Challenges of Teaching Academic Writing Skills in ESL Classroom (Based on International Teaching Experience)

Hundarenko, Olena

doi:10.18662/rrem/158

Cited by 10 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learning a language represents a challenging and complex process of mastering language systems and skills (Brković, Kardum, & Togonal, 2021;Hundarenko, 2019;Kapranov, 2019;Mulyadi, Arifani, Wijayantingsih & Budiastuti, 2020;Sides & Cuevas 2020;Stognieva, 2020;Štubňa, 2019). Undeniably, language teachers occupy a substantial role in delivering success to language teaching environments (Başal, 2014;Tuncel & Çobanoğlu, 2018).…”

Section: Introductionmentioning

confidence: 99%

Male and Female University Students’ Perceptions of an Effective EFL Teacher

Metruk¹

2021

INT J INSTRUCTION

View full text Add to dashboard Cite

Examining and understanding the concept of effective language instruction is of major significance as regards the process of teaching and learning foreign languages. This study attempts to investigate the differences in the male and female EFL (English as a foreign language) students' perceptions of effective language teachers. The convenient sampling technique, followed by the stratified sampling, was applied to gather the data from 25 males and 58 females (n=83). First, ten highest-mean and ten lowest-mean items were analysed to investigate the most important and the least important qualities of an effective language teacher. Afterwards, 57 independent-sample t-tests were carried out in order to find and recognize the potential differences between the particular questionnaire items as perceived by the male and female participants. The research outcomes demonstrate that the differences between the perception of the highest-mean and lowest-mean items are not considerable between the two sexes despite some detected variances. Furthermore, the statistically significant differences (p ≤ 0.05) were observed in only 9 cases out of the 57 items, which means that overall, the differences are not substantial, and the male and female students generally tend to agree on the characteristics of an effective language teacher.

show abstract

Section: Introductionmentioning

confidence: 99%

Male and Female University Students’ Perceptions of an Effective EFL Teacher

Metruk¹

2021

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Learning a foreign language is undoubtedly a complex process as one has to master both language skills and systems (Hundarenko, 2019;Hojatpanah & Dashtestani, 2020;Kapranov, 2020;Lacková, 2019;Leláková & Šavelová, 2020;Putrawan, 2019;Stognieva, 2019;Todaka, 2020) in order to become an effective language user. Moreover, language conveys knowledge as well as cultural data and it mirrors the important and specific thoughts of individuals (Namaziandost, Sabzevari & Hashemifardnia, 2018).…”

Section: Introductionmentioning

confidence: 99%

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Metruk

2020

JLE

View full text Add to dashboard Cite

A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

show abstract

“…Furthermore, it is a generally comprehended truth that learners who are trained in a professional communication environment will exemplify better interpersonal communication skills, where writing constitutes an inseparable component of a learner's domain knowledge and literacy (Khan, 2016;Leláková & Bačová, 2015). Instructors are expected to train students on how to generate and organize ideas, how to use suitable grammar and vocabulary, how to draft, avoid plagiarism, use correct register (Hundarenko, 2019), how to begin and end, and how to proofread and edit a piece of writing. Thus, developing writing skills embodies today a very relevant and vast research field.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)

Hundarenko

2020

RREM

Self Cite

View full text Add to dashboard Cite

Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.

show abstract

Challenges of Teaching Academic Writing Skills in ESL Classroom (Based on International Teaching Experience)

Cited by 10 publications

References 0 publications

Male and Female University Students’ Perceptions of an Effective EFL Teacher

Male and Female University Students’ Perceptions of an Effective EFL Teacher

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)

Contact Info

Product

Resources

About