Scaffolding Effects on Writing Acquisition Skills in EFL Context

Hasan, Moin; Karim, Mohammad Rezaul

doi:10.24093/awej/vol10no4.21

Cited by 11 publications

(11 citation statements)

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“…This means that students' writing skills have improved significantly. These results also support the findings of Hasan and Rezaul Karim (2019) and conclude that scaffolding motivates students through positive feedback from EFL and others.…”

Section: Discussionsupporting

confidence: 86%

Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

Hilmawan

Musthafa²,

Agustin³

2022

CJES

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The aim of this study was to enhance students’ literacy skills through a social constructivism-based literacy learning environment model. The research method used was a quasi-experimental design with a non-equivalent pre-test and post-test control group design. Participants in this study were 74 third-year students of one of the public elementary schools. The instruments were the reading skill test and rubric instruments to assess narrative essay writing skills. Data were analysed through the average score and hypothesis test. The average scores of reading and writing in the experimental class were higher than the control class. Then, there is a significant influence of the social constructivism-based literacy learning environment model and regular learning on students’ literacy skills. Moreover, there is a significant difference between the influence of learning in the experimental and control classes. It can be concluded that a social constructivism-based literacy learning environment model can enhance students’ literacy skills. Keywords: Literacy learning environment model; literacy skills; social constructivism

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Section: Discussionsupporting

confidence: 86%

Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

Hilmawan

Musthafa²,

Agustin³

2022

CJES

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“…Students deemed receiving specific (individual) feedback from the teacher and general feedback given to the class as the most helpful strategies. These high responses concur with Al-Marwani (2020), Hasan &Karim (2019), andBitchener, Young, andCameron (2005), who all stressed the importance of feedback in improving the students' academic writing in the second/foreign language. This is connected to students' high response concerning writing multiple drafts since the production of multiple drafts is usually based on receiving feedback from teachers.…”

Section: Discussionsupporting

confidence: 78%

“…Another approach is integrating reading and writing, where proponents argue that extensive reading leads to better writing (Alqouran & Smadi, 2016, Abu Ayyash & Khalaf, 2016and Mudawy & Mousa, 2017. Researchers in the field stress the role of providing feedback as constructive, and corrective feedback is believed to be an instrumental factor in learning academic writing (Al-Marwani, 2020, Hasan & Karim, 2019and Bitchener, Young & Cameron, 2005.…”

Section: Introductionmentioning

confidence: 99%

Difficulties in Academic Writing in English as a Second/Foreign Language from the Perspective of Undergraduate Students in Higher Education Institutions in Oman

Mustafa¹,

Arbab²,

Sayed³

2022

AWEJ

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The English language is the medium of instruction in Omani Higher Education Institutions (HEIs), and mastering writing in English has become a requirement for success. This study aims to investigate the challenges faced by the learners at the tertiary level when writing English from learners’ perspective and to determine what teaching approach students consider the most effective. A survey was conducted for the purpose of focusing on two main domains, the difficulties faced by them from their perspective, and the strategies they deem helpful. The results show that students’ main challenges are the limited vocabulary and range of grammatical structures, inability to comprehend reading texts, and difficulties in summarizing and paraphrasing. Findings also show that the most helpful strategies, from students’ point of view, are feedback from the teacher, both specific and general, extensive reading about the topic, using a dictionary, examining writing models, and writing multiple drafts.

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“…Many previous studies such as El-Maleh (2017), Hasan and Karim (2019), assured that EFL student teachers have weakness in creative writing skills. To document the problem of the study, a pilot study was carried out on (N=16) student teachers, third year English section, Faculty of Education, Arish University during the first term of the academic year 2018/2019.…”

Section: Context Of the Problemmentioning

confidence: 98%

“…The EFL creative writing skills checklist was developed after reviewing many sources previous studies and related literature in the field of EFL reading comprehension skills. These resources include: Ramet (2007), Isbell and Rains (2013), El-Maleh (2017), Hasan and Karim (2019).…”

Section: Source Of the Efl Creative Writing Skills Checklistmentioning

confidence: 99%

Using a Digital Scaffolding Based Program for Developing EFL Student Teachers' Creative Writing Skills at Faculties of Education

المالح¹,

اصلان²

2022

مجلة کلية التربية بالعريش

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Scaffolding Effects on Writing Acquisition Skills in EFL Context

Cited by 11 publications

References 0 publications

Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

Difficulties in Academic Writing in English as a Second/Foreign Language from the Perspective of Undergraduate Students in Higher Education Institutions in Oman

Using a Digital Scaffolding Based Program for Developing EFL Student Teachers' Creative Writing Skills at Faculties of Education

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