students to improve their writing skills which will be useful for their prospective career (Javadi-Safa, 2018). Besides that, the product writing approach is one of the most popular approaches used by teachers in teaching writing in Malaysian classrooms (Ismail, Salam, & Academy, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

Pheng¹,

Hashim²,

Sulaiman³

2021

AWEJ

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The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students’ writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students’ writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning.

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Section: Introductionmentioning

confidence: 99%

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

Pheng¹,

Hashim²,

Sulaiman³

2021

AWEJ

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“…She demonstrated how difficult it was for university students to discriminate between spoken and written language; they wrote as if they were speaking English. Meanwhile, Safa (2018) quickly identified at least four factors for students' bad writing, including reductionist approach, writing anxiety, ineffective lecture style, and related to the enormous size of writing class and cultural disintegration. Although a student may speak English well, there is no guarantee that he or she will be able to write well.…”

Section: Introductionmentioning

confidence: 99%

An Error Analysis on Students’ Abstract of College Students at Banten Jaya University

Fajri¹

2021

j.eng.lang.teach.lit.

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Writing is not a natural talent in language acquisition since it necessitates both editing and revising, making it appear to be a simple activity. A dictionary might be used by students to assist them use a foreign language in any situation. These exercises, however, may cause a number of mistakes in pupils' writing tasks. In light of this, the purpose of this study is to detect students' difficulties and grammatical mistakes during the academic writing process. In this study, mixed techniques were used to document the works of vocational college students and conduct interviews with them. The evidence on learners' grammatical mistakes was gathered, transcribed, evaluated, and interpreted. The students' mistakes were found to be in the following areas: tense (38.0%), preposition (11.7%), article (11.4%), conjunction (11.4%), omission (8.9%), subject-verb agreement (6.3%), and adverb (6.3%). (2.5 percent ). Meanwhile, according to the interview, most of the students (81.8 percent) utilized a translation tool such as Google translate to help with language competency during the writing process. Despite using a translation tool in writing, the majority of students (73%) said it was a challenging ability to master, and 18% considered the writing process was the most difficult of all language tasks.

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“…Learning to write in a foreign language is even harder and it may take a considerable amount of time and effort to do so efficiently. Since composing an accurate and fluent paragraph has been considered as one of the most important communicative skills in English language teaching and is by no means an easy task for EFL learners, English writing instruction plays a quite prominent role in foreign language education (Javadi-Safa, 2018) and thus research on the field of writing has been gaining popularity (Dar & Khan, 2020;Haider, 2012).…”

Section: Introductionmentioning

confidence: 99%