Improving the writing Skill? why not?

The First Journal is

Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs

This journal tell about The findings of the study imply that conducting DA sessions help EFL teachers develop EFL learners’ academic writing skills to a great extent. It is suggested that online synchronous one-on-one DA sessions help the learners achieve their potential level of functioning in academic writing skills. More specifically, the findings might benefit those learners who require more attention in academic writing skills. The mediators can determine and respond to the learners’ ZPD and help them achieve their potential level of functioning through online synchronous one-on-one DA sessions using the generated mediation typology or generate their own context-specific typologies. It further behoves EFL teachers to conduct online synchronous one-on-one individual DA as the supplementary and complementary sessions to measure and develop the learners’ academic writing skills up to their ZPD. EFL educators and instructors are also strongly recommended to acknowledge the applications and benefits of online synchronous one-on-one DA through the mediation typology in facilitating and developing EFL learners’ academic writing skills. However, in spite of all the benefits of conducting online synchronous one-on-one DA sessions for helping learners achieve their potential level of functioning in academic writing skills, it should be acknowledged that a substantial amount of time and effort is required to conduct qualified interactionist mediation and achieve the purposes of DA. However, some limitations of the present study might offer suggestions for future research. As this study adopted just one mode of mediation, i.e. written mediation, future researchers are recommended to use both written and spoken modes of mediations to add richer and more indepth data about the learners’ microgenetic development. Other researchers are further recommended to replicate the study in different contexts to deepen understandings of how the learners might achieve their potential level of functioning in academic writing skills and how they perceive such learning experience in particular contexts. Conducting more DA and delayed TR sessions (e.g. very far) might shed further light into how the learners exhibit microgenetic development towards self-regulation. As there was no non-mediation control group in this study as a benchmark against which to judge the effectiveness of the interactionist mediation moves, future researchers are recommended to examine the difference between the effectiveness of such learning experience and traditional face-to-face classroom by controlling for everything except the mediations. In addition, as we focused on only one gender (i.e. female), it behoves other researchers to replicate the same study with the same procedures and explore if male and female learners perform differently. In addition, as this study addressed different areas of IELTS academic writing skills, future researchers are strongly recommended that they should conduct similar studies to explore different areas of other IELTS skills (i.e. speaking, listening, and reading) in order to yield insight into how to better develop the IELTS candidates’ English language learning skills.

The second Journal is

USING PROCESS WRITING  IN THE TEACHING OF ENGLISH  AS A FOREIGN LANGUAGE

Writing should no longer occupy a lesser role in language learning and instruction. The diversity in approaches suggests its usefulness and relevance to the language students. Dominican students can make use of process writing as a reflexive exercise to mirror language proficiency and development over a period of time. Process writing instruction, though, calls for instructional quality. As mentioned in the study, teachers themselves need to be able to understand the writing process and its benefits so that they can convey it to students in a way that is meaningful and useful. This study demonstrated that students’ current organizational structures were lacking in qualitative aspects such as topic sentences, coherence, and cohesion on the paragraph level. In the pretest, most of the students’ writing reflected a lack of those elements or underdeveloped attempts. The pretest scores confirm this deficiency. However, after process writing instruction, students were able to pay closer attention to the quality of those texts; thus, their scores increased due to the presence of higher-quality items such as topic sentences and a more coherent structure. This finding advocates the use of process writing within EFL. Such is the relevancy of this approach that students’ satisfaction surveys demonstrated their preference for process writing. 

The third journal is

Automated Writing Evaluation Tools in the Improvement of the Writing Skill

According to the results of this research, the AWE programs Grammark and Grammarly enhanced significant aspects of the writing skill on the students’ writing performance, motivating them to reformulate their errors by the sense of awareness and autonomy that the learners are conscious when using these tools without the support of the teacher’s feedback. However, it is worthy to say that human guidance is required to compensate the limitations of AWE programs have, making it clear that these technological tools are classroom aids that complement the writers’ improvement. In addition, it is important to understand that writing motivation and writing quality are characteristics that are linked with the objectives and learners needs. Although, AWE tools have demonstrated to have its limitations such as content development, these tools may have benefits for both teachers and students with appropriate teacher’s monitoring and guidance.  It is suggested that teachers should provide students extra practice by giving them a bank of topics or letting students to select topics of their interest to be developed as additional assignments in order to provide learners more autonomy when writing. Additional teachers’ feedback is required to clarify doubts that learners may have when using AWE tools as well as models of written texts should be provided to get more concrete ideas about how to compose a better content and organized written text. Considering the use of AWE tools in EFL and peer feedback for revision of aspects the learners may misunderstand might lead to future studies. 

The Fourth Journal is

Facebook Utilisation to Enhance English Writing Skill

Facebook utilisation might be practical to improve secondary high school students’ English writing skill in Indonesia because of three reasons. The first reason is that using Facebook in teaching English writing skill can increase the motivation of learners to practice their English writing as Facebook creates learning simplicity and convenience. Thus, little interest of students in English writing could be overcome using Facebook. Moreover, Facebook utilisation in teaching English writing enhances students’ grammar understanding because learners can give and provide feedback regarding their grammar errors found in their writing. Hence, receiving many corrections from their friends as well as their teachers, the students can evaluate their works resulting in increment their grammar mastery. Furthermore, Facebook usage, as a media of teaching provides students with ample instructional materials to learn English writing skill. It is because Facebook can facilitate the students to share and to access learning materials through Facebook. Thus, the problem of students in Indonesia regarding the limited instructional materials could be minimised. By having abundant learning sources, students are supposed to develop their English writing skill. Even though some challenges are encountered in utilising Facebook in teaching English writing skill, English teachers in Indonesia can use Facebook to teach English writing efficiently by considering some possible solutions which are offered in this paper. Therefore, utilising Facebook as a means of teaching English writing is useful to enhance students English writing skill, and it is proposed for English educators to use Facebook in their teaching practice in order to strengthen English writing skill of students in Indonesia.  

The Fifth is

Inculcating Self-editing Skills for Enhancing Writing Skills of the EFL Students

The study was undertaken to enhance students’ writing skills by inculcating self-editing skill in writing classes. The findings of the study, both quantitative and qualitative, directly correlated with the research questions. It was clearly evident from the empirical results that the average composition scores of students increased from 4.18 to 7.5 after Cycle 1 and to 8.14 after Cycle 2 subsequent to the implementation of self-editing technique. The cumulative overall improvement of students’ writing in the study confirmed that this new technique facilitated significant improvement in student composition scores as well as their writing skills and encouraged independent learning, thus validating self-editing an appropriate method for implementation in academic practice. Moreover, the students were also very positive in practicing the new technique and implementing it in future writing courses because they perceived self-editing skill to be a required lifelong learning skill in academic practices and more application of selfediting will result in better writing and more independent learning.