Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

Sapkota, Ashok

doi:10.3126/nelta.v17i1-2.8094

Cited by 18 publications

(22 citation statements)

References 7 publications

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“…The improvement in students' writing skills in this case study has been recognized to be a result of a combination of the action research project and the feedback intervention. As one study in Nepal (Sapkota, 2013) argued that after students participated in an action research project, they improved writing accuracy and were able to solve other writing problems.…”

Section: Discussionmentioning

confidence: 99%

“…More recently, AR has become a multidisciplinary approach in language education research (Burns, 2019;Koshy, 2005). Therefore, AR has become an empirical quantitative and qualitative inquiry that researchers have applied to examine students' writing accuracy in various contexts (Alvira, 2016;Cavkaytar & Yasar, 2010;He, 2015;Sapkota, 2013;Wang, 2016). In this essence, however, AR has rarely been carried out by Cambodian EFL researchers.…”

Section: Introductionmentioning

confidence: 99%

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Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

Chan

2021

J. Eng. Foreign. Lang.

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Research of conference feedback on EFL students' writing accuracy is a vital issue; however, it has never been conducted in Cambodia. This study was carried out to fill this void by investigating conference feedback to improve students' writing accuracy in four categories: semantic, grammatical, mechanic, and lexical features. It also explored the students' perceptions of the feedback in the context of EFL writing class. One class, with twelve students, from 18 to 25 years of age, with a ratio of 8:4 women: men, was purposively chosen for the study which was designed in two cycles, each with eight steps. Data were collected from the writing tests, writing assignments, students' self-evaluation survey, and focus-group discussions. Findings revealed that conference feedback had improved students' writing skills by allowing them to use correct grammar and expressions. The feedback has also developed students' engagement in the writing process. It also proposed a pedagogical implication that effective feedback through a conference approach depends to a great extent on the knowledge and experience of the teacher, classroom resources, and interactions between the teacher and the student.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

Chan

2021

J. Eng. Foreign. Lang.

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“…Various studies related to writing skills have been carried out. Sapkota (2012) proved that essay writing skills could be improved through peer and teacher correction. Research by Saenz, Bermeo, Fernando, & Chaves (2013) confirms that the writing skills of elementary school students in Colombia can be improved through collaborative work.…”

Section: Introductionmentioning

confidence: 99%

Writing Skills Development: A Balancing Perspective of Brain Function in Elementary Schools

Wardiani

Mulyaningsih²,

Maneechukate

2021

al.ibtida.snj

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Writing is a skill that involves creativity. It can be triggered by using a stimulating activity of both hemispheres of the brain. This study aims to describe the improvement of narrative writing skills by using a learning model based on the balancing of the functions of the right and left hemispheres of the brain. The research method used is classroom action research through three implementation cycles from January -December 2019 in three elementary schools in Ponorogo, Indonesia. The sample of this study was 72 students of grade 4. The data collected through using tests, observations, and interviews were then analyzed both qualitatively and quantitatively. The results showed that to produce good writing, students need to be guided and given a lighter. After balancing the functions of the cerebral hemispheres, 86% or 62 students met the minimum completeness score. The students' ability in writing narratives has increased significantly, especially in the aspects of content, content organization, vocabulary, grammar, and spelling. Keywords: narrative writing; the balancing of the functions of the cerebral hemispheres; the brain learning model.

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“…As I have experience of teaching from school level to college level students, most of the school and college level students are not solving composition questions in their answer sheets and their writing is not satisfactory too. Although writing skill is a mustfor transmission and transformation of knowledge, in teaching language, writing skill is not much emphasized by the teachers and students as Sapkota (2012) says among the different language skills, the students feel writing skill to be the most difficult in real practice and in the examination. It is mostly assigned as homework in teaching learning activities and the answer made by the teacher is supposed to be final and correct.…”

Section: Introductionmentioning

confidence: 99%

Academic writing practices among Master’s Degree students in the Nepalese universities

Joshi

2020

Scholars' J.

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This study explored the academic writing practices in the Nepalese universities and difficulties teachers and students come across in the multilingual context of Nepal. As my study is guided by interpretive paradigm, it demands phenomenological qualitative research design to explore the multiple realities through interviews, documents analysis and focus group discussion. For this, I chose Far Western University, Mid-Western University and Tribhuwan University central campuses as my research site. Two students and two teachers from each of these universities as the study participants were selected with the help of purposive sampling strategy. The participants were interviewed and involved in the focus group discussions and their written documents were analyzed. Thesis writing, translation, book reviews, term paper writing and essay writing were found practised in the universities. Lack of teachers’ own academic writing practices and creation, lack of involvement in professional development activities, lack of much practice in academic paper in classes, lack of motivation and feedback to students in writing, students’ avoidance of writing and poor performance from very beginning, lack of appropriate pedagogy and indifference to academic writing practices and professional development from university administration are the causes of poor performance in academic writing practices in the universities

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Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

Cited by 18 publications

References 7 publications

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

Writing Skills Development: A Balancing Perspective of Brain Function in Elementary Schools

Academic writing practices among Master’s Degree students in the Nepalese universities

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