Training Of Learning Strategies in Writing Essay

Winarto, Agus Edi

doi:10.30762/jeels.v2i2.96

Cited by 4 publications

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“…However, the students' writing strategies have also been considered as the other factor affecting significantly on their writing process and production. Furthermore, Winarto (2015) has also revealed that EFL students' writing strategies influence to their writing performance. Various types of writing strategies have been applied by practitioners in various realms: (1) direct strategies including memory, cognitive, and compensation strategies, and (2) indirect strategies including metacognitive, affective, and social strategies (O'Malley & Chamot, 1990;Oxford, 2003;Winarto, 2015).…”

Section: Writing Difficultiesmentioning

confidence: 99%

“…Furthermore, Winarto (2015) has also revealed that EFL students' writing strategies influence to their writing performance. Various types of writing strategies have been applied by practitioners in various realms: (1) direct strategies including memory, cognitive, and compensation strategies, and (2) indirect strategies including metacognitive, affective, and social strategies (O'Malley & Chamot, 1990;Oxford, 2003;Winarto, 2015). Those strategies can be implemented successfully depending on each language learning context where they are integrated.…”

Section: Writing Difficultiesmentioning

confidence: 99%

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Investigating writing difficulties in essay writing: Tertiary students’ perspectives

Bulqiyah

Mahbub

Nugraheni

2021

Engl. Lang. Teach. Educational. Journal

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This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

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Section: Writing Difficultiesmentioning

confidence: 99%

Section: Writing Difficultiesmentioning

confidence: 99%

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

Bulqiyah

Mahbub

Nugraheni

2021

Engl. Lang. Teach. Educational. Journal

View full text Add to dashboard Cite

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“…Writing has been described as having three main activities: planning, formulating or composing, and revising, which in the traditional understanding of writing was understood as a linear procedure, a strict 'plan-outline-write' that had little to do with the complex activities that teachers observed in the composting process of their writers, as these were much more than building grammatically correct sentences (De La Paz, 2009;So & Lee, 2013;Winarto, 2015). As a direct consequence, writing demonstrates students' ability to master writing techniques, so students must be aware of writing as both a process and a product (Okasha & Hamdi, 2014).…”

Section: English Academic Writingmentioning

confidence: 99%

A comparative study of abstraction and informational density in higher and lower Indonesian graduate students' L2 English academic texts

Subandowo

2023

HERJ

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The language features of the second language (L2) English academic texts written by Indonesian graduate students enrolled in Hungarian higher education are employed in the present study. The study focuses on the level of abstraction and informational density in student assignments in particular. Seven high-stakes essays were collected from seven Indonesian graduate students registered in the faculty of Social Sciences at three different Hungarian universities. Coh-Metrix, a corpus-based computational tool, was used in this study to examine indices of content words and abstraction. As for the comparison between higher and lower proficiency level students, parametric statistics were used to conduct a quantitative analysis of the selected linguistic features, including nouns, verbs, adjectives, adverbs, pronouns, and concreteness and abstraction. The results show that C1 English proficiency level students outnumber B2 students in terms of informational density. Their texts are more abstract than those of B2 students.

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“…The insights gained from the findings can be used by educators to design effective teaching materials and methods, and by students to improve their essay writing skills. Based on the suitability of teachers, students, subjects, and situations, the model of training of learning strategies in essay writing should be applied and developed (Winarto, 2015).…”

Section: Relationship Between the Strategies Used And The Students' P...mentioning

confidence: 99%

Strategies in Teaching Academic Essay Writing, Level of Effectiveness, and Instructional Barriers: The Case of Filipino Learners

Lopres,

Placencia Jr,

Lopres

et al. 2023

WJEL

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This study about academic essay writing strategies was conducted in order to propose teachers' lesson guide based on the effective strategies that were ascertained after the investigation. The study used the descriptive-quantitative method of research. The University-approved questionnaire was used to identify the frequency of use of the strategies utilized in students' essay writing activities. There were 126 students and 20 English teachers in Cebu City, Philippines, used as the respondents of the study. It was discovered that the three academic essay writing strategies investigated in the study were always used in both argumentative and informative essay writing, as perceived by the respondents. The first two strategies, traffic light color coding, and planning using informal outline, were found to be very effective in both writing the argumentative and informative essays, while the third strategy, framed paragraph, was also effective to use in both writing the two types of essays. The strategies used, and the students' performance showed a significant relationship. The top barriers in teaching academic essay writing were as follows: teaching essay writing to second language learners, lack of time for explicit instruction, no strategies in place for the part of the students, lack of parental support, and lack of essay structures on the part of the teachers. It was concluded that there were various effective pedagogical strategies that teachers could utilize in teaching academic essay writing. Based on the findings, this study further presents its recommendations.

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Training Of Learning Strategies in Writing Essay

Cited by 4 publications

References 0 publications

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

A comparative study of abstraction and informational density in higher and lower Indonesian graduate students' L2 English academic texts

Strategies in Teaching Academic Essay Writing, Level of Effectiveness, and Instructional Barriers: The Case of Filipino Learners

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