Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review

Moses, Rachel Nyanamoney; Mohamad, Maslawati

doi:10.4236/ce.2019.1013260

Cited by 93 publications

(109 citation statements)

References 6 publications

(4 reference statements)

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“…The study explored various and common challenges/difficulties during writing the research proposals and projects such as: difficulty in deciding the topic for research, lack of good knowledge of the methodology, the inability of finding modern, specialized and related references, lack of interest in research, lack of understanding of the subject matter, lack of time, and research guiding. A similar study was done by Moses and Mohamad (2019) and found that writers faced challenges such as lack of vocabulary, grammar, and spelling skills. They are sometimes not ready for the writing activities besides not having enough exposure to reading materials.…”

Section: Difficulties Writers Facementioning

confidence: 62%

An Investigation of Avoidance Behaviour in Writing

Rahmat

Haron²

2021

IJE

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Writing skills are needed across all courses, across all discipline research papers, projects, reports, assignments. However, many claimed they have “writers’ block” which hinders them from writing as often as they hoped, or as much as they wished. Although many may think writing block stems from a writer who only lacks content. However, more often than not, writing block is caused of writers’ fear of writing. The writer becomes so overwhelmed by the fear of writing that he/she is paralyzed with fear. Fear in writing is a learned behaviour that will influence the writer’s behaviour towards writing-related environment. Past studies have shown that one way for people to not live in fear is to avoid the action totally. This study is done to investigate the facets of avoidance behaviour to avoid writing-related activities. 108 participants responded to a survey. The instrument used is a survey with 6 sections. The first section is demographic profile. The second section is on cognitive avoidance and it has 4 items. The third section is somatic avoidance with 7 items. The fourth section is protective avoidance and has (i) problems with punctuation (9 items), (ii) problems with language use (7 items), and (iii) problems with writing skills (9 items). The fifth section is situation with 5 items and the last section is substitution with 7 items Findings reveal that when writer fear writing, they may resort to avoidance behaviour such as cognitive, somatic, protective, situational and also substitution avoidance.

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Section: Difficulties Writers Facementioning

confidence: 62%

An Investigation of Avoidance Behaviour in Writing

Rahmat

Haron²

2021

IJE

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“…Motivating the students continues to be a major hurdle in teaching writing. Beyond being disobedient, disinterest among the L2 learners is obvious (Mukminin, 2014;Moses et al, 2019). Reluctance in learning reflects the lack of motivation among the learners (Abrar, 2016).…”

Section: The Problems Of Teaching Writingmentioning

confidence: 99%

Teaching Writing Using Online Tools: An Experimental Study at the University of Technology and Applied Sciences

Selvarasu

Thomas

Sundareswaran³

et al. 2021

IJLLT

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Teaching writing has always been a more challenging task for EFL teachers as a result of its innate structural complexities and the linguistic sophistication required to accomplish writing. The pandemic and the resultant online teaching has made it even more challenging. Motivating the students, making the online classes interesting and maintaining the efficacy of the offline classes are some of the daunting tasks that stare at the EFL teachers at this juncture. With a view to addressing these problems, UTAS-Salalah and Ibra jointly conducted a webinar i.e. Teaching Writing Using Internet Tools for the teachers. The online platforms and tools discussed during the webinar, the literature survey, and the participants' feedback form the core of this research paper. The literature survey deals with both the problems of teaching writing and the problems of teaching it online. Then, it also discusses various online tools suggested by other researchers to make teaching writing more effective and fruit-bearing. A feedback questionnaire with Likert scale has been used to measure the efficacy of the proposed tools. The findings appear to confirm the usefulness of the said tools in teaching writing from the teachers' point of view.

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“…In González Fernández and Schmitt (2017) vocabulary has been described as crucial components that influence the productive and receptive skills in a language. This means that vocabulary learning influences the reading, writing, listening and speaking skills which determine the level of proficiency in any language (Moses & Mohamad, 2019). In that sense, the vocabulary has been defined as key in helping learners achieve better reading in a new language.…”

Section: Vocabularymentioning

confidence: 99%

Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

Chandran¹,

Hashim²

2021

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The concept paper discusses the self-paced formative assessment in the context of the ESL classroom vocabulary instruction. In this paper, the concept is discussed along with the history and emergence of language learning strategies from the core of language theories. The explorations of past studies reveal the importance of an assessment method that helps learners identify their needs and their preferred learning strategies. The self-paced assessment technique is described as self-directed and important in helping learners acquire vocabulary more effectively. The study focuses on past studies that document the implications, issues of employing self-paced assessment in the second language classroom, the advantage and constrains on self-paced assessment in context of second language classroom. Primary ideas like word recognition, the three-tier model and word meanings are discussed to elaborate the concept of self-paced assessment and how it should work in vocabulary instruction. The major implications of this study are in the designing and implementation of second language lessons where teachers should focus more on providing room for learners to direct their assessments. As for future researches, a sound methodology for experimentation is recommended to fully explore the feasibility of self-paced assessments in the ESL classroom. It is believed that self-paced formative assessment would enhance vocabulary mastery among ESL learners. Hence, this paper explains how self-paced formative assessment assists in learning vocabulary.

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Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review

Cited by 93 publications

References 6 publications

An Investigation of Avoidance Behaviour in Writing

An Investigation of Avoidance Behaviour in Writing

Teaching Writing Using Online Tools: An Experimental Study at the University of Technology and Applied Sciences

Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

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