From Instructed Writing to Free-Writing: A Study of EFL Learners

Autor/in	Alharthi, Saleh
Titel	From Instructed Writing to Free-Writing: A Study of EFL Learners
Quelle	In: SAGE Open, 11 (2021) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alharthi, Saleh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211007112
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Writing Instruction; Comparative Analysis; Grammar; Process Approach (Writing); Journal Writing; Universities; College Students; Student Interests; Writing Skills; Punctuation; Spelling; Student Attitudes; Teaching Methods; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Grammatik; Prozessorientiertes Schreiben; Zeitschriftenaufsatz; University; Universität; Collegestudent; Studieninteresse; Writing skill; Schreibfertigkeit; Interpunktion; Schreibweise; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Saudi-Arabien
Abstract	Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program--the experimental group--and 45 students were kept in their regular structured writing program--the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students' progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students' perception of free-writing at the end of the study and found that free-writing improved their writing skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01