Reformulation, text modeling, and the development of EFL academic writing

Sulistyo, Teguh; Heriyawati, Dwi Fita

doi:10.23971/jefl.v7i1.457

Cited by 6 publications

(7 citation statements)

References 17 publications

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“…Since writing is a demanding task [5] and the fact that writing concerns not only a product but also a process of discovery [6], teachers should be able to help students understand what they need to do in accomplishing a writing task. The reality, however, proves that most students do not cultivate self-reflective thinking on their own.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Learners’ Writing Performance through Blog-Assisted Language Learning

Sulistyo

Mukminatien

Cahyono

et al. 2019

Int. J. Emerg. Technol. Learn.

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ABSTRACT-The present study aims at investigating how Blog-Assisted Language Learning (BALL) can enhance EFL tertiary learners’ writing performance covering complexity, accuracy, and fluency through collaborative action research while at the same time it seeks to discover new knowledge that can inform the implementation of BALL in a writing class. This study employed Collaborative Classroom Action Research conducted in one cycle in one consecutive semester intended to make improvement in the teaching and learning of writing using BALL. There were 30 students of a university level majoring in English Education Department who joined Advanced Essay Writing Class in this study. The data were collected through interview, open-ended questionnaire followed by in-depth interview, and writing test. The findings showed that EFL learners improve their writing performance and they become more active in online class condition with two atmospheres: collaboration and competition among the learners. Keywords: BALL, EFL Learners, writing performance, action research.

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Section: Introductionmentioning

confidence: 99%

Enhancing Learners’ Writing Performance through Blog-Assisted Language Learning

Sulistyo

Mukminatien

Cahyono

et al. 2019

Int. J. Emerg. Technol. Learn.

Self Cite

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“…It involves how to develop ideas in written language by employing generic structure and linguistic features to achieve the communicative purposes of particular genres. Sulistyo and Heriyawati (2017) assert that, "Students not only have to put their ideas into a sufficient content, but they have to put into account style of organization and language use dealing with grammar, vocabulary, and mechanics." Kusumawardhani (2015) adds that, "Writing is related to the content, the language, and grammatical rules."…”

Section: Introductionmentioning

confidence: 99%

Expressions of Attitudes in Students’ Narrative Writing: An Appraisal Analysis

2018

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This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university students’ narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the students’ narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that most students used expressions of attitudes which belong to basic English words and repetition of same words. This present research suggests English language teachers and lecturers pay more attention to the explicit teaching of attitudinal words usage in writing, especially narrative writing.

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“…Teachers should address the linguistic error and then paraphrase the sentence in a corrective way to improve the text's overall accuracy. According to Sulistyo and Heriyawati, reformulation improves students' writing performances [20]. When direct WCF fails to engage learners with processing the feedback deeply, reformulation can be a popular and less explicit alternative.…”

Section: Reformationmentioning

confidence: 99%

Written Corrective Feedback: How can it influence adult ELLs writing performance?

Lü¹

2023

EHSS

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Previous research on teacher feedback focused on investigating the connection between L2 development and Written Corrective Feedback (WCF) given to adult learners, measuring the effectiveness of WCF given by teachers. However, these studies mainly ignored the importance of analyzing the cause of mixed results and summarizing different types of feedback outcomes, and results were inconclusive due to the various divisions of WCF types in this area. This study systematically divides WCF into five types, reviewing their positive and negative outcome. Also, it tries to explain why the same division of WCF has different results about its outcomes in various studies. This article reviews previous literature to provide a comprehensive and critical view of the field of WCF. Based on previous research, this paper finds that different kinds of WCF can contribute to various outcomes. Direct Written Corrective Feedback improves linguistic accuracy significantly without a convincing long-term impact, while Indirect Written Corrective Feedback may outperform it in this aspect. Metalinguistic Written Corrective Feedback (MWCF) and Reformation benefits the acquisition of explicit knowledge and help students understand grammar rules deeply. Besides, many studies demonstrate that both Focus Written Corrective Feedback (FWCF) and Comprehensive Written Corrective Feedback (CWCF) can help students correctly use their targeted grammatical rules, but CWCF may reduce students’ motivation. Future studies should pay more attention to control variables during the experiment process and systematically compare the different outcomes of WCF. This paper contributes to a better understanding of the efficacy of WCF and inspires researchers to provide guidance about feedback for pedagogical practices.

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Reformulation, text modeling, and the development of EFL academic writing

Cited by 6 publications

References 17 publications

Enhancing Learners’ Writing Performance through Blog-Assisted Language Learning

Enhancing Learners’ Writing Performance through Blog-Assisted Language Learning

Expressions of Attitudes in Students’ Narrative Writing: An Appraisal Analysis

Written Corrective Feedback: How can it influence adult ELLs writing performance?

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