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This study investigates the integration of ChatGPT into task-based learning (TBL) environments for English for specific purposes (ESP) at a technical university in Ukraine. Conducted with 27 bachelor students, the research employs a mixed-methods approach to evaluate the effectiveness of ChatGPT in enhancing students' writing task performance (creating a sustainable campus initiative proposal). The use of a quantitative research method permitted comparing the quality of students' writing between two TBL groups: the one that used ChatGPT to complete the tasks and the one that did not use this tool. The qualitative method was used to survey students and explore their attitudes towards using ChatGPT to complete the tasks. Results indicate that students using ChatGPT showed the same level of achievement as those who did not use it in generating ideas and structuring initial drafts but struggled with the deeper aspects of writing, such as communicative achievement and creativity. Also, the ChatGPT's ability to enhance language accuracy was evident, yet not superior to traditional methods. Students generally perceive ChatGPT positively, appreciating its role in facilitating the writing process and providing immediate assistance. However, they also acknowledge the necessity for critical evaluation and human refinement of artificial intelligence (AI)-generated texts to ensure the quality and originality of their work. This study concludes that while AI tools, such as ChatGPT, can complement traditional teaching methods, they cannot replace human evaluation and expertise. [ABSTRACT FROM AUTHOR]

The goal of this study was to learn how the performance of German as a Foreign Language (GFL) writing skills is evaluated, what criteria it is based on, and what challenges can be expected during the evaluation. Performance measurement is a challenge for many, and previous research and experience show that when it comes to productive abilities, writing takes a back seat in the classroom, where speaking skills are prioritized. Nonetheless, since the focus of this study is on German writing skills, it is important to clarify their role in GFL teaching. Although there are different aspects and criteria for the assessment of productive and writing skills, some are more important than others. The study takes a theoretical and empirical approach, utilizing a questionnaire and interviews to analyze the perspectives of both examinees (students) and examiners (teachers). For a justified assessment, certain quality criteria are considered, including objectivity, reliability, and validity. Additionally, the study also references Goethe, ÖSD, and TELC model tests, as well as other test forms used in private schools and university courses in Kosovo. Thus, this research focuses not only on the various forms and functions of performance measurement but also on the potential obstacles that may develop during assessment and how to avoid and fix these issues. [ABSTRACT FROM AUTHOR]

This article describes an experiment in pedagogy for general writing improvement at the university level consisting of a course of Free Voluntary Reading (FVR), which can be offered either independently of or together with standard courses on writing. Evidence so far supporting the efficacy of FVR in helping students to improve their writing skills has largely come from the K-12 grades and university-age foreign language students, so whether it would prove useful for university students in general is open to question. A linguistic perspective is adopted, which entails a methodology for the experiment that differs in major respects from that which is typical in composition studies. The results of the experiment showed that a course of FVR, independently of instruction in writing, may be effective in improving university students' grammatical fluency in writing. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the present research is to find out the real fact of the students' perception on the utilization of Google Classroom in the teaching of writing skill. This research is a qualitative design. The subject of the research was the Second Semester of Grade Eleventh students of Madani Senior High School that consisted of 33 participants. The participants were selected by purposive sampling. The data were collected using interview and analyzed using Likert Scale. The researcher found that there were four category of students' perceptions toward the dimension of Google Classroom in Teaching Writing Skill in which the students were mostly agree with; (1) the average students' response to the use of Google Classroom is 75, 8 % of the total number of students, (2) the average students' response to the use of Google Classroom in the teaching of writing skill is 75, 8% of the total number of students, (3) the average students response to the impact of the using of Google Classroom in teaching writing skill is 69, 7% of the total number of students, and (d) the average students' response related to their satisfactory toward the use of Google Classroom in the teaching Writing Skill is 69, 7% of the total number of students. It means that the students have positive response toward the use of Google Classroom platform in teaching and learning English. It implies that the use of the Google Classroom platform to teach Writing Skill is enable students to have good motivation in studying writing skill. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the efficacy and motivational implications of the word-count tracking strategy as a viable teaching strategy for improving writing output among Saudi EFL undergraduates. An intensive writing program was conducted at the English Department Al-Majmaah University with two groups who were taught through two different approaches. The experimental group took a writing session once a week (for six weeks) with the word-count tracking strategy besides their regular credit hours writing classes, while the control group also took a weekly writing session along with regular classes in which students were taught through conventional approach without the word-count tracking strategy. The main hypothesis was that the experimental group would achieve a higher mean score than the control group after the implementation of the word-count tracking strategy. The difference between the mean score of the pre-test and post-test of the experimental group and the control group was found statistically significant at p<.05. The experimental group, despite achieving a lower mean score in the pre-test, made a 48.51% improvement in the post-test, while the control group showed only 20.33 % output increase. A questionnaire was also administered at the end of the study to evaluate students’ perception of the wordcount tracking strategy, the writing program, and their overall motivational level. Students had an overall positive perception of the strategy and believed that the writing program based on the word-count tracking strategy had enhanced their writing fluency as well as their motivation to participate more and more in such writing activities. The study recommends the word-count tracking strategy as a viable quantitative writing improvement strategy for implementation in EFL classes. [ABSTRACT FROM AUTHOR]

The researcher found that students' ideas in written language are not organized structurally and adequately because of the lack of understanding of sentence patterns. Their sentences are not varied, meaningful, and effective. When the students construct a sentence, they tend to construct simple sentences consisting of subject, verb, and object. It means that they do not understand the variety of sentence patterns. This research was conducted to discover the variety of sentence patterns made by students, the most dominant sentence pattern in students' written work, and why students struggle to make sentences based on sentence patterns. This research method depends on quantitative descriptive data and statistical analysis. The population and sample of this research are the 4th-semester students of the English Education Study Program at Tadulako University. The researcher found 1.127 sentences produced by the students in their written work with seven patterns. The most dominant sentence pattern in the students’ written work is pattern SVA (subject + verb + adverb). The researcher also found that four variables make the students find difficulties in writing sentences: the students have problems in constructing affirmative and negative sentences, constructing sentences based on the rules, constructing sentence patterns because they have different understandings about sentence patterns, and because they cannot differentiate formal and informal sentences.

This research aimed to detect students' ability to write narrative text using local legendary picture series and further explore their perceptions of using picture series in writing narratives. A descriptive quantitative research design was employed, and 30 students (10 males and 20 females) participated as respondents in the present study. Furthermore, the students were asked to write a narrative text based on a series of pictures from the local legend of Danau Toba. The findings indicated that picture series significantly enhanced students' narrative writing skills. The average scores revealed that the organization, vocabulary, and grammar were 3.19, 3.43, and 2.92 respectively, categorized into the "Good" level. Meanwhile, the average score for mechanical ability was 2.46, categorized as "Enough". Furthermore, the majority of students viewed positively to the use of picture series, with 46.67% strongly agreeing and 46.67% agreeing that picture series enhanced their ability to absorb and retain information. Thus, the picture series used are effective media for learning narrative writing skills. This study may serve pedagogical implication to the teaching of writing skills. Therefore, the researchers recommend that teachers integrate picture series in their teaching strategies and next researchers could explore the use of picture series in other text types and across various English language skills to provide broader insights and potentially more robust pedagogical strategies.

Smartphones can play a pivotal role in enhancing the learning process. Additionally, the multimedia capabilities of smartphones, such as interactive videos and educational games, make the learning process more engaging and enjoyable. The problem by students encompassed a shortage of interactive learning materials, challenges in understanding English content, restricted chances for practical application, and a sense of monotony in the learning process. Therefore, this research aims to design an Android application-based learning media, especially on writing skills. This research is a Research and Development (R&D) with the ADDIE model. The subject of this research is tenth-grade students at SMK Wikrama 1 Jepara, with data collected through questionnaires and a pretest-posttest procedure. The effectiveness of the Android application was assessed by using the N-Gain method in analyzing pretest and post-test data. The test outcomes demonstrated an 83.8% success rate, falling within the appropriate category. The pre-test and post-test scores exhibited improvement, with the N-Gain analysis revealing a value of 0.60, signifying enhancementin writing skills. It means that using LEDY an Android application-based learning media, contributes to an improved comprehension among 10th-grade students at SMK Wikrama 1 Jepara, particularly in the area of procedure text material.

This study examined the influence of mobile-assisted critical writing instructions on EFL learners' writing skill in language institutes. Ninety EFL learners who were studying English at three branches of a language institute in Iran took part in this research. Two equal groups as control and experimental were formed. As the pretest, a writing task was assigned to the groups which required them to write an argumentative report. The reports were the participants' personal analyses of the contents they had viewed on TV about an important political issue. After the pretest, the control group received instructions for critical writing in class without using Instagram. The treatment lasted for 12 weeks. During the treatment, the control group were asked to watch some TV channels devoted to news. The experimental group received instructions for critical writing in class and via Instagram. The treatment lasted for 12 weeks. The experimental group, who were all Instagram users, were asked to view some Instagram accounts belonging to famous news agencies. Additionally, an Instagram account was created by the teacher and they were asked to follow it for receiving instructions there. When the treatments ended, the posttest was administered. The control group were required to watch the TV channels and the experimental group were required to view the Instagram accounts to write an argumentative report about an important political issue. The reports were the participants' personal analyses of the contents they had viewed. Despite having nearly the same mean scores on the pretest, the two groups' mean scores on the posttest were different and the experimental group scored higher than the control group. Finally, 15 members of the experimental group were interviewed. The focus of the interview was on the participants' suggestions and criticisms of the study. Overall, the experimental group had positive perceptions of the treatment. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers. [ABSTRACT FROM AUTHOR]

This study investigates persuasive strategies used in the writings of Iranian university students in the field of teaching English as foreign language (TEFL). The study utilized the 7 principles of persuasive strategies presented by Cialdini (The psychology of persuasion, Quill William Morrow, New York 1984; Pre-suasion: A revolutionary way to influence and persuade, Simon & Schuster, New York 2016), which include 'reciprocity', 'commitment and consistency', 'social proof', 'liking', 'authority', 'scarcity', and 'unity'. The results indicate that strategies such as 'liking', 'unity', and 'authority' were used more frequently than other persuasive strategies. On the other hand, 'scarcity' was the least used strategy by the participants. Significant gender differences were also observed in the data. These findings have important pedagogical implications and suggest the need to incorporate persuasive strategies into instructional materials and teaching practices to enhance the persuasive writing skills of university students. Furthermore, gender differences highlight the importance of considering individual differences when teaching persuasive writing. Finally, the study discusses the pedagogical implications of these findings in the context of learning and teaching. [ABSTRACT FROM AUTHOR]

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the academic English writing challenges faced by EFL learners at Najran University, Saudi Arabia. It aims to identify the specific difficulties encountered, explore the underlying factors contributing to these challenges, and propose effective strategies to mitigate them. Using a descriptive research design, the study surveyed 48 fourth-year English major students through a comprehensive questionnaire. The findings reveal that EFL learners struggle most with vocabulary, organization, paraphrasing, grammar, and referencing. Key factors exacerbating these challenges include inadequate English language foundation, overreliance on Arabic, limited writing practice opportunities, and insufficient writing-focused courses. To address these issues, the study suggests incorporating technology-aided instruction, providing targeted feedback, and expanding writingintensive curricula. The results offer valuable insights for English language instructors and curriculum designers, equipping them to tailor their approaches and better support EFL students in developing robust academic writing proficiency. By identifying the specific hurdles and proposing practical solutions, this research contributes to enhancing the quality of English language education at Najran University and similar EFL contexts. [ABSTRACT FROM AUTHOR]

The utilisation of Automated Writing Evaluation (AWE) tools to provide feedback has facilitated the process of teaching and learning to write. Nowadays, teachers are better equipped to deliver constructive feedback thanks to the introduction of technology into writing classes. Considering the benefit above, the present study aimed to investigate the effect of corrective feedback through QuillBot, an Artificial Intelligence (AI) tool, on Iranian English as a foreign language (EFL) learners' writing skill. The participants were twenty-four EFL learners at the intermediate level of language proficiency. They were assigned to three different treatment groups. A five-paragraph essay was used as the pretest and posttest. The paired samples t-test findings, conducted in SPSS, showed a substantial increase in the writing abilities of the group that received QuillBot feedback from the pretest to the posttest. The one-way ANOVA test result also revealed that compared to the other groups, students in the Teacher & QuillBot feedback group considerably increased their overall writing ability. The findings of the qualitative segment of the study based on the thematic analysis of the semi-structured interview showed that students were quite satisfied with QuillBot's performance as a source of feedback. It was also claimed that there were certain drawbacks concerning specific issues that some of the students in the QuillBot feedback group were experiencing. Nonetheless, the results have demonstrated that applying AWE tools, specifically QuillBot feedback, in conjunction with teacher input can significantly enhance EFL writing instruction. [ABSTRACT FROM AUTHOR]

The advancement of technology in the current world is leading to the changing of the learning process in the educational field. This study aimed to explore the use of Wattpad to enhance the writing skills of EFL learners following the integration of ICT for educational purposes based on the effect of the application and the student’s perceptions. The study used a mixed method to examine the data provided both numerical and non-numerical. The samples of this study were 80 participants at a state university in Central Java, Indonesia. The investigation conducted was related to EFL. The data of this study were collected through tests and a survey which was distributed online. This study revealed that there was a significant difference between students who were taught using Wattpad and those who were taught using paper-based writing (sig. 0.016 < α). Moreover, there were positive perceptions from the participants toward the use of Wattpad to enhance writing skills. Wattpad was perceived as a pleasurable media of learning where students could express various emotions, ideas, and thoughts. It gave chances to students to develop their writing. Further, this study is expected to give insight into future research related to the investigation of the use of Wattpad in developing writing skills. [ABSTRACT FROM AUTHOR]

Objective: The present study aimed at investigating an already-proposed problem-based model of writing on Iranian EFL learners' writing skill. Methods: In so doing, an experimental pre-test post-test control group study was designed. The participants of the study consisted of 60 female advanced EFL learners who were randomly selected from eighty-eight learners who were passing an IELTS preparation course at a private language institute. The study sample was randomly assigned into two groups (each consisting of 30 learners) namely, the experimental and the control groups. Two samples of IELTS Writing Task 2 were used for the purpose of measuring the participants' writing skill at the beginning (pre-test) and end (post-test) of the study. To analyze the data, normality test, descriptive and inferential statistics (i.e., analysis of covariance (ANCOVA) test) was used. Results: The results of data analysis showed that the proposed problem-based model of writing affects Iranian EFL learners' writing skill. Conclusions: The findings have pedagogical implications for EFL teachers and learners, and curriculum planners. [ABSTRACT FROM AUTHOR]

This research investigates the possible efficacy of input enhancement as one of the form-focused instruction (FFI) techniques for developing Jordanian English as a foreign language learners’ (EFL) writing. Fifty university students of English language literature and translation participated in the study. The participants were divided randomly into two groups, a control group of (24) which received traditional teaching of paragraph writing and conjunctions; and an experimental group of (26) which received instruction on conjunction using input enhancement. Descriptive statistics, Analysis of Covariance (ANCOVA), and Multivariate Analysis of Covariance (MANCOVA) were used to examine the data. The findings demonstrated that input enhancement developed students' writing abilities and had a favorable impact on their learning of conjunctions. Thus, many pedagogical implications and recommendations which emerged from the current study can be used by language instructors, curriculum designers, and researchers. [ABSTRACT FROM AUTHOR]

The present study investigates EFL educators’ perceptions and experiences in teaching EFL writing skills in large classes, focusing on the problems they face and the techniques they use to minimize these issues and achieve course objectives. Many studies hitherto have investigated the difficulties EFL teachers face in teaching writing in large – sized classes, and they have concluded that for better communication and more individual attention to be given to students, more time and effort are needed. However, this study aims to propose diverse effective, collaborative teaching methods and strategies to upgrade the students' writing skills in large classes. The study adopts a descriptive methodology to analyze a questionnaire of 17 items on a five-point Likert-type scale given to 64 faculty members. The questionnaire includes 17 questions, 14 questions on the challenges faced by teachers and suggested strategies and the last 3 questions on the role of technology in facilitating teaching writing in large classes. The electronic questionnaire was prepared using Google forms, and the data collected was analyzed using Microsoft Excel. The main finding of the study was that the challenges faced by teachers in teaching writing in large classes can be minimized by effective teaching techniques such as collaborative learning, giving personalized feedback, engaging students in pair and group work, and utilizing technology – enhanced teaching and learning methods to facilitate the writing tasks and activities. The study provides practical insights for EFL educators to effectively implement these strategies. Additionally, it encourages further research in this area to enhance pedagogical practices and support EFL teachers in overcoming these common obstacles.

This study outlines the challenges faced by students that lead to system stagnation when they encounter difficulties in completing their research reports within the expected timeframe. Inadequate English language competence is a major factor likely to hinder the progress and success of most authors referred to as 'emerging researchers.' Therefore, this research aims to understand the pedagogical impact of research writing on enhancing scholarly writing skills and improving English language proficiency for emerging authors. This study employs a qualitative research approach with a case study design. This approach aims to understand real-life circumstances involving the subjects under investigation. Semi-structured interviews were used to collect data. The data were analyzed using Miles and Huberman's data analysis techniques, which include data reduction, data display, and verification. The research results show that the pedagogical impact of research writing in improving scientific writing skills and improving English language skills is increasing pedagogical skills in English academic writing and increasing the level of publication of research results.

This study outlines the challenges faced by students that lead to system stagnation when they encounter difficulties in completing their research reports within the expected timeframe. Inadequate English language competence is a major factor likely to hinder the progress and success of most authors referred to as 'emerging researchers.' Therefore, this research aims to understand the pedagogical impact of research writing on enhancing scholarly writing skills and improving English language proficiency for emerging authors. This study employs a qualitative research approach with a case study design. This approach aims to understand real-life circumstances involving the subjects under investigation. Semi-structured interviews were used to collect data. The data were analyzed using Miles and Huberman's data analysis techniques, which include data reduction, data display, and verification. The research results show that the pedagogical impact of research writing in improving scientific writing skills and improving English language skills is increasing pedagogical skills in English academic writing and increasing the level of publication of research results.

Copyright of Izdihar: Journal of Arabic Language Teaching, Linguistics & Literature is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study sought to ascertain if critical thinking instruction delivered via the Flipped Classroom may improve students' EFL writing skills. In addition to determining if the present instructional model influences students' views of critical thinking and attitudes toward Flipped Learning integration, another goal is to determine whether students' attitudes about Flipped Learning integration change. Students at the School of Languages at the upper-intermediate level took part in a reading and writing course to enhance their writing abilities. It was an experimental study with two groups consisting of an experimental group and a control group that each got training from the researcher for six weeks, and each group included 15 students. A variety of qualitative and quantitative data collection tools were used for this study, with the California critical thinking level inventory survey used in the first phase of the study, and critical thinking interviews used in the latter stage of the flipping classroom survey. Analyzing students' responses to the California Critical Thinking Level Inventory found that the experimental group outperformed the control group, indicating a substantial boost in critical thinking abilities in those who took part in the experiment. The findings of the Flipped Classroom questionnaire show that students have a significant influence on the new teaching model in terms of their opinions regarding it. [ABSTRACT FROM AUTHOR]

Writing proficiency in English is crucial for students, yet errors often occur in their written narratives. This study investigated how the use of Grammarly Application can enhance students' narrative texts. Employing an experimental quantitative research design, the study conducted random sampling among students from a State Middle School in Batubara. The experimental group comprised 31 students who used Grammarly Application, while the control group had 31 students without access to the tool. Pre- and post-tests using writing samples were employed to collect data. The independent sample T-test was utilized to test the hypothesis that Grammarly impacts students' writing skills, yielding a significant result of 0.000 < 0.05. These findings reject the null hypothesis (Ho) and support the alternative hypothesis (Ha), indicating that Grammarly Application effectively improved students' narrative writing abilities. This study suggested that teachers can utilize Grammarly Application to enhance English writing instruction, enabling students to self-assess and revise their written work more effectively. Grammarly facilitates teachers' provision of constructive feedback and correction on students' writing, thereby enhancing overall writing proficiency in English classrooms. In addition to facilitating self-assessment and revision, Grammarly empowers students with instant feedback on grammar, style, and clarity, fostering a deeper understanding of English language conventions. This automated assistance allows teachers to focus more on higher-order writing skills, such as organization and argumentation, further enriching the learning experience and improving students' overall writing competence in English. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the past, it was not uncommon to take one image to represent an essay's contents. When writing an essay, an image is invariably formed in the mind. Using a qualitative descriptive method, a relationship between the number of digital images in the essay and the utilization of the essay was researched for 55 students. The results showed that the number of pictures was proportional to the number of words and the flow of the story in an essay but inversely proportional to the student's mastery of grammar skills. Such results provide a reference for teachers to pay attention to teaching grammar to use digital images in an essay. [ABSTRACT FROM AUTHOR]

Previous researchers established the foundation for future scholars to acknowledge the significance of the Automated Writing Evaluation (AWE) system by highlighting the crucial function of revision in enhancing writing skills. We examined the impact of the AWE system and the act of revising the writing skills of 59 students at a beginner level in the English as a Foreign Language (EFL) course. The participants were divided into two groups, and each group utilized the AWE system for ten combined assignments. The experimental group, consisting of 30 students, was required to modify their work based on the feedback provided by the AWE system. The data collection process entailed assessing assignment grades, pre-test and post-test scores, and administering a survey to gauge the efficacy of the AWE system. The result of the t-test conducted during the semester demonstrated a statistically significant improvement in the writing proficiency of the experimental group. Integrating the AWE system with revision activities significantly enhanced the writing proficiency of learners in the EFL course. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many EFL learners believe writing is a hard skill to master. Project-based learning is argued to be an effective solution to the problem. This study is aimed to look at the effect of Project-based learning (PJBL) on English writing skill for Indonesian EFL learners and their perceptions of PJBL. A mixed-method approach was implemented in this study. A pair sample T-test was used in analyzing the quantitative data of the written test while the descriptive-qualitative technique was applied in analyzing the data of the interview. Participants are thirty-nine tertiary students from Universitas Tidar. From the study, Indonesian EFL learners believe project-based learning influenced their writing skill in many ways. The result of this study is that there was a significant difference in project-based learning on English writing skill in pre and post-test for EFL learners which favor the improvement in grammar, vocabulary, organization, and content writing of the text. Project-based learning enhances the learners in linguistics aspects such as vocabulary knowledge, grammatical conventions, and punctuation. Besides, it also enhanced the learners' critical and creative thinking in the process of writing. In addition, project-based learning also motivated the learners to write as they were habituated to the independent learning situations that demand them to follow through all the processes accordingly: not to be left behind. Further studies are suggested to gain a deeper and broader comprehension of project-based learning's effect on student's writing skill. [ABSTRACT FROM AUTHOR]

This research aims to examine the effect of chain writing method on students’ writing skills in a junior high school situated in Banyumas, Central Java Province, Indonesia. This study was designed with quasi-experimental research since the research sample was determined employing random sampling technique. The population of this research was 256 students of the eighth grade in the junior secondary school. Data were garnered used pre-test and post-test after giving a treatment. The data were analyzed using normality test, homogeneity test, and hypothesis test. Based on the hypothesis test, the significance level was < 0.05. In this research the Sig. 2-tailed was 0.000. The Sig. 2 tailed 0.000 < 0.05. Study results demonstrate that there was a significant effect of the chain writing method application on the students’ writing skills. The statistical attainment indicated that H0 was rejected, and Ha was accepted. This study concludes with pedagogical implications for how chain writing can be applied as an innovative teaching method for teaching writing, particularly for secondary school students.

Integrating literature into language learning can prove to be a highly effective tool in an English as a Foreign Language (EFL) classroom. This is because a literary text encompasses various features related to language and linguistics. The exploration and utilization of these features in a language classroom can significantly advance students’ language skills, as literature leaves a lasting impact on their minds. Literature serves the dual purpose of entertaining and educating learners. Emily Brontë’s Wuthering Heights is an excellent source of different sentence patterns, rhetorical devices, idiomatic expressions, anaphoric and cataphoric references, ellipses, etc. Delving into the teaching and learning of these aspects can effectively enhance students’ writing skills. Traditionally, literary texts are taught with a focus on thematic and philosophical aspects, often neglecting linguistic elements. This study addresses and deconstructs these overlooked linguistic aspects, examining the practicality of incorporating novels into the EFL classroom. The study specifically aims at unveiling the role of Emily Brontë’s novel, Wuthering Heights, in English language learning, with a focus on how the novel can be employed as a valuable tool to advance students’ writing skills. The findings of this article may pave the way for a reconsideration of EFL syllabi, advocating the inclusion of literary texts as potential resources for developing students’ writing proficiency.

This study examined the influence of mobile-assisted critical writing instructions on EFL learners' writing skill in language institutes. Ninety EFL learners who were studying English at three branches of a language institute in Iran took part in this research. Two equal groups as control and experimental were formed. As the pretest, a writing task was assigned to the groups which required them to write an argumentative report. The reports were the participants' personal analyses of the contents they had viewed on TV about an important political issue. After the pretest, the control group received instructions for critical writing in class without using Instagram. The treatment lasted for 12 weeks. During the treatment, the control group were asked to watch some TV channels devoted to news. The experimental group received instructions for critical writing in class and via Instagram. The treatment lasted for 12 weeks. The experimental group, who were all Instagram users, were asked to view some Instagram accounts belonging to famous news agencies. Additionally, an Instagram account was created by the teacher and they were asked to follow it for receiving instructions there. When the treatments ended, the posttest was administered. The control group were required to watch the TV channels and the experimental group were required to view the Instagram accounts to write an argumentative report about an important political issue. The reports were the participants' personal analyses of the contents they had viewed. Despite having nearly the same mean scores on the pretest, the two groups' mean scores on the posttest were different and the experimental group scored higher than the control group. Finally, 15 members of the experimental group were interviewed. The focus of the interview was on the participants' suggestions and criticisms of the study. Overall, the experimental group had positive perceptions of the treatment. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers.

Many EFL learners believe writing is a hard skill to master. Project-based learning is argued to be an effective solution to the problem. This study is aimed to look at the effect of Project-based learning (PJBL) on English writing skill for Indonesian EFL learners and their perceptions of PJBL. A mixed-method approach was implemented in this study. A pair sample t-test was used in analyzing the quantitative data of the written test while the descriptive-qualitative technique was applied in analyzing the data of the interview. Participants are thirty-nine tertiary students from Universitas Tidar. From the study, Indonesian EFL learners believe project-based learning influenced their writing skill in many ways. The result of this study is that there was a significant difference in project-based learning on English writing skill in pre and post-test for EFL learners which favor the improvement in grammar, vocabulary, organization, and content writing of the text. Project-based learning enhances the learners in linguistics aspects such as vocabulary knowledge, grammatical conventions, and punctuation. Besides, it also enhanced the learners' critical and creative thinking in the process of writing. In addition, project-based learning also motivated the learners to write as they were habituated to the independent learning situations that demand them to follow through all the processes accordingly: not to be left behind. Further studies are suggested to gain a deeper and broader comprehension of project-based learning's effect on student's writing skill.

Writing descriptions is one of several forms of writing skills that express students' impressions, perceptions, and feelings. This study aims to create appropriate teaching resources for use in learning to write descriptions in the Indonesian language subject. The product in this study is a learning resource in the form of the comic book ‘Kisah Teladan bersama Punakawan’ for fourth-grade students at a state elementary school in Central Java. This is a modified Research and Development (RD) study from Borg and Gall's (1983) development mode designed with a qualitative research method. Based on the feasibility validation of assessment learning resources from six validators, material experts, language experts, and media experts, the book was suitable for improving students' writing skills in the description text. It could be used as an additional learning resource for Indonesian subjects to improve students' skills in writing description text inspired by the Punakawan wayang stories.

This study investigated the effectiveness of the Process-Genre Approach (PGA) in enhancing the writing skills of English for Specific Purposes (ESP) students in Iran, specifically focusing on business letter writing. The traditional product-based approach to teaching writing has proven to be ineffective, prompting the exploration of alternative approaches. In order to conduct the study from Azad University, Urmia branch, the researcher asked 80 male and female sophomore ESP business students to take part in the study. Results of the analysis of one-way and two-way ANOVA showed that process genre approach had positive effects on writing skill development among male and female ESP business students. Moreover, no significant difference was observed between writing skill development of ESP business students across genders.

This research employs a quantitative causal (cause and effect) method with variables including the BBC Learning English Android-based application as variable X, while Writing Skill as variable Y1, and Learning Outcomes as variable Y2. The research questions are as follows: 1) Does the Use of the BBC Learning English Android-based Application Influence the Writing Skills of Grade X Students at SMA Plus Bustanul Ulum Jember? 2) Does the Use of the BBC Learning English Android-based Application Influence the Learning Outcomes of Grade X Students at SMA Plus Bustanul Ulum Jember? 3) Does the Use of the BBC Learning English Android-based Application Influence Writing Skills and Learning Outcomes Simultaneously for Grade X Students at SMA Plus Bustanul Ulum Jember? The respondents of this research are Grade X students at SMA Plus Bustanul Ulum Jember. Data analysis employs multiple correlations using SPSS v. 23 for Windows. Data collection procedures include interviews, questionnaires, and documentation. The research findings can be summarized as follows: 1) The Hypothesis Test Result indicates a significant difference between the conventional learning media and the BBC Learning English Android-based application concerning the Writing Skills of Grade X students at SMA Plus Bustanul Ulum Jember. With a probability of 0.008 (sig) < 0.05, the null hypothesis is rejected. 2) The Hypothesis Test Result reveals that the use of the BBC Learning English Android-based application has a positive influence on the learning outcomes of students, as the analysis yields 0.535, signifying a 53.5% positive impact. This implies that the use of the BBC Learning English Android-based application affects students' learning outcomes. 3) The Hypothesis Test Result on the simultaneous influence of the BBC Learning English Android-based application on Writing Skills and learning outcomes indicates that the proposed hypothesis in Chapter II is accepted, signifying "No influence of the BBC Learning English Android-based Application on Writing Skills and Learning Outcomes of Grade X students at SMA Plus Bustanul Ulum Jember." The SPSS v. 23 calculation results show a correlation with a significance level of 99%.

This study investigates the efficacy of implementing Individual Learning Plan (ILP) to enhance the writing skills of eleventh-grade students at MAS, (Madrasah Aliyah Swasta) Guppi Mamuju, an Islamic private senior high school in West Sulawesi, Indonesia. Conducted through a pre-experimental approach, the research population comprised eleventh-grade students from MAS Guppi Mamuju, totaling one class. Utilizing total sampling, one experimental class of eight students was selected. The study employed a writing test as the primary research instrument, assessing various aspects including content, organization, vocabulary, language use, and mechanics using Jacobs' scoring scale. Data analysis was conducted using Microsoft Excel's Automatic Data Analysis tool. The results indicated a notable improvement in students' writing ability following the implementation of ILP, as evidenced by the significant increase in mean scores from the pre-test (57.00) to the post-test (70.63), with a range of 13.37 points. Statistical analysis using the t-test supported the rejection of the Null Hypothesis (H0) and acceptance of the Alternative Hypothesis (H1). In conclusion, the integration of ILP effectively enhanced the writing skills of eleventh-grade students at MAS Guppi Mamuju.

Abstract Artificial intelligence (AI) has garnered considerable interest in the field of language education in recent times; however, limited research has focused on the role of AI in the specific context of register knowledge learning during English language writing. This study aims to address this research gap by examining the impact of ChatGPT, an AI-powered chatbot, on the acquisition of register knowledge across various writing tasks. The research design employed a one-case shot pre-experimental design, with 11 voluntary participants selected through convenience sampling. Preliminary results indicate that students found ChatGPT beneficial for acquiring formal register knowledge but perceived it as unnecessary for informal writing. Additionally, the effectiveness of ChatGPT in teaching neutral register was questioned by the participants. This research contributes to the existing literature by shedding new light on the effects of AI-generated chatbots in register learning during the writing process, offering insights into their potential as learning assistants. Further investigation is warranted to explore the broader implications and applications of AI in language learning contexts.

Assessing text quality as an indication of underlying skills still remains challenging; irrespective of the approach, many studies struggle with reliability or validity problems. If writing is considered problem-solving, a report must make the reader understand the described situation and call for its mental reconstruction. Therefore, text quality may not only comprise linguistic aspects but also the cognitive-functional power of a text. The presented study aims at exploring the functionality of students' reporting texts in relation to general text-quality measures, using a corpus of accident reports written by German fifth- and ninth-graders (n = 277) prompted by a pictorial stimulus of a bike accident scenario. An online tool was developed in which 277 university students graphically reenacted the situation from one respective text according to the existence, position, and color of the involved elements. Thereafter, the match of the resulting spatial reconstructions with the original situation was assessed by two raters. While most subscales showed sufficiently high interrater reliabilities, the aggregated functionality score (α =.74) had medium-high correlations with other text-quality ratings and was comparably dependent on grade, education level, and linguistic family background. However, the correlational pattern, regression analysis, and factor analysis showed that the functionality score also contributed unique portions of variance to the assessment of writing skill that were not represented by rating measures. Moreover, the direct indication of whether a text allows for the reader's adequate cognitive representation is evident. Altogether, the approach of indicating text functionality through practical understanding offers a sound, though empirically laborious, alternative for text-quality measurement. Results are discussed with regard to the didactical strategy according to which students can improve their writing when they observe whether others can make use of their texts. [ABSTRACT FROM AUTHOR]

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Acquiring proficiency in conveying information through short text messages is clearly connected with the changes that have taken places in the world around us. It should, therefore, find its reflection in the teaching of foreign languages, especially in language studies. It is worth noting that SMS messages, as a means of communication, can be an interesting and useful topic for students who can no longer (or perhaps do not want to) function without a smartphone. The considerations presented here are rooted in educational practice and provide a description of a project aimed at developing proficiency in understanding and creating text messages in practical German language classes. Features included writing with correct spelling, the style of SMS messages, the choice of linguistic elements and the use of abbreviations, both in German and English. The paper also includes examples of exercises and discusses the impact of SMS messages on the progress and quality of German language classes. The project presented aims to demonstrate the relevance of introducing such texts and their didactic value in foreign language teaching. It offers sample solutions that can be employed in the process of developing writing skills in a foreign language and suggests how SMS messages can be used as a communication tool in foreign language classes to broaden and reinforce vocabulary related to mobile phones. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has garnered considerable interest in the field of language education in recent times; however, limited research has focused on the role of AI in the specific context of register knowledge learning during English language writing. This study aims to address this research gap by examining the impact of ChatGPT, an AI-powered chatbot, on the acquisition of register knowledge across various writing tasks. The research design employed a one-case shot pre-experimental design, with 11 voluntary participants selected through convenience sampling. Preliminary results indicate that students found ChatGPT beneficial for acquiring formal register knowledge but perceived it as unnecessary for informal writing. Additionally, the effectiveness of ChatGPT in teaching neutral register was questioned by the participants. This research contributes to the existing literature by shedding new light on the effects of AI-generated chatbots in register learning during the writing process, offering insights into their potential as learning assistants. Further investigation is warranted to explore the broader implications and applications of AI in language learning contexts. [ABSTRACT FROM AUTHOR]