The present study generally aims to enlighten some possible ways and strategies that could help academic learners of EFL to improve their writing levels. To state these ways, the questionnaire is used to collect data, and it was distributed to participants in S2 and S6 in order to know whether there is some improvement or not.
Yet, the researcher employed mixed methods since both quantitative and qualitative methods are required to collect data. The findings of this research revealed that students' writing still needs improvement. Finally, the results of this monograph may urge students to ameliorate their writing skill.
Writing is a component of language skill which occurs after speaking. In addition, it provides a relatively permanent record of information, opinions, beliefs, feelings, arguments, explanations, theories, etc.. Writing also allows us to share communication not only with our contemporaries, but also with future generations as well as it permits people from the near and far distance past to speak to us. In fact, it is the official element for the development of printed documents, books and Internets. Therefore, writing is the best supportive tool for us, and it plays an important role in our life.
Table of Contents
General introduction
Chapter One: Literature Review
Introduction
1. Why Writing
2. Definition of Writing
3. Writing Process:
3.1 Prewriting
3.2 Drafting
3.3 Revising
3.4 Editing
4. Teaching writing skill approaches:
4.1 Product Approach
4.2 Process Approach
4.3 Genre approach
5. Role of Teachers in Teaching Writing
6. Instructional strategies of improving students’ writing
6.1 Freewriting
6.2 Sharing
6.3 Dialogue
6.4 Reading
6.5 Journal Writing
7. Importance of Improving Writing Skill
Conclusion
Chapter Two: Methodology
Introduction
1. Research Approach
2. Instruments
3. Participants
4. Procedures
5. Assumptions
Conclusion
Chapter Three: Data Analyzing and Discussion
Introduction
1. Recommendations
2. Limitations of the study
Conclusion
General Conclusion
Research Objectives and Themes
This research aims to identify and analyze effective instructional strategies and methodologies to improve the writing skills of English as a Foreign Language (EFL) students at the university level. It investigates the current challenges faced by students in Semester 2 and Semester 6 to determine how academic proficiency in writing can be developed.
- Theoretical frameworks and teaching approaches for writing skills.
- Methodological analysis of student writing performance through mixed-method research.
- Challenges such as demotivation, writer's block, and language proficiency.
- The impact of reading, practice, and instructional support on writing development.
Excerpt from the Book
3.1 Prewriting
Prewriting is the process that helps writers to get ready to write. According to Badger and white (2000), “A typical prewriting activity in the process approach would before learners to be brainstorm” (p.154). In this regard, Zamach and Rumisek (2003) proved that prewriting occurs before a writer produces a piece of writing (p.5). At this stage, a writer mainly generates ideas, information and strategies for a given task (Williams, 2003, p.106). Additionally, prewriting takes place before starting on first draft on paper (p.106).
Summary of Chapters
Chapter One: Literature Review: This chapter provides the theoretical foundation by examining definitions, the writing process, teaching approaches, and various instructional strategies for enhancing writing skills.
Chapter Two: Methodology: This chapter outlines the mixed-methods research design, detailing the participant selection from Semester 2 and Semester 6 as well as the instruments used for data collection.
Chapter Three: Data Analyzing and Discussion: This chapter analyzes the gathered questionnaire data, discusses the findings regarding student reading and writing habits, and provides specific recommendations for pedagogical improvement.
Keywords
Writing Skill, EFL, Higher Education, Process Approach, Product Approach, Genre Approach, Freewriting, Journal Writing, Language Acquisition, Academic Writing, Student Motivation, Research Methodology, Vocabulary, Coherence, Grammar
Frequently Asked Questions
What is the core focus of this research?
The research focuses on investigating ways to improve the writing skills of English language students within the Faculty of Letters at the university level.
What are the primary themes discussed in the study?
The study covers teaching approaches, the writing process, instructional strategies like freewriting and reading, and factors affecting student motivation and performance.
What is the main objective of this work?
The primary goal is to enlighten academic learners and instructors on effective strategies and reliable methods to enhance writing proficiency for academic success.
Which scientific methods are applied?
The author uses a mixed-methods approach, combining quantitative data through questionnaires and qualitative insights to analyze student performance.
What is covered in the main body of the text?
The main body comprises a literature review of writing theories, the methodology of the case study, and a detailed analysis of findings regarding student reading/writing behaviors.
Which keywords best describe this study?
The study is characterized by terms like EFL, academic writing, writing process, teaching approaches, and student motivation.
How does the study address the role of reading in writing?
The research establishes a tight connection between the two, concluding that extensive reading is a crucial factor in developing writing independence, fluency, and creativity.
What does the study suggest to overcome writer's block?
The author suggests that implementing strategies like freewriting, maintaining writing journals, and increasing the frequency of writing practice can significantly reduce blockages and improve output.
- Arbeit zitieren
- Abdeljalil Ohra (Autor:in), 2019, Improving Students' Writing in Higher Education, München, GRIN Verlag, https://www.grin.com/document/510709
