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1
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Zum Stellenwert des Schreibens in der Geschichte des Fremdsprachenunterrichts

100%
Machowicz I.
Lublin Studies in Modern Languages and Literature
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2010
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issue 34
112-129
EN
The aim of this paper is to discuss the changing role and status of writing skills in the methodology of German language teaching, as well as to sketch the most recent trends which point to this issue. Allowing for the idea of autonomy of language teaching, which has been thoroughly discussed during debates concerning foreign language teaching in recent years, an attempt to select and highlight particular competence which should distinguish a student being able to develop writing skills in a foreign language in an autonomous way, has been undertaken in the article. Moreover, the most novel trends in methodology, which can be taken into account in the problem raised in the article, have been briefly presented.
2
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AN INNOVATIVE ALTERNATIVE TO PROVIDING WRITING FEEDBACK ON STUDENTS’ ESSAYS

80%
Hynson Y. T. A.
Teaching English with Technology
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2012
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vol. 12
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issue 1
53-57
EN
Over three semesters screen casts were successfully used with Elementary English language learners for writing feedback and peer learning. As a result, accuracy improved and students were more engaged in redrafting. Amongst improvements noted were all the students started passing their final writing assessments. Screen casts have conventionally only been used for scaffolding instructions or content. As well as allowing greater autonomous learning and increasing peer learning, it is postulated this methodology actually reduces the teacher’s work load and is as efficient as audio or handwritten feedback.
3
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An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing

80%
Horverak M. O.
Yearbook of the Poznań Linguistic Meeting
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2016
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vol. 2
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issue 1
EN
In the tradition of teaching English as a second language, there has been an increased interest in how functional language descriptions and understandings of genres may be used as resources for making meaning. The present study investigates what impact writing instruction that draws upon systemic functional linguistics (SFL) applied through a genre-pedagogy approach has on students’ ability to write argumentative essays. This includes explicit grammar instruction inspired by SFL, as well as instruction on text structure. The study uses a mixed-methods approach, with a quasi-experiment followed up by quantitative and qualitative analyses of the collected material. Statistical analyses indicate a significant positive effect on writing performance in the intervention groups, regardless of gender, first language and previous level of writing. As the study lacks control groups, the quantitative analysis was complemented with examples from student texts to illustrate the improvement revealed in the statistical analysis. The findings suggest that SFL applied through a genre-pedagogy approach to teaching writing may help students to improve their writing skills.
4
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LITERACY EDUCATION IN THE DIGITAL AGE: USING BLOGGING TO TEACH WRITING

80%
Tanti M.
Teaching English with Technology
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2012
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vol. 12
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issue 2
132-146
EN
Through an in-depth and detailed analysis of one specific case, this study demonstrated that digital technologies, for example, blogging, wikis and social networking, have a role to play in the development of literacy skills in the primary classroom. The findings from this study suggest, that in this instance blogging was successfully integrated into teaching and learning sequences to achieve numerous English syllabus writing outcomes. This study also demonstrated that, in addition to the development of traditional literacy skills, concerned mainly with the ability to construct “well structured and well presented” (BOS, 2007, p37) texts, the collaborative use of the classroom blog provided students with the means to develop critical literacy skills in relation to interacting with an audience and each other (BOS, 2007).
5
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WHILE CURIOSITY KILLED THE CAT ... WASN’T IT SATISFACTION THAT BROUGHT IT BACK? – EAPQUEST AS A MODIFIED VERSION OF WEBQUEST IN THE CONTEXT OF UNIVERSITY TEACHING

80%
Burzyńska K.
Teaching English with Technology
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2012
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vol. 12
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issue 4
48-67
EN
The Internet provides a powerful digital learning environment for language acquisition and noticing. Thus implementation of challenging tasks to be solved by exploring the Web may sound appealing. The primary idea of the WebQuest project emphasizes data collection. The idea of the TalenQuest, however, goes beyond this traditional concept so as to draw on the richness of both ELT materials and authentic resources in terms of the target language. Consequently, TalenQuest activities may constitute effective SLA activities. Doing a web-based second language research should therefore result in enhancing one’s language areas and developing language skills. Taking all the possible advantages which may derive from taking part in a TalenQuest project into account, the implementation of this activity format in university contexts seems justified. There is a need, nevertheless, to customize the idea of TalenQuest for academic language learning specifically. Such an activity format, the EAPQuest, may have educational and motivational value especially when learners are confronted with tasks they find challenging. Writing an academic essay definitely matches the description. The aim of the article is therefore to present the concept of the EAPQuest as a motivating tool to train web-related language skills. Furthermore, an EAPQuest is sketched so as to illustrate a sample procedure. This may serve as a stimulus for designing materials and applying similar procedures into one’s own learning environment.
6
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THE EFFECTS OF ONLINE WRITING EVALUATION PROGRAM ON WRITING CAPACITES OF KOREAN STUDENTS

80%
Shim Y. J.
Teaching English with Technology
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2013
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vol. 13
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issue 3
18-34
EN
The error-correction program Criterion provides students with an immediate essay feedback using tools that can analyze and review writing automatically. This feedback covers grammar, usage, mechanics, style, organization, and development. With its diagnostic tools for scoring essays and offering relevant feedback, the error-correction program provides a way to speed up the otherwise time-consuming process of essay composition and evaluation. The usefulness of the error-correction program is highlighted by analyzing the extent to which it helps second language learners improve their writing abilities, with a focus on the degree of student improvement caused by the program’s prompts from the first draft to the final essay submission. The purpose of this study is to determine the extent to which second language learners can improve their writing capacities using a specific set of online instruction materials, the error-correction program online essay writing tool in a group of 96 university students at the intermediate level of English.
7
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Polish and Ukrainian University Students’ Perspectives on Academic Writing: A Comparative Overview

70%
Kozolup M., Kokor M., Savchynskyi R.
Central European Journal of Communication
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2020
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vol. 13
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issue 3(27)
352-370
EN
Communication, both written and oral, as the key to academic and professional success has received much scholarly attention in the academic communities of Western Europe and North America. However, in the Eastern European educational scene, teaching academic communication, especially academic writing, in institutions of higher education has been largely neglected for a long time. This research attempts to look at academic writing practices at two universities in Ukraine and Poland from the students’ perspectives. The survey conducted among students pursuing master’s degrees in education and pedagogy at both universities aimed to reveal their attitudes, beliefs and opinions in three domains: cognitive, social and affective. The results lead to some important inferences: students’ exposure to academic writing is insufficient; the potential of writing as a learning tool is not fully understood; students’ awareness of academic integrity is rather low. The tendencies observed across institutions are mostly similar with occasional significant differences.
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