Writing today has become an important medium of interpersonal interaction and an essential competence in the field of work and studies. This fact gives grounds for reconsidering the significance of this skill and highlights the need of improvement in its instruction. The work presents a study exploring two Bulgarian students’ writing through the use of the think-aloud method in EFL instruction for developing their writing skills by focusing on their approach to a foreign language writing task. The goal was to examine both students’ writing processes and strategy use and stimulate them to reflect on their writing. The think-aloud protocol analyses provide insight on the influence of various factors on students’ writing processes such as their individual characteristics and writing habits, the role of L1 use in composing in a foreign language, the choice of a writing medium.
Citation: Gergana Gerova (2022) The Think-Aloud Method in EFL Writing: A Study with Two Bulgarian Students, British Journal of Education, Vol.10, Issue 12, pp 47-59
EFL Students’ Perceptions of the Implementation of Free writing in a College Level Writing Course (Published)
Freewriting, a popular method used to improve writing fluency, allows students to unleash their thoughts, and ideas flow onto the page without inhibition. However, few studies on freewriting have been conducted in ESL or EFL contexts (Brière, 1966; Cheshire, 1982; Hwang 2010; Potter 2008). Thus, the current study aims to explore learners’ perceptions and attitude toward freewriting activities in an academic English writing course and their potential benefits to learners. In addition, this investigation attempts to illustrate if practicing guided freewriting helps improve students’ confidence and motivation in English writing. Forty-two college-level students in Taiwan participated in this study. A survey was analyzed using descriptive statistics to investigate how students perceive freewriting in terms of their perception, confidence, motivation, and writing fluency in English writing. The findings showed that practicing guided freewriting for 16 weeks had a positive effect on English writing in general. Most students agreed that practicing guided freewriting had a positive effect on their confidence and motivation in English writing. The results provide pedagogical suggestions for future academic English writing course design.
This study explored the self-regulated writing process of EFL learners in the context of China. Drawing upon the writing diaries written by 109 Chinese university EFL learners, the study examined how Chinese EFL learners self-regulated their writing in the pre-, while-, and post- writing phases. The findings showed that the learners went through ten processes (i.e., goal setting, knowledge activation, strategic planning, environmental preparation, organizing ideas and structures, preparing for good mental states, monitoring, controlling, reflection, and reaction) in the three writing phases to self-regulate not only their cognition, but also their behaviours, and the learning context/environment. Subprocesses of each of the ten processes were also identified. This study expanded self-regulated learning theory and L2 writing theory and contributed to a better understanding of how EFL learners learn to write. It is expected to inform L2 writing teaching, and to shed light on future L2 writing research.
The Impact of Using Computers on Enhancing EFL Writing Quality: A Case Study of Muheydeen Wahbe Secondary School for Girls – Sudan (Published)
This study investigated the impact of using computers on enhancing EFL writing and learners’ attitudes towards using computers to compose in EFL classrooms. A set of writing tests (two pen-paper based compositions and tow computer-based ones) were administered to thirty pupils from Muheydeen Wahbe Secondary School for Girls to investigate the impact of using computers on enhancing EFL writing quality. The participants also responded to a questionnaire that investigated the use of computers in EFL writing classrooms. The data of the study were analyzed using SPSS. The findings have shown that the participants made use of the facilities provided by the computer; their computer-based writings were significantly better compared to their pen-paper ones in all the aspects of writing such as organization, language use, mechanics and length, except the content. The results have also revealed that the students were highly motivated when computers were used. Given the positive results of the study, it has been recommended that the use of computers in EFL writing classes should be encouraged and that English language teachers should be trained on using computers and technology in EFL classrooms, particularly, in writing classes.
This study is designed to investigate the present situations of Kuwaiti undergraduate students of English, and their attitudes towards the writing process. Specifically, the study aimed to address the following research questions: (1) What are the characteristics of the texts produced by Kuwaiti undergraduate students in terms of cohesion and quality? (2) Is there a relationship between cohesive devices’ measures and text evaluation scores? The main objective of the researcher was to concentrate on dealing with the macro level cohesive devices in students’ descriptive English writing. The participants in this study were 128 Kuwaiti college students of English in the first and second year of study at Kuwait University, College of Arts. A mixed methods design of both qualitative and quantitative research methodology was utilized to analyze the participants’ written texts. In addition, the framework of Halliday and Hasan’s (1976) theory of cohesion was used to analyze the written products of the participants. The findings revealed that there was a notable difference in the students’ use of cohesive devices in terms of frequency. Students overused certain types of cohesive devices (reference, conjunction, and lexical) while neglecting to use the others (substitution and ellipsis). The analysis also revealed that the correlation coefficient between writing scores and reference cohesive device is positive and statistically significant, since only the reference cohesive device was highly correlated with score.