Using need-based writing instruction through self-reflection to improve students' writing difficulties: A counterbalanced design

Gebremariam, Hailay Tesfay; Hiluf, Belete

doi:10.1016/j.ijedro.2023.100293

Cited by 7 publications

(7 citation statements)

References 21 publications

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“…Further research in this study aimed to examine the level of gender differences in EI dimensions, writing motivation, and writing performance among high school students in Ethiopia. According to Gebremariam and Hiluf (2023) and Sahle et al (2023), writing is a fundamental skill that requires emotional and motivational intelligence to effectively organize one's thoughts. In order to assess the gender differences in emotional and motivational intelligence and writing performance, participants completed demographic information, self-reported data, and a writing performance test.…”

Section: Discussionmentioning

confidence: 99%

“…This is a critical issue among Ethiopian high school students (Sahle et al, 2023). Ethiopian high school students lack motivation to learn, and their writing motivation is low (Abdolrezapour, 2013;Gebremariam & Hiluf, 2023;Sahle et al, 2023). Gebremariam and Asgede (2023) argue that writing requires a deep understanding of the writing process and internal and external motivation, sometimes referred to as EI in the context of academic performance.…”

Section: Emotional and Motivational Intelligence In Writingmentioning

confidence: 99%

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Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

Hiluf,

Alemu

2024

Asian. J. Second. Foreign. Lang. Educ.

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In recent years, there has been increasing interest in the role of emotional and motivational intelligence in educational settings. Studies have shown that these factors can significantly impact students' academic performance. However, little attention has been given to the influence of emotional and motivational intelligence on writing performance, especially in relation to gender differences. This study aims to examine the relationship between emotional and motivational intelligence and writing performance among Ethiopian high school learners, while considering potential variations based on gender. To achieve this, a sample of 176 Ethiopian high school learners (69 male and 107 female, aged between 17 and 24) was selected using a stratified random sampling technique. The participants completed self-reported questionnaires to assess their emotional and motivational intelligence, and their writing performance was evaluated based on a set of predetermined writing rubrics. The collected data was analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Pearson's correlation coefficient, and path coefficients to determine any significant relationships or gender differences. The results showed a statistically significant relationship between emotional intelligence dimensions and writing performance. However, there was no statistically significant difference in writing performance and writing motivation based on gender. These findings provide valuable insights into the influence of emotional and motivational intelligence on writing performance among Ethiopian high school learners. Emotional intelligence, including the ability to understand and manage one's own and others' emotions, positively affected writing performance. This study contributes to the existing literature on the role of emotional and motivational intelligence in educational settings, specifically focusing on writing performance among Ethiopian high school learners. Overall, this research sheds light on the importance of considering emotional and motivational factors in educational practices to foster improved academic outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Emotional and Motivational Intelligence In Writingmentioning

confidence: 99%

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

Hiluf,

Alemu

2024

Asian. J. Second. Foreign. Lang. Educ.

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“…Capturing ideas and wriƟng components capturing wriƟng processes and strategies Figure 1. Conceptual framework of guided-writing instruction in implementing the writing process (adapted from Gebremariam & Hiluf, 2023;Shaver et al, 2015).…”

Section: Familiarizaɵon With the Text/genre Of Wriɵngmentioning

confidence: 99%

Teacher-Students Collaboration: Using Guided-Writing Instruction to Assist Learners with Writing Difficulties and Low Motivation to Write

Wendimu,

Gebremariam

2024

Sage Open

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Despite the complex nature of writing, many students are hesitant to tackle difficult subjects. To help those facing writing difficulties and increase their motivation, this study examines the effect of teacher-student collaboration through guided-writing instruction. A two-group quasi-experimental design was used with a pre-treatment-post-tests format. The participants in this study were 50 11th-grade students (aged 17–24; 28 male and 22 female) from Data Sana Memorial School in Wolaita Sodo City, South Ethiopia. Writing skill tests and questionnaires about writing motivation were used to collect data, which was then analyzed using independent smples t-test analysis to determine the effectiveness of guided-writing on students’ writing improvement and motivation. Although the pre-test results did not show a significant difference between the mean scores of the control and experimental groups, the post-test results of the writing skill tests showed a statistically significant difference between the means of the experimental and control groups. Additionally, the results of the writing motivation questionnaires revealed that the mean score of the experimental group increased significantly in the post-test compared to the pre-test. These findings demonstrate the usefulness of guided-writing instruction in assisting students with writing difficulties and motivation. In conclusion, the findings have implications for teaching writing through guided-writing instruction and it is recommended to help students struggling with writing and a lack of motivation. Moreover, further research into writing instruction through guided-writing in various ecological aspects and grade levels is required.

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“…Writing, often considered a complex skill among undergraduate students (Gebremariam & Hiluf, 2023;Sun & Wang, 2020), poses challenges despite the provision of courses aimed at enhancing skills, particularly in argumentative writing (Xu et al, 2023). Many students continue to express di culties (Xu et al, 2023), while teachers note shortcomings in the arguments presented (Mulyati & Hadianto, 2023;Tsemach & Zohar, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learning-oriented assessment of L2 argumentative writing ability: Its impacts on EFL undergraduate students’ writing ability and academic resilience

Imsa-ard

2024

Preprint

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The notion of utilizing assessment to facilitate learning has garnered significant momentum in language education. Nevertheless, a substantial portion of the pertinent theoretical and research literature tends to concentrate on the dynamics of the teaching-learning interface, often neglecting the critical role of effective teacher and peer interaction in augmenting student learning. The current study explored the learning-oriented assessment of EFL learners’ writing ability. Specifically, the study involved the development and administration of learning-oriented writing assessment (LOWA) tasks that aimed to measure 67 learners’ ability to display competency in L2 writing ability by building an argument. In addition, the study aimed to examine whether implementing LOWA tasks can help enhance learners’ academic resilience. Following a quasi-experimental mixed-methods approach, results from the assessment administration were analyzed using robust statistical analyses and qualitative analysis of the responses. A learning-oriented approach to assessment as a design and validation framework was used to interpret qualitative and quantitative evidence. The findings revealed that the students’ L2 argumentative writing ability and academic resilience improved as a result of the LOWA tasks where the experimental group significantly outperformed the control group in the post-test. Moreover, focus-group interviews revealed favorable perspectives towards LOWA while also expressing some concerns on giving feedback. It is hoped that this research will shed light on the language assessment within complex tasks and will help understand the affordances of implementing embedded assistance in language assessment.

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Using need-based writing instruction through self-reflection to improve students' writing difficulties: A counterbalanced design

Cited by 7 publications

References 21 publications

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

Teacher-Students Collaboration: Using Guided-Writing Instruction to Assist Learners with Writing Difficulties and Low Motivation to Write

Learning-oriented assessment of L2 argumentative writing ability: Its impacts on EFL undergraduate students’ writing ability and academic resilience

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