STUDENTS' PROBLEMS IN WRITING ANALYTICAL EXPOSITION TEXT IN EFL CLASSROOM CONTEXT DOI Creative Commons
Lala Nurlatifah, Fazri Nur Yusuf

English Review Journal of English Education, Journal Year: 2022, Volume and Issue: 10(3), P. 801 - 810

Published: Oct. 30, 2022

Writing is perceived as the most challenging skill among other productive skills in English language learning. This preliminary study aims at revealing problems encountered by secondary EFL students writing analytical exposition. Employing students' and interviews qualitative manner, 25 second-year Bandung, Indonesia, were purposefully involved. Result indicated that three major their exposition; cognitive, linguistic, psychological problems. Cognitively, had limited knowledge of topic, with structure text, mechanism for capitalization, punctuation, spelling, difficulties sharing ideas due to vocabulary. Linguistically, frequently encounter two areas: vocabulary grammar. Psychologically, often found starting writing, lack interest, laziness, confusion deciding sentence structures. Further discussion results recommended take into consideration determine appropriate treatment follow-up research.

Language: Английский

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review DOI Open Access

Stella Timotheou,

Ourania Miliou, Yannis Dimitriadis

et al.

Education and Information Technologies, Journal Year: 2022, Volume and Issue: 28(6), P. 6695 - 6726

Published: Nov. 21, 2022

Language: Английский

Citations

312
A Latent Dirichlet Allocation Approach to Understanding Students’ Perceptions of Automated Writing Evaluation DOI Creative Commons
Joshua Wilson,

Saimou Zhang,

Corey Palermo

et al.

Computers and Education Open, Journal Year: 2024, Volume and Issue: 6, P. 100194 - 100194

Published: May 21, 2024

Automated writing evaluation (AWE) has shown promise in enhancing students' outcomes. However, further research is needed to understand how AWE perceived by middle school students the United States, as they have received less attention this field. This study investigated U.S. perceptions of

Language: Английский

Citations

4
Non-Native English-Speaking (NNES) Students’ English Academic Writing Experiences in Higher Education: A Meta-ethnographic Qualitative Synthesis DOI Creative Commons
Mingyu Li

Journal of English for Academic Purposes, Journal Year: 2024, Volume and Issue: 71, P. 101430 - 101430

Published: Aug. 15, 2024

This meta-ethnography synthesises 26 qualitative studies published since 2000 to explore factors shaping NNES students' English academic writing experiences in higher education. The findings reveal that are significantly influenced by their prior educational backgrounds, current learning contexts, self-perceived capabilities, and the strategies they employ navigate various challenges, including a lack of preparedness, insufficient institutional support, inadequate linguistic competence. also indicate adaptive strategies, such as use cognitive, meta-cognitive, social play crucial role mitigating deficiencies. underscore need for education institutions implement more responsive inclusive support systems address linguistic, affective dimensions endeavours. Drawing upon findings, conceptual framework is developed, providing holistic view mediating offering theoretical practical implications enhancing practices policies better these

Language: Английский

Citations

4
Implementation of a Technology-Based Writing Intervention to Support Writing Quality DOI
Kelley Regan, Anya S. Evmenova, Amy Hutchison

et al.

Literacy Research and Instruction, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 26

Published: Nov. 15, 2024

Language: Английский

Citations

4
Exploring the Effectiveness of Large‐Scale Automated Writing Evaluation Implementation on State Test Performance Using Generalised Boosted Modelling DOI Creative Commons
Huang Yue, Joshua Wilson

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(2)

Published: Feb. 23, 2025

ABSTRACT Background Automated writing evaluation (AWE) systems, used as formative assessment tools in classrooms, are promising for enhancing instruction and improving student performance. Although meta‐analytic evidence supports AWE's effectiveness various contexts, research on its the U.S. K–12 setting has lagged behind rapid adoption. Further rigorous studies needed to investigate of AWE within context. Objectives This study aims usage Utah Compose system students' state test English Language Arts (ELA) performance first year statewide implementation. Methods The sample included all students from grades 4–11 during school 2015 ( N = 337,473). Employing a quasi‐experimental design using generalised boosted modelling propensity score weighting, analysis focused estimating average treatment effects among treated (ATT) system. Results Conclusions results showed that who utilised more frequently demonstrated improved ELA compared their counterparts with lower or no usage. varied across certain demographic groups. provides strong systematic support hypothesis causal inferences regarding large‐scale, naturalistic implementation, offering valuable insights stakeholders seeking understand systems.

Language: Английский

Citations

0
Students’ sociodemographic characteristics and writing performance: a systematic literature review DOI
Carolina Castillo, Natalia Ávila Reyes

Reading and Writing, Journal Year: 2025, Volume and Issue: unknown

Published: April 19, 2025

Language: Английский

Citations

0
The impact of topic interest on EFL writing: A focus on quantity, quality, and Google Translate look-up behavior DOI
Marco Cancino,

María Isami

Thinking Skills and Creativity, Journal Year: 2025, Volume and Issue: 57, P. 101858 - 101858

Published: May 5, 2025

Language: Английский

Citations

0
PENGARUH CERITA DIGITAL TERHADAP KETERAMPILAN MENULIS KARANGAN NARASI SISWA SEKOLAH DASAR DOI Open Access

Marisatul Mahfudhoh,

Ermawati Zulikhatin Nuroh

Semantik, Journal Year: 2024, Volume and Issue: 13(1), P. 103 - 114

Published: Feb. 20, 2024

Latar belakang penelitian ini yaitu kurangnya kemampuan siswa dalam menulis dan guru menggunakan media materi karangan narasi. Tujuan untuk menganalisis pengaruh cerita digital terhadap keterampilan narasi kelas IV SDN Sentul . Metode yang digunakan pada metode kuantitatif dengan desain one group pretest-posttest design. Teknik pengumpulan data berupa tes dokumentasi, subjek 20 Sentul. Proses penilaian memakai rubrik memuat isi gagasan, organisasi karangan, struktur tata bahasa, diksi, ejaan serta tanda baca. Dari hasil diperoleh nilai signifikan (2-Tailed) bernilai 0,000 dari sampel T-test mana Sig < 0,05 maka H0 ditolak Ha diterima. Dengan begitu dapat disimpulkan berpengaruh sekolah dasar. demikian sebagai alternatif bagi mencari diera digital.

Citations

3
Curriculum Innovations Integrating DOI
Mustafa Kayyali

IGI Global eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 141 - 174

Published: May 8, 2025

In recent years, educational technology has altered how writing instruction is provided, and two innovations—augmented reality (AR) virtual (VR)—are emerging as significant tools for strengthening center programs. This chapter analyzes the incorporation of AR VR into pedagogy, analyzing potential these technologies offer to revolutionize process provide more immersive, interactive learning experiences students. The study highlights unique properties that make them perfect creative exercises, collaborative feedback sessions, tailored help writers at various phases their process. Ultimately, argues while integration centers requires thoughtful planning careful execution, benefits—such enhanced student motivation, a environment, deeper understanding process—make promising addition

Language: Английский

Citations

0
Second Language Acquisition Supports Through Gaming and Social Media Platforms DOI
Leslie Haas,

Muazzam Dadaxonova

IGI Global eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 261 - 286

Published: April 11, 2025

This chapter explores the influence of technology on second language acquisition (SLA). It contrasts traditional learning methods with affordances digital tools, highlighting potential social media platforms and educational games for enhancing skills. The draws sociocultural theory to emphasize role interaction meaningful communication in development. then examines specific functionalities popular like YouTube, Instagram, TikTok, Facebook, demonstrating how these can provide learners exposure authentic language, opportunities interaction, engaging content.

Language: Английский

Citations

0