EFL Learners’ Attitudes toward Writing Instruction Based on Critical Language Awareness

Tahriri, Abdorreza; Shabani, Mansour; Zokaei, Siavash

doi:10.17507/tpls.0601.17

Cited by 6 publications

(3 citation statements)

References 18 publications

(14 reference statements)

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“…This finding is in line with Ismail and Albakri (2012), Fageeh and Mekheimer (2013), Said et al (2013), andChang et al (2021) who reported that E-learning would help students to have a positive attitude towards the writing skills. A wide range of other studies including Tahriri et al (2016), Setyowati andSukmawan (2016), andKazemi Malekmahmudi andKazemi Malekmahmudi (2018) reported similar results in a face-to-face environment. However, Akhtar et al (2020) findings differed from those of the current study as the majority of students experienced a moderate level of anxiety throughout the E-learning course.…”

Section: Writing Anxiety and Writing Attitude Levelsupporting

confidence: 64%

Iranian Medical Students’ EFL Writings Anxiety, Coping Strategies, and Attitudes towards Writing in an Online Setting

Zargar¹,

Nimehchisalem²

2023

OJML

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To make stronger claims about the function of anxiety in online setting and its interaction with writing performance, there is a need to carry out extensive studies in various settings and with participants of different background experiences. Hence, this mixed method study set out to examine the effect of E-learning of English writing on Iranian medical students' writing anxiety and writing attitude. Students' sources of writing anxiety and coping strategies were also explored. To achieve the objectives, 71 upper-intermediate and advanced level Iranian medical students from Semnan, Iran, were recruited. In the quantitative phase, the required data were collected by employing two adapted questionnaires, namely, Writing Attitude and Second Language Writing Anxiety Inventory. In the qualitative phase, nine participants were interviewed. The results revealed that after receiving the online instruction, the students' writing anxiety decreased while their attitudes became more positive. Regarding the qualitative data analysis, "technical issues", "lecturer", and "time management" were the most prevalent sources of writing anxiety, and "staying calm and relaxed", "focusing on the given topic", and "preparing in advance" were mentioned as the most prevalent coping strategies amongst the students. The findings have useful pedagogical implications.

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Section: Writing Anxiety and Writing Attitude Levelsupporting

confidence: 64%

Iranian Medical Students’ EFL Writings Anxiety, Coping Strategies, and Attitudes towards Writing in an Online Setting

Zargar¹,

Nimehchisalem²

2023

OJML

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“…In line with the results of the present study, Akkaya and Susar Kirmizi (2010) who investigated the relationship between attitudes to reading and time appointed to writing in primary education, it can be expressed that there is a positive important relationship between attitudes to writing and time appointed to writing. Similarly, Tahriri et al (2016) showed an overall positive attitude towards critical language awareness (CLA-based) writing class. On the other hand, Setyowati and Sukmawan's (2016) study concluded that writing is difficult and stressful for students; however, they have a moderate attitude towards writing.…”

Section: Resultsmentioning

confidence: 99%

Effect of collocations on Iranian EFL learners’ writing: Attitude in focus

Mousavi

Darani

2018

GJFLT

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This study aimed at investigating the effect of collocations as language chunks on Iranian female intermediate EFL learners’ writing skill. Moreover, the researchers intended to find out the attitude of learners towards writing skill after collocations were taught. To this end, 30 female Iranian EFL learners who were studying English in a language institute in Isfahan, aged between 18 and 26 years old formed the sample. The instruments used for data collection included three tests (Oxford Placement Test, writing pretest and posttest) and an attitude questionnaire developed by Peter Elbow and Pat Belanoff. The results obtained from the statistical analyses revealed that there was a significant effect of using collocations on the writing skill of Iranian female intermediate EFL learners. Furthermore, based on the findings, it can be claimed that the learners’ attitude boosted in the course of this experiment, indicating that using collocations had a significantly positive impact on the attitudes of Iranian EFL learners towards writing skill. Keywords: attitude, collocations, language chunks, writing skill

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“…El uso de la tecnología juega un papel fundamental en la mejora de la enseñanza y el aprendizaje del inglés como lengua extranjera, especialmente en áreas como la comprensión auditiva, la comprensión lectora y la escritura (Tahriri et al, 2016). Los estudiantes que participan en actividades de aprendizaje que integran tecnologías demuestran un alto rendimiento en la adquisición del idioma y perciben el aprendizaje como más interactivo y dinámico.…”

Section: Introductionunclassified

Uso de tecnología y la implementación del Blended Learning en la Enseñanza de Inglés

Luis Ovalles,

Lopez Perez

2024

EDMETIC

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Resumen: Este estudio se centra en el uso de la tecnología y cómo impacta en la implementación del Blended Learning. Se analiza el efecto del Blended Learning en el aprendizaje del inglés, comparando diferentes modalidades de enseñanza. Se examina la relación entre el Blended Learning y el uso de la tecnología, así como los aspectos emocionales y la motivación de los estudiantes. Los hallazgos muestran que no existen diferencias significativas en la autoeficacia computacional entre el Blended Learning y la modalidad virtual, aunque la distribución de las puntuaciones varía entre los grupos. Asimismo, no se encontraron diferencias significativas en el uso de las Tecnologías de la Información y Comunicación (TIC) entre el Blended Learning y la modalidad virtual. Como conclusión, se determina que se requiere una combinación de factores pedagógicos y tecnológicos para lograr un mayor impacto en el aprendizaje. El estudio resalta la importancia de diseñar entornos de aprendizaje adecuados para maximizar el impacto de estas modalidades. En resumen, el Blended Learning puede mejorar la motivación y la emoción de los estudiantes de inglés en la educación superior, lo que puede tener un efecto positivo en su rendimiento académico y su disposición para seguir aprendiendo el idioma.

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EFL Learners’ Attitudes toward Writing Instruction Based on Critical Language Awareness

Cited by 6 publications

References 18 publications

Iranian Medical Students’ EFL Writings Anxiety, Coping Strategies, and Attitudes towards Writing in an Online Setting

Iranian Medical Students’ EFL Writings Anxiety, Coping Strategies, and Attitudes towards Writing in an Online Setting

Effect of collocations on Iranian EFL learners’ writing: Attitude in focus

Uso de tecnología y la implementación del Blended Learning en la Enseñanza de Inglés

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