In ESL/EFL classes, teaching writing is a frightening task for many teachers as students present problems that are different from those found in the writing of native English speaking students. Journal writing, a new trend in English language teaching, can be used to improve students’ ability to write in English because it provides students with sources for language and writing improvement. The current research paper aims at identifying the methods through which writing skill in ESL/EFL classes
Writing is an essential, productive skill to succeed in academics. But, the ESL learners are not able to master writing skills due to lack of reading habits, grammar and vocabulary. According to Sheils (1975), despite the importance of writing, there has been a long-standing concern that many people do not develop the competence needed to use writing to meet fully and successfully according to the demands for writing at school and work. Writing helps to • To draw a conclusion • To present theory
styles were focused in mostly among ESL and EFL learners. Researchers had attempted to investigate further on this topic to provide more in-depth understanding on effective language learning. Therefore, this section would discuss the literature review on the past studies which have been conducted on ESL and EFL students’ learning styles in different contexts. Reid (1987) who was the pioneer for perceiving the perceptual learning style preferences of university ESL/EFL learners came up with the Perceptual
Feedback, in a broad sense, is conceptualized as information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding (Hattie & Timperley, 2007). Feedback, in general, can take various forms, one of which is known as corrective feedback. Put in general terms, written corrective feedback aims at providing