Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development

Bakry, M.; Alsamadani, Hashem Ahmed

doi:10.1016/j.sbspro.2015.04.742

Cited by 31 publications

(23 citation statements)

References 19 publications

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“…Moreover, Younes and Albalawi [5] point out that writing needs huge effort as well as practicing it in terms of paragraph organization, language use, and mechanics, for the reason that those three aspects are potential in influencing the writing performance such as content and vocabulary including elements of how to formulate ideas, develop and analyse them before displaying the essay writing as a final draft. In addition, essay writing provides students opportunities to build and develop critical thinking, so that students are trained to make their own judgement, decide their writing styles, and pick out scientific diction for their academic writing task [12].…”

Section: The Process To An Eligible Essay Writingmentioning

confidence: 99%

EFL Students' Difficulties and Needs in Essay Writing

Ariyanti¹,

Fitriana²

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Having observed the writing class and EFL students" essays in previous semester, the researchers found that their essay were in poor quality. This situation portrays the fact that writing is a complex skill to learn in English language acquisition. This study is aimed to investigate the difficulties faced by EFL students in essay writing as well as exploring their learning needs to have better quality of English composition. Examining essays and administering open-ended questionnaires were done to 33 students of English Department at Widya Gama Mahakam University, Indonesia, to find students" difficulties in broad-spectrum. In addition, semi-structured interview to the writing lecturer was also conducted to dig his perception related to challenging matters about teaching essay writing. The findings showed that students have major difficulties in grammatical, cohesion and coherence terms. Moreover, minor aspects also had been revealed regarding to students" writing, namely paragraph organization, dictions, and vocabulary misspelling. Considering its complexity in accomplishing essay writing task, the students expected more intense guidance from the lecturer, such as continuous consultation regarding to the lecturer"s feedback in their essay draft. The interview result confirmed this issue. The lecturer admitted that limited time and big number of students in one class became his great barriers to improve the quality of the students" essay. These facts drive new challenges for the writing lecturer in two ways; 1) the lecturer should guide students properly by using step-by-step procedures so that the students feel comfortable in writing the essay, and 2) explicit explanation related to the revision given is needed. It is important to note that this issue demands a new and effective teaching essay writing strategy to achieve fruitful outcomes of teaching and learning process especially in essay writing context.

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Section: The Process To An Eligible Essay Writingmentioning

confidence: 99%

EFL Students' Difficulties and Needs in Essay Writing

Ariyanti¹,

Fitriana²

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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“…Because SRSD could effectively improve the performance of writing knowledge, writing methods, writing qualities, and writing efficacy for the disabled students, it has been very popular among the special education in the U.S. (Graham & Harris, 2003, 2009. More recently, SRSD has also applied to the regular students in writing classes across all grade levels (Bakry & Alsamadani, 2015;Festas, Oliveira, Rebelo, Damião, Harris, & Graham, 2015;Harris, Graham, & Adkins, 2015). Research indicates that SRSD for writing is effective with students who represent the full range of the writing ability in a typical elementary class.…”

Section: Introductionmentioning

confidence: 99%

Applying Values-Engaged Approach to Evaluate the Impact of Self-Regulated Strategy Development Writing Program

Lin¹,

Wu²,

Tsai³

2018

JSE

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This case study aimed to apply the values-engaged approach to evaluate the impact of the Self-Regulated Strategy Development writing program (SRSDP) on the Grade 5 students, including the application of writing self-regulated strategy, writing motivation, and writing performance. The participants consisted of 26 Grade 5 students from the same class. The SRSDP had been implemented for 12 weeks. During the research period, based on the core perspective of values-engaged approach to evaluation, the researchers, particularly concerned with the experience and perception of those least well-served students. The data were collected through quantitative and qualitative approaches, composing of the Scales of Writing Self-Regulated Strategy, Writing Motivation, and Writing Performance, students’ worksheets, feedback sheets, and group focused interview. Quantitative Data analyses included descriptive analysis and dependent sample t-test. Qualitative data analyses consisted of organizing data, coding data, and analyzing and interpreting data. The study found that SRSDP provided remarkable positive influences on lower-level and middle-level students’ writing performance and their application of the application of writing self-regulated strategy. SRSDP also brought wonderful writing and learning experiences to the lower-level students. Based on the findings, the conclusion and discussion were also made in the study.

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“…Mastering persuasive writing skills prepares students for college entrance examinations such as the Scholastic Aptitude Test (SAT), (IELTS), and (TOFEL), which contains parts of persuasive writing tasks. It is a new demand in the recent economic and social environment that can empower individuals at work and in social life (Little, 2007;Bakry & Alsamadani, 2015;Elson, 2011;Nippold, Ward, Lonergan &Fanning, 2005).…”

Section: Persuasive Writingmentioning

confidence: 99%

The Effect of SPAWN Strategy in Developing Persuasive Writing Skills and Productive Habits of Mind

Alkthery¹,

Al-Qiawi²

2020

AWEJ

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This research investigated the effect of SPAWN strategy in developing persuasive writing skills and productive habits of mind in the English language among second secondary grade students. The study adopted the quasi-experimental design, which involves two groups: experimental and control. For data collection, the researcher designed the following instruments and materials: the teacher's guide to teach persuasive writing and develop productive habits of mind by using SPAWN strategy, persuasive writing skills test and rubric, and the productive habits of mind scale. These instrument were applied to a sample of sixty students in the second secondary grade. Data were analyzed through Pearson's correlation coefficient, independent samples t-test, paired-samples t-test, and ETA squared. The findings revealed statistically significant differences between the mean scores of the experimental and the control groups in the post-administration of persuasive writing test and productive habits of mind scale in favor of the experimental group. Also, the results obtained through the paired-sample t-test and the Eta squared showed that the experimental group students achieved significantly higher scores in the post-tests. Besides, Pearson's correlation coefficient revealed the strong positive correlation between persuasive writing skills and the four selected productive habits of mind, which are: Thinking flexibly, Questioning and Problem posing, Apply prior knowledge to new situations, Creating Imagining and Innovating. In recommended , include the persuasive writing skills in second secondary grade students' textbook and teachers' guide to help teach, develop and evaluate students' persuasive writing skills effectively. Besides, including the procedures of SPAWN strategy in the teachers' manual to enhancing students persuasive writing and promote productive habits of mind. 461Productive habits of mind are the intelligent behaviors, guides, and motivators that are practiced by individuals in a new situation and require employing the previous experience to make final decisions. Productive habits of mind include; persistence, managing impulsivity, listening to others with understanding and empathy, think flexibly, thinking about their thinking, striving for accuracy, questioning and posing problems, applying past knowledge to new situations, thinking and communicating, gathering data through all senses, creating and imagining, responding with wonderment, taking responsible risks, finding humor, thinking interdependently and learning continuously .With the increased attention to the need for adopting effective learning instruction, the SPAWN strategy is an effective multi-purposes learning strategy. It is a cognitive instructional strategy that integrates reading and writing to target different subject areas. It is designed to engage

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Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development

Cited by 31 publications

References 19 publications

EFL Students' Difficulties and Needs in Essay Writing

EFL Students' Difficulties and Needs in Essay Writing

Applying Values-Engaged Approach to Evaluate the Impact of Self-Regulated Strategy Development Writing Program

The Effect of SPAWN Strategy in Developing Persuasive Writing Skills and Productive Habits of Mind

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