Abstract: This case study explores how strategy-based instruction (SBI), assisted by multimedia software, can be incorporated to teach beginning-level ESL learners metacognitive writing strategies. Two beginning-level adult learners participated in a 10-session SBI on planning and organizing strategies. The Cognitive Academic Language Learning Approach (CALLA) was implemented with the aid of graphic organizer software. Our findings show that technology-supported SBI has brought multiple benefits for the learners. Comparisons of writings before and after SBI indicate that there is noticeable improvement in learners' ability to generate ideas and in logical organization of their essays. Researchers' observation notes and learners' reflections suggest that learners' engagement and motivation are boosted during their prewriting activities using the graphic organizer software. A close examination of the semantic maps generated from the writing software also reveals how learners practice metacognitive planning and organizing strategies for their writing. Finally, recommendations are made for future instructors and researchers investigating this topic.
Abstract: Critical-thinking skills help to prepare adult education students for a successful transition to college degree programs and for job advancement. Yet fostering critical thinking poses a challenge to ESL instructors. Brookfield (2012) provides a way forward for adult educators when he explains that the crux of critical thinking is to discover one's assumptions. The author describes how instructors can model uncovering their assumptions, thus creating a safer environment for students to engage in critical thinking. Three of Brookfield's critical-thinking tasks--speaking in tongues, the critical incident questionnaire, and scenario analysis--implemented during an intermediate ESL writing course at a community college are explained. Students' responses to these tasks are summarized and reflections on both the benefits and challenges of using critical-thinking tasks in ESL classes are described.
Abstract: This study is devoted to the effect of "textual metafunction" on the levels of coherence and cohesion in the Iranian EFL learners' English writing performance. Sixty Iranian intermediate EFL learners who were adult females participated in this study were randomly divided into two groups; experimental, and control. They were given a writing pre-test. Then both groups' subjects attended an essay writing class, two sessions per week, for a ten-week term; however, while the experimental group was taught how to write a standard three-paragraph essay in English, and apply the textual metafunction in it, the control group was only taught how to write a standard three-paragraph essay. After the completion of the instructional period, both groups were given a writing post-test in which they were asked to write a standard three-paragraph essay on a subject. The analytic scoring scale of "Hungarian School-Leaving English Examination Reform" (2001, as cited in Tankó, 2001) was employed by three independent raters for rating the writing samples. A "t-test" on the mean scores of both groups indicated a significant difference between the scores of the post-tests, meaning that the textual metafunction was significantly effective in the experimental group's writing task. Moreover, while the mean scores of the control group's pre-post tests were the same, the mean score of the experimental group's post-test was higher than that of the pre-test, meaning that textual metafunction increased the levels of cohesion and coherence in their writing task.
Abstract: This study was an attempt to clarify and remind L2 learners/teachers of 2 kinds of writing: dicto-comp and dictation. We explored the effect of controlled writing on the accuracy of the writing of adult Iranian EFL learners. Prior to the study, the homogeneity of 30 adult EFL learners was checked through an OPT test. Thirty participants were assigned to 210 one-hour sessions: Group A via dicto-comp and Group B via dictation. Following this practice, the participants in both groups were asked to write texts as the posttest about similar topics to the one of the pretest. Results indicated that the participants working in the dictation wrote more accurately than those who wrote in dicto-comp format; however, but both dictation and dicto-comp had positive effects on the writing of the participants.
Abstract: This study aimed at investigating whether applying pre-writing strategies would affect the quality of L2 learners' compositions. Twenty three adult EFL students from Jahad-e-Daneshgahi English centre in Iran participated in this study. They were randomly assigned to control and experimental groups, including 11 and 12 participants in each. They were at the advanced proficiency level. Each student wrote five argumentative essays. Students in experimental group were treated to perform three pre-writing activities alternatively (concept map, reading relevant texts, and negotiation). The findings revealed that students wrote better compositions as a result of applying pre-writing strategies. Significant differences in two groups indicated that pre-writing activities had significant effect on the participants' writing achievement. The findings may have implications for English learners, English teachers and material developers.
Abstract: Presents an article on the uses of journal writing in adult English as a Second Language teacher education and classroom teaching. Journal writing in English as a Second Language teacher preparation; Popularity of journal writing as a teaching technique; Goal of dialogue journal writing found in communicative classrooms.
Summary: Uses of journal writing in adult English as a Second Language teacher education and classroom teaching are the focus of this chapter. Examples of journal writing discussed are teacher collaborative journals, Web-based journals, and student-teacher dialogue journals.