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GENDER AND EFL WRITING: DOES WHATSAPP MAKE A DIFFERENCE?

100%
Bataineh R. F., Al-Hamad R. F., Al-Jamal D. A.
Teaching English with Technology
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2018
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vol. 18
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issue 2
21-33
EN
WhatsApp is a potentially influential informal learning tool that may be used on the go. This study examines its potential utility in EFL writing with special reference to gender. The treatment encompasses a WhatsApp-based instructional program designed specifically to help develop writing performance, along the aspects of content and ideas, organization and mechanics, vocabulary, and language use, among 98 Jordanian eleventh-grade students. The participants were divided into two experimental groups, one male and one female, taught through WhatsApp. The data were collected by means of a pre-/ post-test whose analysis revealed improved writing performance, more for female participants than for their male counterparts.
2
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The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia

100%
Tusino, Faridi A., Saleh M., Fitriati S. W.
The New Educational Review
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2020
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vol. 61
109-118
EN
This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.
3
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The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students

75%
Fathi J., Derakhshan A., Safdari M.
Polish Psychological Bulletin
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2020
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vol. 51
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issue 3
4
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Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

51%
Obeiah S. F., Bataineh R. F.
Lublin Studies in Modern Languages and Literature
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2015
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vol. 39
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issue 2
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
The present study examines the potential effect of scaffolding instruction on Jordanian EFL tenth-grade students’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study follows a quasi-experimental experimental/control group, pre-/post test design. In the experimental group, 20 female tenth-grade students from the North-Eastern Badia Directorate of Education (Jordan) were taught to generate ideas, structure, draft, and edit their essays using agency scaffolding and the scaffolding principles of contextual support, continuity, intersubjectivity, flow, contingency and handover, within the Zone of Proximal Development. Another group of 28 students was instructed conventionally per the guidelines outlined in the Teacher’s Book. After the treatment, descriptive statistics and ANCOVA were used to analyze the students’ scores on the pre-test and the post test. The results showed that the scaffolding instruction group outperformed the control group (at a≤ 0.05) in their overall writing performance and in their performance on all writing sub-skills except the sub-skill of development.
FR
Le numéro contient uniquement les résumés en anglais.
RU
Том не содержит аннотаций на английском языке.
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