The Effects of Different Pre-Writing Strategies on Iranian EFL Writing Achievement

Mahnam, Lily; Nejadansari, Dariush

doi:10.5539/ies.v5n1p154

Cited by 19 publications

(14 citation statements)

References 9 publications

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“…From brainstorming the ideas for the essay, to structuring the essay from paragraph to paragraph, hence it enables the students to improve their writing skills. This is in line with (Mahnam & Nejadansari, 2012) that pre-writing stage influences their composition in English Language.…”

Section: Students' Perceptions On Pre-writing Stagesupporting

confidence: 90%

“…The activities suit this section are graphic organizer, fishbone map and serieschains. The Effects of Different Prewriting Strategies in Learners' EFL WritingAchievement is another research which is related to this domain (Mahnam & Nejadansari, 2012). conducted on an experimental research, identifying whether different prewriting stage applied by the students influences their composition in English Language.…”

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confidence: 99%

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Students’ Awareness and Perceptions towards “Pre-Writing Stage” as a Strategy in Writing Directed Essay

Yunus¹,

Hashim²,

Sulaiman³

et al. 2018

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Realizing the importance of writing strategies, there are numbers of researches conducted in figuring which of the proposed models is the most effective strategy in conducting writing tasks. In writing stages, one of the most basic and important stages is "pre-writing stage". Pre-writing stage is known for its efficiency in constructing a well-organized essay regardless of the types of essay questions. The purpose of this study is to explore students' perceptions towards pre-writing stage as a strategy in writing directed essay. Thirty students were selected from an academy known as Menara Gading which is located in Pahang, Malaysia. Based on the findings, it could be observed that students do use pre-writing stage but they are not aware that it is considered as a strategy in writing directed essay. This is because the students were not aware of the term used for the first few steps before writing was called "pre-writing stage". As far as the students' perception is concerned, it could be concluded that students have positive perception on the pre-writing strategy as the strategy helps them to be more confident in writing. In a nutshell, teachers should ensure that students are aware of the importance of "pre-writing stage" and conduct interesting pre-writing activities which are helpful, fun, time-saving and effective in order to enhance students' skills in writing.

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Section: Students' Perceptions On Pre-writing Stagesupporting

confidence: 90%

mentioning

confidence: 99%

Students’ Awareness and Perceptions towards “Pre-Writing Stage” as a Strategy in Writing Directed Essay

Yunus¹,

Hashim²,

Sulaiman³

et al. 2018

View full text Add to dashboard Cite

show abstract

“…Some research has been carried out focusing on the following aspects: learning English as a second language [ 21 , 22 ], working with bilingual concept maps for foreign language vocabulary study [ 23 , 24 ], and helping students to organise, interact, and share meanings derived from their reading [ 25 ]. Concept mapping has also been used as a prewriting strategy [ 26 ] and as a form of pretask in the use of tenses in oral accuracy [ 27 ].…”

Section: Related Workmentioning

confidence: 99%

Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

Arruarte

Calvo

Elorriaga

et al. 2014

The Scientific World Journal

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Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

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“…Within the field there are researches on grouping writing (Jacobs & Yang, 2004), students' use of the feedback strategies (Saito, 1994), planning, the effect of paraphrasing skills on the students' skills of writing articles (Faull, 2007), the students' mapping the reading and writing strategies (Ockerstrom, 2007), writing strategies based on media richness theory reflecting on writing attitudes of the students in terms of motivation, joy and worry (Lan, Hung, & Hsu, 2011), utilizing media as a writing strategy (Ross & Linder, 2009), the use of strategy regarding the increase of the paragraph organization and coherence by the students who have trouble in writing (Laud & Patel, 2008), the effect of the use of prewriting strategies on writing success (Mahnam & Nejadansari, 2012;Shafiee, Koosha, & Afghari, 2015), and using writing strategies (Asmari, 2013) and games (Mageehon, 2011;Nelson, Schmidt & Verbais, 2006) for decreasing writing anxiety. Also there are studies, in which writing strategies levels of the first language users, English learners as a foreign language and also the students who learn English as the second language are compared, (Webb, 2015), carried out on the effect of "Think Pair Share (TPS)" application on descriptive text writing skills in secondary school students (Sumarsih & Sanjaya, 2013), the effectiveness of peer revision intervention in writing education (Cramer & Mason, 2014), the effect of students' self-efficacy levels on the writing skill (Horn, 2007), and the use of "Self-Regulated Strategy Development" approach as a strategy in explanatory writing (Burke, Poll, & Fiene, 2017).…”

mentioning

confidence: 99%

The Relation between the Awareness Level of Writing Strategies and Writing Self-Efficacy

Demir¹

2018

IES

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Although language is a communicational system which is based on two fundamental language skills; internal and external, it is one of the external/productive language skills together with speaking that requires a certain civilization level for a society. Writing is a tool that transfers every kind of message, dialogue, emotion, desire to stones, tablets, papyrus and finally on paper through symbols that are the result of reaching a certain level of civilization. While writing strategies enable a type of cognitive monitoring mechanism to operate; writing self-efficacy meets the need of belief regarding managing, achieving before deeds regarding performance. The purpose of this research is to determine the relation between the awareness level of writing strategies and writing self-efficacy of the secondary school students. The population of the research consists of secondary school students and the sample consists of 671 students from 5, 6, 7 and 8 th grade students of four secondary schools, which were chosen from every educational region in the city of Aksaray in Turkey through simple random sampling method. Within the analysis of the data independent group t test was used in terms of gender variable; and variance analysis was used in terms of grade, parental education status, and duration for reading books, watching television, and the use of internet. In order to determine the relation between the two variables Pearson correlation coefficient and for the determination of the predicting level between these two variables, simple linear regression analysis were used. As a result of the study it was seen that both the writing strategies awareness level and the self-efficacy of the female students were higher; as the grade increases, as the parental education status decreases, as the duration for daily book reading decreases and the time for watching television increases the writing strategies awareness levels of the students and their writing self-efficacies decrease. However the time for internet use did not reflect in a negative way. In addition in the research it was determined that writing strategies awareness level is a significant predictor of writing self-efficacy.

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The Effects of Different Pre-Writing Strategies on Iranian EFL Writing Achievement

Cited by 19 publications

References 9 publications

Students’ Awareness and Perceptions towards “Pre-Writing Stage” as a Strategy in Writing Directed Essay

Students’ Awareness and Perceptions towards “Pre-Writing Stage” as a Strategy in Writing Directed Essay

Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

The Relation between the Awareness Level of Writing Strategies and Writing Self-Efficacy

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