Search results

1

Analiza opisów przedmiotu, postaci i krajobrazu napisanych przez uczniów klas IV–VI szkoły podstawowej

100%

Mariowska M.

Kształcenie Językowe

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2017

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vol. 15 (25)

101-118

EN

In the article the author analyses three kinds of descriptions created during Polish language classes in forms 4–6 — description of an object, of a human figure and of a landscape. She explores the structure of the pupils’ texts, taking into account, first of all, the order of description elements and the level of detail. Her analysis demonstrates that achieving the right level of detail is difficult for pupils and depends to a large extent on how instructions are formulated and whether the pupils can see they object they are describing. When it comes to the order of description elements, the most frequently used arrangement is hierarchical, complemented by an arrangement best suited to the object being described, e.g. vertical for a description of a human figure or horizontal for a description of a landscape. The author’s research confirms that the ability to create such texts require practice and in-depth analysis of one’s surroundings.

2

Spätná väzba ako faktor ovplyvňujúci lingvistickú a komunikatívnu úroveň produktívnej zručnosti písania

100%

Sršníková D.

Studia paedagogica

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2011

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issue 2

89-108

EN

The purpose of this article is to introduce a taxonomy on whose basis we identify the most common global and local errors made in participants’ essays. At the same time we explain individual steps taken in this systematic procedure. Based on this procedure we gained data that we used to compare the initial and current level of the writing skills of participants in both groups. Subsequently we verified statistically individual hypotheses that deal with the impact of feedback on the development of communicative and linguistic competence in writing in English.

3

THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS

100%

O. Qader R., Arslan F. Y.

Teaching English with Technology

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2019

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vol. 19

|

issue 1

36-55

EN

The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.

4

Wstęp do rozprawki — oczekiwania a rzeczywistość

100%

Kaszewski K.

Kształcenie Językowe

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2017

|

vol. 15 (25)

83-99

EN

The introduction regarded as a very important part of a text, having a considerable impact on its persuasive power and substantive value. In the article I examine how pupils cope with creating this part of their texts in an argumentative form known as short essay. The research material was made up of around 100 essays on several topics, written by first form pupils from various kinds of post-secondary schools. The analyses focused on the content of the introductions, their links to the objective of each essay, the topic and main part of the text. They demonstrate that most introductions are weak in terms of their content and pragmatics; often their only significant component is a thesis (though this is not always the case either). After presenting the results of the analyses, I point to the possible causes of this unsatisfactory state of affairs.

5

Paper-pen peer-correction versus wiki-based peer-correction

100%

Froldova V.

Journal of Language and Cultural Education

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2016

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vol. 4

|

issue 1

140-153

EN

This study reports on the comparison of the students’ achievement and their attitudes towards the use of paper-pen peer-correction and wiki-based peer-correction within English language lessons and CLIL Social Science lessons at the higher secondary school in Prague. Questionnaires and semi-structured interviews were utilized to gather information. The data suggests that students made considerable use of wikis and showed higher degrees of motivation in wiki-based peer-correction during English language lessons than in CLIL Social Science lessons. In both cases wikis not only contributed to developing students’ writing skills, but also helped students recognize the importance of collaboration.

6

DEVELOPING EFL ELEMENTARY LEARNERS’ WRITING SKILLS THROUGH MOBILE-ASSISTED LANGUAGE LEARNING (MALL)

100%

Gharehblagh N. M., Nasri N.

Teaching English with Technology

|

2020

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vol. 20

|

issue 1

104-121

EN

This study aimed to investigate the effect of Mobile-Assisted Language Learning (MALL) as compared to paper-based instruction in the development of Iranian EFL elementary learners’ writing skills. The research purpose was threefold: 1) to investigate the effect of MALL on elementary learners’ writing skills; 2) to make a comparison between the obtained results of MALL and pencil-and-paper methods, and 3) to assess elementary students’ attitudes about learner involvement in collaborative learning (CL) settings through mobile phone (MPh) interactions. For this purpose, 30 Iranian EFL elementary students were selected and randomly assigned to two groups: one experimental and one control. While the experimental sample received mobile-based instructions on their writing assignments, the students in the placebo group were provided with only paper-based instruction. The findings revealed that the participants in both groups showed considerable improvement on the immediate and delayed writing post-tests; however, on average, those in the experimental MALL group were shown to have outperformed the students in the control group significantly. Not surprisingly, the learners in the treatment group had made fewer errors on the targeted grammatical structures like the use of adjectives, possessives and simple present tense compared to those in the control sample. Finally, the results of the post hoc interview reflected that MALL learners felt positively about the utility of mobile technology in writing classes. Essentially, the findings could be of great help to EFL teachers, EFL learners, and course designers.

7

Aspectos pragmáticos y estratégicos del desarrollo de la destreza de expresión escrita en Filología Española en la tercera década del siglo XXI

100%

Grabowska M., Krzyżostaniak M.

Studia Romanica Posnaniensia

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2021

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vol. 48

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issue 2

65-75

EN

Written expression is one of the most important skills in philological studies. Subjected to a constant formative and summative evaluation, it plays a distinctive role and shows both the achievements and the shortcomings of the student’s linguistic, sociolinguistic and pragmatic skills. In this analysis, we would like to focus on this last component of communicative competence, but also on the strategies of the learners connected with their practice of various forms of writing in the academic and private sphere. The paper summarizes the results of a survey completed by Spanish philology students from the Department of Romance Philology at the University of Wroclaw during the summer term of 2018/2019 academic year. One of the objectives of the survey was to find out to what extent the PNJH Pisanie program correspondsto the needs and expectations of current students in Poland.

8

Coherence Problems of EFL Students’ Writing in Light of the Gricean Maxims

100%

Khonamari F., Hashemi E., Pavlikova M., Petrasova B.

Journal of Education Culture and Society

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2021

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vol. 12

|

issue 2

294-313

EN

Aim. In academic writing, lack of coherence is thought to occur mostly due to the lack of necessary linguistic skills and knowledge in L2. Thus, the analysis of a written text is concerned with understanding the local relations among the ideas conveyed in a text. Concept. As is usually the case, students writing in a second language generally produce texts that contain varying degrees of grammatical and rhetorical errors. Most of the studies have been conducted with only one criterion for the analysis of coherence and they reported different results. Also, most of them have been conducted on a small scale in terms of the number of participants, and writing samples collected. Therefore, this study tries to investigate the coherence problems/errors of university students in their writing, if any, on a fairly large scale in light of the Cooperative principle and its maxims. Results and conclusion. The study revealed that the basic problem of the students in their essay writing was the way the text should be structured with reference to how cohesion and coherence are established. In the analysis of maxim violations, the violation of the Quality maxim was identified as making overgeneralisations or giving inadequate or no evidence/support for the claims/ideas. The violation of the Quality maxim indicates that students tend to do it due to their linguistic inadequacies.

9

Analiza zadań rozwijających pisanie w języku angielskim w wybranych podręcznikach do nauki języka angielskiego w szkołach ponadpodstawowych w Polsce pod kątem osobowości ucznia

100%

Szuchalska A.

Linguistische Treffen in Wrocław

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2022

|

issue 21

389-404

EN

Although writing is an inseparable part of people’s everyday lives and an integral part of all external exams, it seems to be neglected both by teachers and students of English as a foreign language. One of the reasons might be the fact that the array of activities developing writing skills in textbooks is not varied enough and does not cater for every student’s needs. The author decided to conduct research in order to examine how the textbooks teach writing skills and the educational content contained in them is introduced by means of tasks appropriate for students representing different types of personality. Three textbooks to teach English in secondary schools (Checkpoint B1+ – Macmillan Polska, Focus 3 Second Edition – Pearson), Vision 3 – Oxford University Press) were analysed. Research work consisted in classifying each exercise aimed at developing writing skills to a certain personality type. The classification was based on the description of personality types made by George Jensen and John DiTiberio. The study showed that altogether in three selected textbooks there are 269 activities developing writing skills, most of which are adequate for introverts (69), thinking (40) and sensing (38) types. There is, on the other hand, a relatively small number of exercises suitable for intuition (10), feeling (6) and judging (5) types. The results of the research might be used by publishing houses in their pursuit to create a textbook meeting needs of students of different personalities. For teachers, the following analysis might be helpful in designing their writing lessons in such a way they help their students excel in writing for both everyday and exam purposes.

10

Mind Mapping as a Strategy for Enhancing Essay Writing Skills

88%

Vijayavalsalan B.

The New Educational Review

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2016

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vol. 45

137-150

EN

This study examines the issue of student essay writing in higher education. The main focus of this research is on the lecturers and writing tutors who wish to help undergraduates in learning foreign languages as well as to enable them to bring improvement in their essay writing skills. Essay writing is critical to academic success; usually, an essay is a piece of writing that systematically analyzes and evaluates a topic or issue. Mind mapping is one of the versatile tools that help to break down the topics into manageable chunks, fire up the brain, and boost creativity. This study focuses on how mind mapping was effectively used as a strategy to support and develop students’ writing skills. The data required for this study was collected through a questionnaire and analyzed with the primary purpose to evaluate the use of mind maps as a pre-writing brainstorming strategy. The statistical techniques used to determine the role of mind mapping in the enhancement of writing skills include one-way ANOVA, Chi-Square test, and Correlation Analysis. The findings of the statistical analysis confirmed that planning an essay before writing with the use of the mind mapping technique helped in writing essays more effectively in their coursework, thereby making essay writing more enjoyable and fun.

11

Zum fremdsprachlichen Schreiben vor dem Hintergrund der einzelnen Sprachfertigkeiten am Beispiel des Deutschunterrichts auf der Fortgeschrittenenstufe

88%

Pawłowska A.

Acta Neophilologica

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2013

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issue XV/2

75-87

EN

The article is an attempt to answer a question whether writing in a foreign language is a genuine challenge, a support in (educational) everyday reality, or solely a separate activity of secondary importance. Writing in a foreign language is considered here from the perspective of other language skills, followed by an analysis of a questionnaire conducted among students of School of German examining the importance and level of difficulty attached by them to individual skills.

12

Einige Probleme zum Schreiben in der Fremdsprachendidaktik

87%

Krzemińska K.

Glottodidactica

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2010

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vol. 36

155-164

EN

The aim of this article is to stress the role and history of the writing skills in foreign languages teaching. The article attempts to present the definition of a skill in writing and to describe the process of writing in teaching a foreign language. Its main purpose is to show the process of text production as a way of communication between partners when they use the same codes.

13

The Role of CLIL Science Teachers in Teaching Writing Skills

75%

Jurkowski M., Możejko Z. P.

Anglica Wratislaviensia

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2016

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issue 54

87-98

EN

Content and Language Integrated Learning (CLIL) is becoming more and more valued as an educational solution to teaching foreign languages. The role ascribed to meaning (content) in communicative processes seems to explain the increasing popularity and spread of integrative approaches to teaching foreign languages across Europe and in the world. The explanation of the effectiveness of CLIL can also be sought in our understanding of how second language acquisition takes place. The theoretical part of the paper outlines the links made between the outcomes of second language acquisition research and CLIL and sheds some light on the role of meaning in communicative processes. The empirical study investigates the role of teachers in CLIL science classrooms in the context of writing scientific reports and the role of English of CLIL science classes in teaching referencing skills. The results of the research indicate to the roles that CLIL science teachers should play in the development of writing skills, including the use of referencing styles. There is also some evidence to suggest that in order for the successful integration of content and language to occur, some form of cooperation between language and CLIL content teachers should exist, especially in the context of teaching referencing skills.

14

Zajęcia ruchowe z piłkami edukacyjnymi "edubal" a a umiejętność utrzymania pisma w liniaturze przez uczniów klasy I szkoły podstawowej

75%

Rokita A., Wawrzyniak S., Mędrek M.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2013

|

issue 43

39-45

EN

Background. The aim of the study is to verify relations between movement classes with the use of the educational balls “edubal” and the ability to write in lines in 1st grade students of elementary school. Material and methods. The study diagnosed 43 students (23 girls and 20 boys) from elementary school in Czarny Bór. Data were collected by means of a pedagogical experiment carried out with in parallel group technique (experimental and control group). The experimental factor was the program of physical activity classes integrated with teaching program in elementary school. The experimental group used the education balls “edubal” twice a week for 45 minutes. At the beginning and at the end of the school year “The pedagogical method of examination of reading and writing skills for grades I–III of primary school” by Straburzyńska and Śliwińska was used to evaluate students’ writing skills. Results. The research proved that the students from the experimental group significantly improved their writing skills and achieved better results than those from the control group. Girls made less mistakes than boys. Conclusion. The physical activities with the use of the educational balls “edubal” improve the elementary school students’ ability to write in lines. There are differences in the students’ writing skills performance based on sex.

15

Internet collaborative projects as an effective educational method in teaching writing

75%

SAMOYLENKO N.

|

2013

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vol. 4

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issue 2

320-329

EN

In the article the Internet collaborative projects and information communication technologies as one of the pedagogical technologies in teaching students’ writing skills is considered. An author exposes one of aspects of preparation of future specialists for international communication, related to integration of traditional and innovative methods of teaching. The basic tasks of using the project work are analysed: teacher’s training to the professional using the project work on the basis of information communication technologies; forming for the teachers the abilities of using the project work in their professional activity; improving the educational process at the secondary and higher school on the basis of the project work; development of methods of using the project work in teaching foreign languages and developing writing skills.

16

Zależność / niezależność od pola danych a rozwijanie sprawności pisania w języku angielskim. Rezultaty badania korelacyjnego

63%

Jantarska A.

Linguodidactica

|

2014

|

vol. 18

EN

The following article presents the results of the correlational study, conducted in 2014 on a sample of 110 participants (first and third graders of the secondary schools). The researcher has analyzed the nature and strength of the relationship between the cognitive style of field dependence / field independence (an independent variable of the study) and English writing test results (a dependent variable of the study). The choice of proper research instruments has enabled the researcher to evaluate whether and to what extent the relationship between the main variables of the study is modified by age and sex of the subjects. Conclusions are drawn on the basis of correlational diagrams and statistical analyses. The presented findings may confirm the importance of individualized foreign language teaching.

DE

Der Artikel stellt die Ergebnisse der Korrelationsstudie dar, die 2014 in einer Gruppe von 110 Schülern der ersten und der dritten Klasse (Lyzeum) durchgefuhrt wude. Man untersuchte das Vorhandensein und die Beziehung zwischen kognitivem Stil, Abhängigkeit / Unabhängigkeit vom Datenfeld (unabhängige Variable) und der Testergebnisse der Schreibfertigkeit im Englischen (abhängige Variable). Die Auswahl der Struktur der Studie lässt bestimmen, ob und in welchem Grade Alter und Geschlecht der Teilnehmer die Abhängigkeitskraft zwischen den Hauptvariablen der Studien beeinflussen. Die Schlussfolgerungen hat man anhand der Auswertung der Korrelationsdiagramme und der Statistikanalysen durchgeführt. Die Ergebnisse bedürfen weiterer Analyse von Lernstilen und der Individualisierung des Fremdspracherwerbsprozesses im Englischen.

17

XXXI Letnia Szkoła Młodych Pedagogów: Problemy z własnym lub cudzym warsztatem pisarstwa naukowego. Warszawa, 11–16 września 2017 r.

63%

Ciechomski M.

Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN

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2017

|

vol. 2

PL

Tekst stanowi relację z wydarzeń XXXI Letniej Szkoły Młodych Pedagogów w Warszawie, poświęconej Problemom z własnym lub cudzym warsztatem pisarstwa naukowego. Gospodarzem Szkoły, organizowanej pod auspicjami Komitetu Nauk Pedagogicznych PAN, był Uniwersytet Kardynała Wyszyńskiego w Warszawie.

EN

The text is the report from the 31st Summer School of Young Educators in Warsaw, devoted to Problems with one’s own or others’ academic writing skills. The host of the School organized by the Committee on Pedagogical Sciences of the Polish Academy of Sciences was Cardinal Stefan Wyszyński University in Warsaw.

18

Vliv klasických postupů při nácviku dovednosti psaní na rozsah slovní zásoby ve srovnání s metodou psaní tvůrčího

63%

Stárková Z.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

|

2017

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vol. 8

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issue Zvláštní číslo 2017

48-62

EN

The paper deals with influence of creative writing on vocabulary’s extent in the written manifest of non-native speakers in compare with classical methods used in foreign language didactics. There are presented results of qualitative action research, probe, which was backed by Grant Agency of Charles University. Its respondents were 30 students of Czech as a foreign/second language levelled A2–B2 according to CEFR, from Charles University, Institute of Czech Studies. The respondents were divided into both two control and experimental groups. For analyzing the vocabulary extent, the Mistrík’s formula of repeated words Index was used and applied to the written works of the respondents. Next, the knowledge synonyms and antonyms was observed, on the entrance and final subtests. Probe’s result showed, that after using two different methods within one semester there was a comparable decrease of word’s rep, only half of the respondents, in both control and experimental groups I. In control group II, there was a slight decrease in rep, but experimental group II has a slight increase. The compare knowledge of synonyms and antonyms results that after using two different methods in both control and experimental groups causes increase, the growth was only in the control and experimental group I comparable, however. Due to similar research’s absence for Czech as a foreign/second language, there are briefly presented other researches on creative writing in foreign language tuition.

19

Znaczenie koordynacji ruchów ręki w kształtowaniu umiejętności grafomotorycznych u dzieci w wieku 6–7 lat

63%

Grzesiak J., Naskręt M., Bronikowski M.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

|

2014

|

vol. 47

131-139

EN

Background. The abilities to maintain control of a particular body position, coordination and fluidity of movements are important factors in acquiring new skills during school education. Material and methods. The experimental group consisted of 25 students aged 6–7 years attending the first grade of a primary school in Poznań. We used standardized tests of graphomotor efficiency in children to assess the level and velocity of writing and measure velocity of hand movements. Results. Children aged 6 are faster in following the graphic letter symbols then their older classmates, however, older pupils present a higher graphic quality of the symbols. A significant positive correlation between the speed of hand movements and the rate of graphomotor movements was noticed in younger children, but not in older ones. Conclusions. The level of fine motor skills is different in the six-year-olds and seven-year-olds. This has to be taken into consideration in the developmental process and acquisition of new motor skills.

20

Umiejętności grafomotoryczne uczniów klas pierwszych szkół podstawowych uczestniczących w zajęciach realizowanych różnymi metodami aktywizacji fizycznej

63%

Naskręt M., Borowiec J., Grzesiak J., Bronikowski M.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

|

2018

|

vol. 60

46-61

PL

Cel badań. Celem badań było porównanie zmian poziomu umiejętności grafomotorycznych uczniów klas pierwszych szkół podstawowych uczestniczących w zajęciach ruchowych realizowanych z zastosowaniem różnych metod aktywizacji fizycznej: edubal, Metody Dobrego Startu oraz metody ćwiczeń i zabaw ruchowych. Materiał i metody. Eksperyment pedagogiczny przeprowadzono w grupie 140 uczniów w wieku 6–7 lat. W badaniach wykorzystano techniki grup równoległych w naturalnych warunkach. Uczniów podzielono na trzy grupy: dwie eksperymentalne (Edubal i MDS) oraz kontrolną (K). W grupie Edubal prowadzono zajęcia z wykorzystaniem piłek edukacyjnych edubal, a w grupie MDS zastosowano Metodę Dobrego Startu. Zajęcia w grupie kontrolnej obejmowały ćwiczenia i zabawy ruchowe. Wszystkie grupy realizowały program nauczania zgodnie z podstawą programową. Przed rozpoczęciem i po zakończeniu eksperymentu przeprowadzono test „Profil umiejętności grafomotorycznych”. Wyniki. Umiejętności grafomotoryczne uczniów z grup eksperymentalnych były większe niż uczniów z grupy kontrolnej. Płeć badanych wpływała w niektórych wypadkach na wyniki badanych uczniów. Wnioski. Zajęcia ruchowe z wykorzystaniem metody edubal oraz Metody Dobrego Startu są skuteczniejszym sposobem oddziaływania na poziom umiejętności grafomotorycznych uczniów w porównaniu z zajęciami prowadzonymi metodą ćwiczeń i zabaw ruchowych. Płeć uczniów różnicowała (ale nie zawsze) istotnie wyniki umiejętności grafomotorycznych uczniów.

EN

Background. The aim of the research was to compare changes in the level of graphomotor skills of first-grade elementary school pupils who participate in physical activity classes with various physical activation methods: edubal (educational balls), the Method of Good Start (MGS), as well as motor exercises and games. Material and methods. The study was conducted among 140 pupils, as a pedagogical experiment carried out with the technique of parallel groups in natural conditions. The pupils were divided into three groups: two experimental ones (edubal and MGS) and one control group (implementing classes based on motor exercises and games). All the groups carried out the teaching program in accordance with the core curriculum. The experiment was preceded and followed by the ‘Graphomotor skills profile’ test. Results. The research proved that the graphomotor skills of pupils in the experimental groups were higher than those of the control group. Sex was a differentiating factor (though not always) as for graphomotor skills. Conclusions. Physical activity classes run with the edubal and MGS methods have turned out a more effective way to improve graphomotor skills of pupils than classes implementing motor exercises and games. Girls present a higher level of graphomotor skills as compared with boys.

Refine search results

Analiza opisów przedmiotu, postaci i krajobrazu napisanych przez uczniów klas IV–VI szkoły podstawowej

Spätná väzba ako faktor ovplyvňujúci lingvistickú a komunikatívnu úroveň produktívnej zručnosti písania

THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS

Wstęp do rozprawki — oczekiwania a rzeczywistość

Paper-pen peer-correction versus wiki-based peer-correction

DEVELOPING EFL ELEMENTARY LEARNERS’ WRITING SKILLS THROUGH MOBILE-ASSISTED LANGUAGE LEARNING (MALL)

Aspectos pragmáticos y estratégicos del desarrollo de la destreza de expresión escrita en Filología Española en la tercera década del siglo XXI

Coherence Problems of EFL Students’ Writing in Light of the Gricean Maxims

Analiza zadań rozwijających pisanie w języku angielskim w wybranych podręcznikach do nauki języka angielskiego w szkołach ponadpodstawowych w Polsce pod kątem osobowości ucznia

Mind Mapping as a Strategy for Enhancing Essay Writing Skills

Zum fremdsprachlichen Schreiben vor dem Hintergrund der einzelnen Sprachfertigkeiten am Beispiel des Deutschunterrichts auf der Fortgeschrittenenstufe

Einige Probleme zum Schreiben in der Fremdsprachendidaktik

The Role of CLIL Science Teachers in Teaching Writing Skills

Zajęcia ruchowe z piłkami edukacyjnymi "edubal" a a umiejętność utrzymania pisma w liniaturze przez uczniów klasy I szkoły podstawowej

Internet collaborative projects as an effective educational method in teaching writing

Zależność / niezależność od pola danych a rozwijanie sprawności pisania w języku angielskim. Rezultaty badania korelacyjnego

XXXI Letnia Szkoła Młodych Pedagogów: Problemy z własnym lub cudzym warsztatem pisarstwa naukowego. Warszawa, 11–16 września 2017 r.

Vliv klasických postupů při nácviku dovednosti psaní na rozsah slovní zásoby ve srovnání s metodou psaní tvůrčího

Znaczenie koordynacji ruchów ręki w kształtowaniu umiejętności grafomotorycznych u dzieci w wieku 6–7 lat

Umiejętności grafomotoryczne uczniów klas pierwszych szkół podstawowych uczestniczących w zajęciach realizowanych różnymi metodami aktywizacji fizycznej