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Automated writing assessment services have been widely used in writing classrooms and have been increasing gradually, but teachers'u2019 and students' attitudes in Afghanistan regarding AWE have still remained uncharted. Teachers and students alike questioned the effectiveness and/or inefficacy of Grammarly deployment in English as a Foreign Language academic writing classrooms, according to the current report. This research used mixed methods, including a questionnaire to 66 students and interviewing five Afghan English language teachers and four students from private language schools and public universities. According to a Statistical review, student attitudes towards Grammarly deployment in writing classrooms were highly encouraging. In addition, the results showed that teachers had almost positive attitudes toward Grammarly implementation in writing classrooms considering students'u2019 writing skills development. Professors also provided Grammarly feedback to Grammarly feedback, and that policymakers hold technology training courses at universities, according to this report.
Source link: https://doi.org/10.1080/2331186X.2022.2142446
The well-established link of metadiscourse research tradition to the philosophy of ESP has sparked some inevitable questions regarding how much and how well the model has been adapted to academic writing pedagogy's practical needs. It has been argued that novice participants of academic/scientific discourse communities will be able to rewrite academic communication and banish a substantial number of misconceptions that have been entrenched by long years of positivistic thinking, thanks to the effective introduction of the concept of metadiscourse into pedagogical styles and its appropriate operationalization.
Source link: https://doi.org/10.30495/jal.2022.690847
For many non-native academic English writing teachers, the transition of written academic text is similarly difficult, less assess. A qualified native English writing instructor was employed by a skilled native English writing teacher to determine the connection between the Thai writing teachers' discovery of the flow of given to new topic data and a preliminary investigation of topic information flow. The findings from this report reveal that Thai academic English writing teachers were unable to detect the presence of given to new topic information changes in academic texts. The implication of this study indicates that at this time, the realistic use of a given word in written assessments for Thai academic English writing teachers may not be a valuable evaluative tool.
Source link: https://doi.org/10.23971/jefl.v11i2.2684
The aim of this report was to determine the prevailing alignment of English for academic use in EFL writing programs in Ethiopia's public universities vis-à-e-vis the learning of academic writing skills of students in public universities. The results revealed that there was a similar horizontal distribution pattern of common writing courses among the three universities; all learners in the common course 'Basic Writing Skills' in each university learned the same curriculum and content regardless of their fields of study.
Source link: https://doi.org/10.23971/jefl.v10i1.1736
This paper explores the benefits of the introduction of Reformulation and Text Modelling in an EFL writing context. Text Modeling is intended to support EFL students by helping them learn how to write academic papers to make their texts read as nativelike as possible. In addition, this report further investigated the students' perception of RTM in EFL writing environments. RTM has been shown to be able to raise studentu2019 writing results, and students have high hopes about it.
Source link: https://doi.org/10.23971/jefl.v7i1.457
Academic Writing is a core area that undergraduate students take during their four years of study. This study seeks to investigate the challenges that undergraduate English major students face in Academic Writing. For this research, a quantitative descriptive approach was used, and a questionnaire was sent to 121 undergraduate degree students from Kabul University's English Department. The students had several challenges in Academic Writing in terms of language, structure, and content, according to the study's findings.
Source link: https://doi.org/10.18196/ftl.5249
Abstract Discourse competence is an essential component of communicative competence and is integral to academic writing's mastery. This paper details a three-tiered diagnostic examination of two English as a foreign language student writers'u2019 discourse proficiency in terms of textual content, composing skills, and academic writing. We uncovered their discourse-level deficiencies and assessed their writing practices and academic writing skills to determine their relationships with the observed flaws based on extensive reviews of their writing samples, writer logs, and semi-structured interviews to determine their relationships with the discovered flaws. Both students were deadline fighters whose poor time management seemed to blame for the text's inability, according to an investigation into their writing process. We suggest a three-stage instructional course to support novice EFL learners'u2019 acquisition of discourse competence in English academic writing based on the above.
Source link: https://doi.org/10.1186/s40468-022-00197-y
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