CAN WE HELP OUR STUDENTS WRITE BETTER?

Authors

  • Ali Isik Istinye University, Istanbul, Turkey

DOI:

https://doi.org/10.46827/ejel.v0i0.1511

Keywords:

writing, EFL, writing program, EFL students

Abstract

The paper investigates the effect of a writing program on EFL students’ writing skill. 353 Turkish EFL students and 23 English teachers participated in the study. The students received two hours of writing instruction per week for 18 weeks. Then they were administered the PET. The student performance on the writing component of the test was evaluated using the CEFR rubric. Wilcoxon Signed Ranks Test was used to analyze the data. The results indicated that the students improved their scores only on the organization component. No significant difference was observed on content, grammar, vocabulary, and effort-creativity components.

 

Article visualizations:

Hit counter

DOI

References

Andrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., Robinson, A. & Zhu, D. (2006).The effect of grammar teaching on writing development. British Educational Research Journal, 32 (1), 39–55.

Bitchener, J. & Knoch, U. (2010). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193–214.

Cunningham, P.M. & Cunningham, J.W. (2010). What really matters in writing: Research-based practices across the curriculum. Boston: Allyn & Bacon.

Graham, S. (2005). Writing interventions and strategies. In S. W. Lee (Ed.). Encyclopedia of school psychology (pp 587-590). Thousand Oaks, CA: Sage.

Krashen, S. D. (2009). Principles and practice in second language acquisition. First Internet Edition. http://www.sdkrashen.com/Principles_and_Practice/index.html

Krashen. S. D. (2011). Free voluntary reading. Libraries Unlimited.Santa Barbara, California.

Krashen. S. D. (2013). Should we teach strategies? Electronic Journal of Foreign Language Teaching,10 (1), 35–39.

Krashen, S. (2015). The ecstasy hypothesis. Perspectives, 14: 7-9. (Kanda University of International Studies).

Krashen, S. D. (2017a). The role of input (reading) and instruction in developing writing ability. Lenguas Modernas, (9-10), 23-35.

Krashen, S. D. (2017b). Compelling Reading and Problem-Solving: The Easy Way (And the Only Way) to High Levels of Language, Literacy and Life Competence.

Stephen D. Krashen, www.sdkrashen.com/content/articles/2016_krashen_eta_compelling_reading_and_ps.pdf

Krashen, S. Lee, SY, and Lao, C. (2017). Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading. Santa Barbara: Libraries Unlimited. ABC-CLIO, LLC.

Myhill, D. & Watson, A. (2014). The role of grammar in the writing curriculum: A review of the literature. Child Language Teaching and Therapy, 30(1), 41 –62.

Olson, C. B. (2007). The reading/writing connection: Strategies for teaching and learning in the secondary classroom. Allyn & Bacon.

Ponniah, R. J. & Krashen, S. 2008). The expanded output hypothesis. International Journal of Foreign Language Teaching, 4 (2), 2-3.

Read, S. (2010). A model for scaffolding writing instruction: IMSCI. The Reading Teacher, 64(1), 47–52.

Sarı, R. (2013). Is it possible to improve writing without writing practice?, IJFLT, 8(1).

Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369.

Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16 (4), 255-272.

Truscott, J., & Hsu, A.Y.-P. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305.

Wiesendanger, K. D.; Perry, J. R. & Braun, G. (2011). Suggest-choose-plan-compose: A strategy to help students learn to write, The Reading Teacher, 64(6), 451–455.

Wyse, D. (2001) Grammar for writing? A critical review of empirical evidence, British Journal of Educational Studies, 49(4), 411–427.

Downloads

Published

2018-03-20

Issue

Vol 3, No 3 (2018)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).