Training in brainstorming and developing writing skills

Rao, Zhenhui

doi:10.1093/elt/ccm002

Cited by 134 publications

(99 citation statements)

References 8 publications

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“…He found that students trained in brainstorming techniques were more successful at generating and organising ideas. Similarly, Rao (2007) found that students trained in brainstorming techniques and who utilised them regularly over a twelve-month period produced significantly higher results in writing tasks. In contrast, an attitudinal survey showed students' complacency about the effectiveness of brainstorming techniques.…”

Section: Table3 Teachers' Practices In Reading Classesmentioning

confidence: 85%

Prior Knowledge in EFL Reading Comprehension: Native and Nonnative EFL Teachers’ Perceptions, Classroom Strategies and Difficulties Encountered

2017

International Journal on Studies in English Language and Litera

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Section: Table3 Teachers' Practices In Reading Classesmentioning

confidence: 85%

Prior Knowledge in EFL Reading Comprehension: Native and Nonnative EFL Teachers’ Perceptions, Classroom Strategies and Difficulties Encountered

2017

International Journal on Studies in English Language and Litera

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“…He concluded that students who were trained in brainstorming techniques were more efficient at generating and organizing ideas. According to Rao (2007), students who had been trained in brainstorming techniques, produced measurably higher results in writing tasks, and had positive attitudes about the efficiency of the brainstorming techniques as well.…”

Section: The Brainstorming Techniquementioning

confidence: 99%

The Impact of Content-based Pre-reading Activities on Iranian High School EFL Learners’ Reading Comprehension

Hashemi¹,

Mobini²,

Karimkhanlooie³

2015

JLTR

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Abstract-Most specialists in the field of foreign language reading consider reading as an interactive process between the text and the reader's prior knowledge. Therefore, the activation of prior background knowledge for an effective comprehension is very important. It is generally agreed that the pre-reading phase is the stage where we can help this interaction and activation take place. There are different strategies and techniques which could be applied to make sure of this interaction and to achieve the final goal of reading, i.e. comprehension. In this study, we focus on the pre-reading phase and the impact of three pre-reading techniques (the brainstorming, the kwl (what I know, want to know, learned), and the pre-questioning techniques) on reading comprehension. 125 high school students, both boys and girls, studying pre-university in Tarom, Zanjan, participated in the study. They were assigned to four groups: one control group and three experimental groups for each of the three pre-reading techniques. The results of data analysis indicated that all the experimental groups that used the pre-reading techniques did significantly better in their comprehension than the control group which received no technique. Meanwhile, the KWL group exceeded the other two groups in their performance.

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“…All the time, students express their complaints that they cannot organize their thoughts and write about something engrossing and relevant to the topic. Although teachers are aware of these problems, they cannot find suitable techniques to eliminate students' obstacles in the processes of writing (Rao, 2007). Before starting to write, as Pishghadam and Ghanizadeh (2006) suggested, students need more preparations and exercises to overcome the difficulties of writing.…”

Section: Writing Has Always Been Regarded As An Important Skill In Thmentioning

confidence: 99%

“…In another words, writing is not only to put our pen on paper and place the words in their right place. In fact, writing is difficult for students as it demands other linguistic, cognitive and metacognitive strategies to be used (Rao, 2007). Furthermore, Pishghadam and Ghanizadeh (2006) proposed that although students pass several years in writing classes, still they have a lot of problems in the process of writing.…”

Section: Introductionmentioning

confidence: 99%

“…Writing is considered as one of the most challenging and complicated tasks for learners to perform particularly when they have to write in a second or foreign language. In fact, writing is difficult for students as it demands other linguistic, cognitive and metacognitive strategies to be used (Rao, 2007). Numerous studies were done on the importance of the pre-writing stage and activities which are directly and indirectly related to the theme of the writing.…”

mentioning

confidence: 99%

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Examining the Impact of Novel Pre-activity Tasks on Macro-Skills: The Case of Visual Aids Strategy on Writing Ability

Khoshsima¹

2015

IJLL

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Abstract:The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. Writing is considered as one of the most challenging and complicated tasks for learners to perform particularly when they have to write in a second or foreign language. In fact, writing is difficult for students as it demands other linguistic, cognitive and metacognitive strategies to be used (Rao, 2007). Numerous studies were done on the importance of the pre-writing stage and activities which are directly and indirectly related to the theme of the writing. Go (1994) states that teachers of English as a Second Language can use prewriting activities at the earliest stages of instruction to help their students acquire good language skills. The main aim of this study was to examine the effects of visual aids as a pre-activity task on writing ability. To this aim 25 Iranian EFL learners, who are at the same level -intermediate-studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups-one control and one experimental group-were studied. In control group the conventional method was used, while in experimental group, visual aids pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data researcher strongly concluded that visual aids had strongly a positive effect on the learners' writing ability. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task.

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Training in brainstorming and developing writing skills

Cited by 134 publications

References 8 publications

Prior Knowledge in EFL Reading Comprehension: Native and Nonnative EFL Teachers’ Perceptions, Classroom Strategies and Difficulties Encountered

Prior Knowledge in EFL Reading Comprehension: Native and Nonnative EFL Teachers’ Perceptions, Classroom Strategies and Difficulties Encountered

The Impact of Content-based Pre-reading Activities on Iranian High School EFL Learners’ Reading Comprehension

Examining the Impact of Novel Pre-activity Tasks on Macro-Skills: The Case of Visual Aids Strategy on Writing Ability

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