The advantages of collaborative writing on students' writing correctness have received much attention from researchers, but the benefits of this method on students' writing fluency have not been shown. Not only that, but no research up until now has looked at how students might work together to write argumentative essays. This essay aims to address such knowledge gaps. A total of 62 college sophomores with an English major participated in the research. One area where the two groups were treated differently was during the writing phase. While the 25 students in the control group worked together on an outline and developed ideas for an essay, the thirty-five students in the experimental group wrote their papers as a group. The pre-tests, post-tests of both individually and jointly produced papers, and the semi-structured interviews administered to the students provided the data for this study. The research finds that students' writing fluency improved significantly in group and individual writing tasks after engaging in collaborative writing. In addition, the research developed a helpful framework for collaborative writing tasks that may be used in writing schools.
The preparation of English language teachers to become beacons of global competitiveness necessitates teacher education institutions in the world to put emphasis on the mentoring process. The goal of this research was to assess the average degree of self-efficacy among English language preservice teachers and the variables that influence it. Over the course of the study, 150 third- and fourth-year English language student teachers (N=80/70; 90% females) were asked to fill out a self-report questionnaire about their perspectives and attitudes on the teaching profession. This information was gathered using the Mentoring for Effective Primary Teaching instrument and the Teachers' Sense of Efficacy Scale. Findings suggest that English language student teachers who have a mentor during their practicum experience are more likely to become effective English language educators. It was determined that there was a statistically significant correlation between the two variables. According to the findings, students had a much more positive view of their own teaching abilities in the fourth year compared to the third. The findings of this research suggest that the average level of confidence among English language preservice teachers varies considerably depending on whether or not one or both of their parents are also teachers. Multiple regression analysis shows that aspects of mentor teachers' teaching styles are the most reliable predictor of student teachers' evaluations of their own teaching abilities.
The Philippine educational system has been facing new normal impediments in the delivery of instruction. Addressing to such trials, the Department of Education (Dept. Ed) takes step on Alternative Learning Modality that provides different learning platforms and formulated the Basic Education Learning Continuity Plan (LCP) to ensure continuous learning while guaranteeing the health safety and well-being of all educational stakeholders. The purpose of this research was to determine the learning conditions of grade eleven students in response to modular instruction as mode preference towards Oral Communication and General Mathematics performance. It also determined the significant relationship between the respondents’ perceived quality of modular instruction and students’ performance in two identified subjects with corresponding competencies. The challenges and concerns encountered by the respondents’ group were traced. The study conducted using the positive correlational designs. There were 210 respondents were selected through stratified random sampling, and quota sampling. An online survey through Google Form structural link was used to conduct data gathering procedure for information collection. It was sent to students through messengers or e-mails ensuring the high level of accuracy and consistency of information. The gathered data were treated statistically using chi-square of relationship and weighted mean as sub-statistical tool. Based on the findings, the respondents’ perceived quality of modular instruction and their academic performance were not significantly related. Moreover, the learning conditions of most of the students apparently was in good condition though they encountered high intense of challenges. In light with the result of the study, it can be concluded that the quality of modular delivery of instruction as perceived by the students is not significantly affecting their academic performance. However, as perceived that the internal and external factors were in good conditions that occur almost all the time, positively contributed to attain average to above average academic performance in both subjects. Furthermore, the learning conditions significantly affecting the academic performance of the students wherein an increase of occurrence brings some change to the learning outcomes. So, it is recommended to have instruction augmentation addressing the barriers encountered by teachers and students for effective delivery outcomes.
Utilizing technology to enhance students' writing skills at the higher education level is now the focus of scholars. One of the most effective nontraditional approaches to enhancing pupils' writing abilities is vlog-assisted language learning (VALL). The university professors who instruct pupils on writing skills never use this VALL. Therefore, the purpose of this study is to compare the academic writing skills of first-year university students taught utilizing the methodology of Bog-Assisted Language Learning (VALL) with those who were not. In addition, this research analyzes how students react to using VALL in teaching and learning writing skills. Thirty university English majors in their third year participated in the research. The research took a quantitative approach to data collection by administering pre- and post-writing examinations and a series of questionnaires to both the experimental and control groups. Evaluation of the gathered data was carried out with the use of descriptive statistics. The findings indicated that pupils who were taught writing utilizing VALL improved substantially more than those that were not. In addition, most student responses on using VALL to teach writing skills were favorable. Since this is the case, the English Department at a university might benefit from implementing VALL into their teaching and learning of writing.
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