Research Proposal Assignment Background and motivation Students vary in their handwriting style. Some may write legibly and some may write illegibly. While this may seem increasingly insignificant, especially in a modern world where handwriting is replaced by word-processing tools, students nonetheless have to complete handwritten essays. However, as handwriting style and legibility often imply the ease of processing, they may influence students’ grades in spite of the quality of their essays. Sheffield, in emphasising the importance of teaching children handwriting, reflects that handwriting may be used to judge a student’s intelligence or achievement (1996).
Furthermore, the significant changes in the paraphrased version within students’ proposal are quite minimal compared to the source. In other words, the first participant tends to replace several words with synonym from the original source in their proposal yet still retained the keywords. Nevertheless, the paraphrasing results of participants signify that intensive practice particularly in extensive reading is necessary in order to produce more successful paraphrasing as suggested by Sun (2012). Accordingly, Sun (2012) also explained that the level of readable text in certain reading passage affect students writing output, depends on the content of the
Computers, specialized software and portable keyboards deliver effective methods of editing, recording and sharing ideas for students who may have a learning disability which presents writing and spelling challenges. One major advantage it facilitates is legible and consistent documents. Less time is spent on correcting writing, focusing instead on communicating ideas. Moreover through the use of word processors numerous revisions can be facilitated forgoing the process of rewriting, therefore allowing learners to pay closer attention to the
Phonology is very important in the role of an English as a Second Language (ESL) teacher because having extended knowledge on the pronunciations of my native language can help me to better assist non-native speakers in theirs. It will allow me to better guide others in improving their speech skills which can positively impact their reading and writing skills. Teaching phonology can be difficult because the English language will not have the same number of phonemes as any given student’s L1. However, Pinker points out that this does not really matter, because in speech, we often do not hear the phonemes, rather we focus on the abstract units of language underlying the sounds that we hear (Pinker 191). He also goes into detail about how the sounds that we hear combine
They should facilitate the students by giving feedback in the students’ writing works. The teachers must consider the appropriate and effective types of feedback in order to enhance the students by giving the appropriate and effective feedback in writing. Sometimes, the teachers did not give feedback to the students’ writing works. In addition, not all teachers well-planned and qualified to teach writing skill. For example, some of them cannot arouse the students’ motivation and interest to engage in the writing activities.
Learners of English have to deal with unfamiliar vocabulary during their language acquisition. Traditionally, vocabulary has not been a particular subject for students to learn, but has been taught within lessons of speaking, lstening, reading, and writing. Vocabulary knowledge involves more than knowing word definitions and knowing how to find the meanings of unknown words and phrases, interpret literal vs. non-literal language and understand shades of word meaning. It also creates better reading comprehension and the ability to engage, produce and talk about texts. Students who know more words and can also use them in the right context have a significant advantage in school and can continue using that skill to their advantage in college and career.
2.3 Humor as a useful and motivating writing technique Teaching writing is a process that requires flexibility and patience. Some students coming to college have already equipped with writing skill, whereas some have not. As a college teacher, you can help learners feel good about writing and lead them to become interested in it. In the writing process, pre-writing stage is the first step that is always the most difficult to take, in which teachers and students invest considerable time and energy. In this stage, brainstorming ideas and developing a strictly-formatted outline with thesis and topic sentences are required, which can make students feel bored with writing.
And the most successful readers are those who know different strategies to comprehend the text better (Behjat, Bagheri& Yamini, 2012). As the students reach the higher grades the requirements of reading comprehension especially when they are expected to comprehend more complicated materials (Gardill & Jitendra, 1999 cited in Al Odwan, 2012). Unfortunately, traditional and text-centered classrooms do not provide instruction in the skills and strategies necessary for students to learn how to comprehend text (Tivnan & Hemphill, 2005). Reading comprehension can be improved through different strategies. Cooperative learning is one of the strategies which learners can implement to increase their reading comprehension.
Is the Jigsaw technique effective in improving students’ writing skill? The Aims of the Study The aims of this study is to determine whether the implementation of Jigsaw technique has significantly better result than the traditional method to improve students’ writing skill and to find out whether the use of Jigsaw technique is effective or not. Significance of the Study This research determines whether the Jigsaw technique has better result than traditional method in helping EFL students develop their English writing skill. The study is significant because it is designed to explore the depth whether students produce better writing when working in small group than when working individually. The use of Jigsaw technique is expected have some contributions for EFL students who learn English especially in writing and the teachers in all levels who want to use findings of the research for improving their teaching method in writing subject.
The study of the effect of group training method and peer correction on writing abilities 1.1Statement of the problem EFL teachers are trying to improve the learner writing abilities in the classroom activities through discussion about the criteria for good writing and becoming proficient writing and etc. So, the ability to writing well in EFL is more difficult than the ability to another skill. Writing is one of the important skills that EFL learner should be very attention, because of to find out the most appropriate word, correct word order and homogeneous paragraphs. For this reason it is necessary to find methods that to help the learner overcome this problem. Peer correction is one of the training methods is the area of learning.