Effects of Flipped Reading–Writing Constructivist Instruction on EFL Learners’ Writing Performance and Intercultural Sensitivity

Wu, Wen-Chi Vivian; Hsieh, Jun Chen; Yang, Jie Chi

doi:10.1007/s40299-021-00639-w

Cited by 5 publications

(5 citation statements)

References 52 publications

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“…This can be seen from the fact that the average score in the experimental class is higher than the average score in the control class. Regarding the results of learning to read, this finding is consistent with the study by Jubran (2016), Reynolds and Goodwin (2016) and Wu et al (2021) on social constructivism learning and scaffolding to improve students' reading comprehension. Regarding the outcomes of learning to write, this finding is also consistent with the results of previous studies (AL-Ghazo and Al-Zoubi, 2018); Padmadewi and Artini, 2019;Reynolds, 2016), which concluded that learning is based on social constructionism and scaffolding approaches that can help students improve their writing skills.…”

Section: Discussionsupporting

confidence: 90%

Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

Hilmawan

Musthafa²,

Agustin³

2022

CJES

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The aim of this study was to enhance students’ literacy skills through a social constructivism-based literacy learning environment model. The research method used was a quasi-experimental design with a non-equivalent pre-test and post-test control group design. Participants in this study were 74 third-year students of one of the public elementary schools. The instruments were the reading skill test and rubric instruments to assess narrative essay writing skills. Data were analysed through the average score and hypothesis test. The average scores of reading and writing in the experimental class were higher than the control class. Then, there is a significant influence of the social constructivism-based literacy learning environment model and regular learning on students’ literacy skills. Moreover, there is a significant difference between the influence of learning in the experimental and control classes. It can be concluded that a social constructivism-based literacy learning environment model can enhance students’ literacy skills. Keywords: Literacy learning environment model; literacy skills; social constructivism

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Section: Discussionsupporting

confidence: 90%

Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

Hilmawan

Musthafa²,

Agustin³

2022

CJES

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“…It was found out that both groups could write accurately in English because their educational background was in English, and they practiced writing on different topics in writing courses. Writing instruction is considered one of the other pedagogies that facilitate learners' performance and raise awareness (Wu, Hsieh, & Yang, 2021). However, the problem was the use of this English language to produce a professional resumé, which can surely help them recruited in future.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

Jama

Alnefaie

2022

5019

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This study investigated the effectiveness of providing instruction to EFL students by analyzing important components of writing a professional resumé. Through this qualitative research, a comparison between two different undergraduate groups at different universities was carried out. The first group, considered the instructed group, received instruction on how to write resumé through pursuing a professional writing course. The second group, called a non-instructed group, was not exposed to professional writing, nor to any instruction on how to write a professional resumé. In this study, sampled data was used as the research method to investigate the research question. Findings revealed the importance of providing instruction to learners because the first group outperformed the other group based on the specific components of writing a resumé taught to them. It was also evident that a formal learning of professional writing helps learners to shape their experiences and integrate them with their language background, to create a professional resumé that can attract readers’ attention.

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“…Numerous studies have claimed that through reading, students will obtain background knowledge related to the topics they are going to write about (Kirin, 2010;Al-Mansour, 2014;Salehi, et al, 2015;Wu, et al, 2021). For inference generation, the ability to integrate information within or across texts using background knowledge to fill in information not explicitly stated is an essential component of language comprehension.…”

Section: Introductionmentioning

confidence: 99%

“…By utilizing effective ESL/EFL classroom strategies, educators can continue to foster their students' interest in reading, which can subsequently enhance their writing skills. Some studies have explored the effectiveness of specific strategies such as summarizing and paraphrasing in improving students' writing skills, there is a need for more comprehensive research that examines the impact of the interplay between reading and writing on students' writing abilities (Salehi, et al, 2015;Wu, et al, 2021;Hartshorne et al, 2019;Fleckenstein et al, 2016;Al-Nafisah, 2019;Marashi & Dadari, 2012;Hulme & Snowling, 2015;Graham, 2019;Majorano et al, 2021;Prittimaa et al, 2015). However, there are gaps in the current research on the relationship between reading and writing in ESL/EFL classes in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers

Anaktototy

2023

Elsya

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The importance of integrating reading and writing activities in ESL/EFL classes cannot be overstated, especially in Indonesia where low literacy levels and reading interest present a challenge for teachers. This study conducted a literature review of 120 articles and books over the last 10 years taken from ZLibrary and Google Scholar's free database to identify effective strategies for incorporating reading and writing activities into the classroom that can be applied in many contexts and countries, including Indonesia. It was found that exposing students to various English text structures through these activities can greatly enhance their writing skills. By examining this literature, the study identifies 6 effective strategies for integrating reading and writing activities in ESL/EFL classes, namely summarizing, paraphrasing, short story writing, comparing and contrasting, discovery learning, and project-based learning. Teachers can employ these strategies to interplay reading and writing activities, helping students develop critical thinking skills, vocabulary, and writing abilities. In conclusion, it is clear that integrating reading and writing activities in ESL/EFL classes can provide a comprehensive approach to teaching and nurture students' writing skills, even in countries with low literacy levels and limited reading interest like Indonesia. Future research should explore additional effective strategies for integrating these activities.

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Effects of Flipped Reading–Writing Constructivist Instruction on EFL Learners’ Writing Performance and Intercultural Sensitivity

Cited by 5 publications

References 52 publications

Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

The Impact of Providing Instructions to EFL Learners by Analyzing their Professional Resume

Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers

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