English writing pedagogy at the crossroads: The case of Oman

Naghdipour, Bakhtiar

doi:10.1016/j.jslw.2021.100815

Cited by 17 publications

(17 citation statements)

References 8 publications

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“…Firstyear students were excluded as the study focused on the impact of time (at least one year) students engage in disciplinary content on their linguistic accuracy development in writing. The participants were studying at an international university in Oman, where an overwhelming majority of colleges and universities adhere to an English as the medium of instruction policy (Naghdipour, 2021). To enter their degree programmes, students need to provide evidence of English language proficiency (e.g., IELTS score of 5).…”

Section: Participantsmentioning

confidence: 99%

“…To put this into perspective, the potential of disciplinary engagement to develop different aspects of student L2 writing has been recently investigated in different settings (e.g., Knoch et al, 2014;Knoch et al, 2015;Lee, 2020;Oppenheimer et al, 2017). Such research, however, remains scarce in EFL contexts where college and university students need to spend more time attending to language-related issues in their written work due to insufficient exposure to linguistic input and sources of scaffolding or feedback (Naghdipour, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Exploring Omani EFL Students’ Written Linguistic Accuracy Development in Disciplinary Contexts

Naghdipour

Kadhim

2021

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It is generally assumed that undergraduate students' L2 written linguistic accuracy develops naturally in academic contexts as they engage in disciplinary content. To provide evidence of linguistic accuracy development in EFL writing, this study examines university students' ability to identify and correct linguistic errors (spelling, grammar and punctuation) in their writing and the mediational means or resources they consult to deal with such errors in disciplinary contexts. A mixed-method approach was employed to collect quantitative and qualitative data from undergraduate students (N = 60) who took a first-year essay writing course at a major university in Oman. In addition, Fourth-year, third-year, and second-year students majoring in social sciences proofread their essays written for the course final exam in the first semester of their studies. All participants were also interviewed to obtain insights into the likely resources and strategies they used to improve the linguistic accuracy of their writing. The results revealed that the length of the study was not a key factor affecting students' written linguistic accuracy development, as fourth-year students significantly outperformed their counterparts only in identifying and fixing the surface-level spelling and punctuation errors. Furthermore, the students' use of learning strategies and resources varied depending on individual factors such as future academic goals and career prospects. The paper concludes with a discussion of pedagogical implications and future research directions in EFL contexts.

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Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring Omani EFL Students’ Written Linguistic Accuracy Development in Disciplinary Contexts

Naghdipour

Kadhim

2021

Self Cite

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“…Writing skill and reading skill had an essential place in individuals' social life as well as in school learning (Desimyari, Putra, & Manuaba, 2018;Nuzulia, 2016;Widayanti, Sutama, & Wisudariani, 2019). Writing in English often called as the most complex skills from other skills like speaking, listening, and reading (Naghdipour, 2021;Sun, Wang, Lambert, & Liu, 2021). It is also believed as the most difficult skills.…”

Section: Introductionmentioning

confidence: 99%

The Integration of Facebook to Make Teaching and Learning Writing Skill in EFL More Entertaining

Rosang

2021

IJERR

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The students as EFL learners have difficulty in improving their writing skills. Students are less enthusiastic in compiling their writings, and they also have difficulty in it. Several factors, such as students cause this are less interested in English and less understanding vocabulary and grammar. This study analyzes that Facebook can be used as a more entertaining way of teaching and learning EFL writing skills. This research is library research. This study collects data by analyzing data information. Social networking sites (SNS) in this study use Facebook. The results showed that Facebook was able to encourage student participation and achievement in language learning. There are several steps in implementing Facebook as a more entertaining way of learning to teach EFL writing skills, such as having a Facebook account, online classes on Facebook, assignments or assignments on Facebook, sharing ideas, and feedback. Thus, the application of Facebook as a more entertaining way of learning EFL writing skills gives positive results to students' academic achievement.

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“…Communicating using English is an ability that is needed today (Naghdipour, 2021;Sirivedin et al, 2018). The science of communication is essential in supporting the activities of the world community.…”

Section: Introductionmentioning

confidence: 99%

Analysis Absorption of English Learning Materials in E-Learning

Brahma¹,

PramithaR²

2021

JPBI

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Communication science is very important in supporting the activities of the world community. Nowadays one must be able to speak English to compete. Some students stated that the absorption and understanding of English vocabulary on technology materials and sentence structure were limited. This has an impact on students' low English skills. The purpose of this study is to analyze the absorption of English learning materials in E-learning. This type of research is qualitative. Data collection techniques used in this study were interviews, Documentation Studies. The types and sources of data in this study are primary and secondary data. The technique used to analyze the data is descriptive qualitative and quantitative. The result of the research is that after learning English is done by E-learning, it is easier for students to understand English learning because E-learning can allow students to learn anywhere and students can understand English learning materials easily. This research implies that the use of E-learning in learning English will improve students' understanding of learning so that it impacts increasing student learning outcomes.

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English writing pedagogy at the crossroads: The case of Oman

Cited by 17 publications

References 8 publications

Exploring Omani EFL Students’ Written Linguistic Accuracy Development in Disciplinary Contexts

Exploring Omani EFL Students’ Written Linguistic Accuracy Development in Disciplinary Contexts

The Integration of Facebook to Make Teaching and Learning Writing Skill in EFL More Entertaining

Analysis Absorption of English Learning Materials in E-Learning

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