Using Linear Regression to Analyze Economics Content Mastery and Learner’s Autonomy Towards English Writing Competence

English is used widely in education area. It is also used in higher education. Many universities put English in the curriculum. In industrial revolution 4.0., English has an important role. English for Economics is needed to prepare students to master business English and English as an international language. Writing is as the focus of English skill in this study. To support good English writing, Economics content mastery is needed before learning English. Learner’s autonomy in the process of writing is also needed for writing development. In this study, economics content mastery and learner’s autonomy were identified to perceive the effect on the competence in English writing. The method used was multiple linear regressions as there were two independent variables in this study. Closed-ended questionnaire was used as the instrument. The result from linear regression showed that there were partial effects and simultaneous effect of economics content mastery and learner’s autonomy towards English writing competence. It means that H1, H2, and H3 were accepted and Ho was rejected in which there were significant effects among the variables. It can be interpreted that economics content while studying English for Economics and learner’s autonomy in terms of independently learning English writing were significantly needed in order to enhance English writing competence. The practical implication from this study is the students do not only need to learn English, but also learn Economics content and develop independent learning for autonomy learning in the process of English for Economics learning activities

English-language writing instruction in Poland: Adapting to the local EFL context

This paper is intended to foster reflection about the development of a locally-suitable approach to English-language writing instruction in Poland. In order to provide background information to contextualize a subsequent discussion of English-language writing, the paper starts with a brief overview of the history of L2 writing instruction, including an overview of the four most influential approaches to teaching ESL composition in the U.S. from 1945–1990: Controlled Composition, Current-Traditional Rhetoric, the Process Approach, and English for Academic Purposes. This is followed by a discussion of the concept of a „needs analysis,” where it is noted that needs analysis is complex in foreign language contexts such as Poland, where students may not have obvious, immediate needs for writing in English after graduation. The notion of needs analysis is illustrated with an example drawn from the English Institute at the University of Łódź. The needs analysis indicated that some students of English had negative attitudes and/or anxiety towards writing in English, but some had positive attitudes based on previous experiences with creative and expressive writing. Additionally, it was determined that students needed to learn many skills for writing academic papers that they had not learned in secondary school and that require extensive instruction and practice. Based on the needs analysis, it was determined that the purposes of a new writing course for first-year English majors should be to foster and develop positive attitudes toward writing and to support students’ academic work. The assignments and activities for the course are described. Additionally, a description is provided of the possible purposes that Polish students in general might have for writing in English, the goals that instructors might pursue in assigning writing, and the types of writing teachers might assign. Recommendations are provided for responding to student writing

Raising students' awareness of cross-cultural contrastive rhetoric in English writing via an e-learning course

This study investigated the potential impact of e-learning on raising overseas students' cultural awareness and explored the possibility of creating an interactive learning environment for them to improve their English academic writing. The study was based on a comparison of Chinese and English rhetoric in academic writing, including a comparison of Chinese students' writings in Chinese with native English speakers' writings in English and Chinese students' writings in English with the help of an e-course and Chinese students' writings in English without the help of an e-course. Five features of contrastive rhetoric were used as criteria for the comparison. The experimental results show that the group using the e-course was successful in learning about defined aspects of English rhetoric in academic writing, reaching a level of performance that equalled that of native English speakers. Data analysis also revealed that e-learning resources helped students to compare rhetorical styles across cultures and that the interactive learning environment was effective in improving overseas students' English academic writing

USING PICTURE SERIES TO IMPROVE STUDENTS’ WRITING ABILITY (A Classroom Action Research at the Third Grade Students of MTS NW I Kembang Kerang in the Academic Year of 2010/2011)

English as the first foreign language in Indonesia is taught starting from the elementary school level up to university level. The general objective of teaching English in Indonesia, based on the school based curriculum (KTSP), is to develop students’ communicative competence of the four language skills or aspects of teaching and learning; reading, speaking, listening, and writing. Richard (1992: 189) states that the teaching of language skills (reading speaking, listening, and writing) are related to each other, when a lesson involves activities that relate listening and speaking, reading and writing, it means that listening activity is related to spoken or oral language, and reading is related to written language. The purpose of learning English language in Junior High School is to achieve the functional level. In this, the students can develop their competences in oral or written to resolve daily problems. They are conscious of the importance and essential of English in the global era. They can develop their comprehension about language and culture (Depdiknas, 2006: 278)

Grammatical Error Analysis of Student's Comment Writing Based on Facebook Game in English Intensive Class of Stain Jurai Siwo Metro 2013

This paper is titled “Grammatical Error Analysis of Students' Comment Writing Based on Facebook Game in English Intensive Class of STAIN JURAI SIWO METRO 2013”. The aim of this research is to describe grammatical errors which are made by the students of English Intensive Class. It is a qualitative-descriptive research. The data are taken from the result of students‟ comment writing on Facebook game in English intensive class. Meanwhile, the techniques to collect the data used note and observation. The result is displayed in words. The research shows that the grammatical errors made by the students in English intensive class are using double auxiliary, confusing to apply nominal or verbal sentence, and making error interrogative form pattern

Improving Students' Skill to Write Islamic Historical Texts Through Dicstom Technique, the Trial Web Shift Design, and Engagement Strategy at Stai Bumi Silampari Lubuklinggau

This study aims to find the ability of third semester students, Prodi PAI (Islamic Religious Education) in writing texts of Islamic history in English. Students are taught 3 ways to write; (1) Dicstom, (2) Web Shift Trial, (3) Engagement, and (4) without technique. This research uses Quasi-experimental design method, and one-way ANOVA. The results showed that there is a difference between the students' ability in writing Islamic history text in English using the 3 ways mentioned above

Corpus Linguistics based error analysis of first year Universiti Teknologi Malaysia students’ writing

The ability to write in English among Malaysian university students is generally not at the most satisfactory level although English is considered as a second language. There has been a growing research interest in the analysis of errors students make in their English writing. The purpose of this study is to identify the errors made by first year UTM students in their writing. Besides that, this study also seeks to find out how much students know about the errors that they produce in writing besides investigating how they react towards these errors. For this study, 66 questionnaires were distributed to first year UTM students from the Faculty of Mechanical Engineering and the Faculty of Civil Engineering. Besides that, students’ samples of paragraph were also used to collect the intended data. Findings from the study show that from the 66 paragraph samples analyzed, a total of 1202 errors were found and then tagged according to the types of error. Besides that, findings from the questionnaire show that many of the students are not sure about their English proficiency level and most of them agreed that they would like to improve their English writing by addressing the errors that they make. The paper concludes with the overall summary of the study, limitations of the study as well as the pedagogical implications of the study

Challenging Perceptions: Exploring the Relationship between ELL students and writing centers

In an attempt to create more meaningful and effective assessment, the Howe Writing Center at Miami University implemented a new post-consultation/exit survey. During the course of the Fall 2012 semester, over 800 students responded to the post-consultation survey. Writing center theory has documented the limitations of the post-consultation survey; however, this type of feedback still represents the best and most accessible way to assess and expand the knowledge of writing centers. This assessment project provided important feedback concerning the writing center at Miami University about student demographics that use the writing center, including academic year and classes students wanted to work on. The assessment project also contributes to writing center theory and discourse by providing a different narrative for non-native English speaking students and native English speaking students that use the writing center. The assessment challenges the view that writing from non-native English speaking students is only concerned with so-called "lower order" writing issues and writing from native English speaking students is primarily concerned with so-called "higher order" writing issues. Instead, it was found that non-native English speaking students are interested in working on many "higher order" concerns and were very similar, after sentence-level concerns, in their writing needs to native English speaking students.University Writing Cente

Responding to the message: Responsive written feedback in a Maori to English transition context

This paper reports on the writing component of a community and school Maori to English literacy transition programme implemented in a kura kaupapa Maori (Maori language immersion school. 21 Year 6, 7 and 8 students received responsive written feedback for their writing in English, over a ten-week period, during their weekly independent writing time. Students’ stories were mailed to a young Maori woman (the third author) in a provincial city 100 kilometres from the kura . She was not known to any of the students prior to the study, but she acted as an interested audience, and responded in writing by focussing on the content or messages in students’ stories. She did not provide any corrective feedback on students’ writing. The study employed an intra-subject multiple-baseline research design across four school terms, with the responsive written feedback being introduced sequentially to each of three student Year groups. Measures were taken of total words written, adventurous words written, as well as holistic ratings of audience impact and language quality. Data demonstrate positive gains in both the quantity and quality of students’ writing, as well as maintenance of high levels of writing accuracy for all Year groups