EFL Writing Assessment and Evaluation Rubrics in Yemen

Ghalib, Thikra K.

doi:10.1007/978-3-319-64104-1_10

Cited by 2 publications

(6 citation statements)

References 19 publications

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“…Al-Hammadi and Sidek (2014) asserted that a major problem, besides the negligence of writing skills, is mainly aggregated in the pre-college stage during which writing is taught superficially. Notwithstanding a handful of previous local studies (Al-Hammadi & Sidek, 2014;Ghalib, 2018;Muthanna, 2016;Nasser, 2016), the writing scenario in the local EFL situation remains in situ -an unfulfilled language need. To many learners who join an English program, writing is a troublesome task (Al-Hammadi & Sidek, 2014;Al-Mukdad, 2019;Muthanna, 2016;Nasser, 2016).…”

Section: Identifying the Gaps In The Local Yemeni Efl Writing Scenariomentioning

confidence: 95%

“…Before college, writing is not a big deal for learners because they barely get into the swing of writing unless they are asked to do so (Al-Hammadi & Sidek, 2014;Muthanna, 2016;Nasser, 2016). They pass secondary school exams with a minimum knowledge of writing scattered simple sentences (Ghalib, 2018;Nasser, 2016). It has been reported that school graduates score high points in grammarbased tests and the other way round in composition (inexpert writers).…”

Section: Identifying the Gaps In The Local Yemeni Efl Writing Scenariomentioning

confidence: 99%

“…School children pass secondary school with a minimum knowledge of writing scattered simple sentences. Al-Hammadi and Sidek (2014), Ghalib (2018), andNasser (2016) reported that school graduates score high points in grammar-based tests and the other way round in composition. This could be attributable to the fact that English language series taught in schools were designed on the CA, which has been criticized for its emphasis on capitalizes on oral communication at the expense of writing skills.…”

Section: Identifying the Gaps In The Local Yemeni Efl Writing Scenariomentioning

confidence: 99%

“…They are remarkably -unable to cope with rigorous academic tasks‖ (Alabere & Shapii, 2019, p. 96) and they feel incompetent when they perform writing tasks (Al-Hammadi & Sidek, 2014). Such a poor writing performance jeopardizes adherence to the requirements of the twenty-first century skills (Ghalib, 2018;Muthanna, 2016). Hence, it is then pertinent to unveil such conundrums, unearth causes, and suggest immediate measures to overcome existing problems.…”

Section: Introductionmentioning

confidence: 99%

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Academic Writing Problems in L2 Settings: Realities and Need for Intervention

Al-Khulaidi

Abdulkhalek

2022

Journal of English Studies in Arabia Felix

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Building on evidence from prior research, this literature review focuses on academic writing problems in ESL /EFL contexts, bringing to the fore emerging approaches to academic writing and calling for a shift from writing across the curriculum program to writing in specialized centers to propagate the integration of writing rather than some fixed tasks throughout the curriculum. For the study purpose, a theoretical-based descriptive thematic procedure was adopted, while at the same time providing pedagogical implications for automated writing and evaluation. As aside, instituting multimodal composition that fully engages all senses connects the linguistic and non-linguistic (semiotic) dimension of meaning-making. It enhances written fluency and liberates learners from getting bogged down in grammatical flaws and beyond alphabetic literacy. Given the situation in the local Yemeni EFL context, the current review highlights that writing would remain in a state of limbo unless it is coupled with a timely intervention addressing the problems of writing from school to university in light of these refinements. Keywords: Academic Writing (AW), Problems, ESL, EFL, corrective Intervention

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Section: Identifying the Gaps In The Local Yemeni Efl Writing Scenariomentioning

confidence: 95%

Section: Identifying the Gaps In The Local Yemeni Efl Writing Scenariomentioning

confidence: 99%

Section: Identifying the Gaps In The Local Yemeni Efl Writing Scenariomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academic Writing Problems in L2 Settings: Realities and Need for Intervention

Al-Khulaidi

Abdulkhalek

2022

Journal of English Studies in Arabia Felix

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“…However, with relatively scant study, it would be difficult to provide a comprehensive picture of instructor's feedback on students' writing assignment. Due to the uniqueness of each circumstance and the contextual aspects that influence writing development, a stronger concentration on teacher-focused analysis, particularly in an EFL scenario, would improve our knowledge and assist instructors understand their role in offering feedback (Ghanbari & Abdolrezapour, 2021;Ghalib, 2018).…”

Section: Significance Of the Studymentioning

confidence: 99%

A Self-Investigation into Thai EFL Writing Instructors’ Perceptions toward Written Feedback on College Students’ Writing Essay Assignment

Chang¹,

Wei²

2022

ELT

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Although the behavior and impacts of instructor reflection in writing classes have been extensively studied over the past few decades, a significant proportion of the work has concentrated on students' attitudes and utilization of all such responses, as opposed to teachers' perspectives, self-assessments, and actual text comments given. Research findings on instructors' attitudes regarding students' written work are far from conclusive. This research gathered data from eight Thai-nationality writing instructors of English as a Foreign Language (EFL) and one hundred and six Thai undergraduate students in order to assess teachers' attitudes toward written comments. In addition, the researcher analyzed instructors' self-evaluations of written feedback and the link between their self-evaluations and whether they even responded to EFL areas. The results revealed that these instructors' self-evaluations of the comments that they claimed they generally supplied and the genuine reflection they delivered on student writing were fairly consistent. The results also reveal that while marking writing drafts, these instructors were far more bothered with local issues, particularly grammatical, and this attention persisted throughout the amendments of the writing. Instructors' predilection for and reliance on grammatical accuracy in their comments may misguide students into prioritizing writing characteristics and then into believing that a zero-blunder essay is a competent and better-quality written work. Remarkably, despite the fact that instructors appeared to dwell on local problems for correction, all favorable comments on essays focused on global features. These instructors had little professional training in evaluating student written assignments, according to the findings of this research. 

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EFL Writing Assessment and Evaluation Rubrics in Yemen

Cited by 2 publications

References 19 publications

Academic Writing Problems in L2 Settings: Realities and Need for Intervention

Academic Writing Problems in L2 Settings: Realities and Need for Intervention

A Self-Investigation into Thai EFL Writing Instructors’ Perceptions toward Written Feedback on College Students’ Writing Essay Assignment

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