The Influence of Writing Difficulties on Composing Process

We write this on the eve of the publishing of the 2019 What's Hot in Literacy Report, which is the result of a biennial survey completed by the International Literacy Association (in press) that takes the temperature of the literacy dialogue and notes the changing trends from year to year. This year, topics such as identifying effective instructional strategies for struggling learners; building early literacy skills through a balanced approach; increasing equity and opportunities; providing access to highquality, diverse books and content; and increasing professional learning represented the topics that respondents felt were particularly trending this past year. (The 2019 report will be available online very soon at https ://liter acywo rldwi de.org/get-resou rces/whats-hot-report.) These topics raise important questions that link research, theory, and practice. In this issue, we ask questions similar to these: What kinds of activities, instructional approaches, or knowledge about language are useful for becoming literate? How do these different experiences and understandings contribute to language and literacy learning?

The study looks into how different learning methods work and what they mean for helping students get more involved, understand better, and think critically. To gather information, the research reviewed a lot of existing studies and ideas. The results show that many different learning methods have been used in teaching English literature. These include both old and new ways, like close reading, analyzing literature, working together in groups, and using technology. The study checked how well these methods worked by looking at student results, such as better reading skills, stronger thinking abilities, and more enjoyment of literary works. Close reading was found to be a key method. It involves looking closely at the language, structure, and themes in a text, which helps students understand and appreciate literature more deeply. Group activities, such as talking in groups and getting feedback from classmates, were also found to help students engage more and develop their thinking skills. Using technology in English literature lessons also showed good results. Tools like online resources, virtual reality, and digital platforms offer interactive and engaging learning experiences. These tech-based activities help students participate more, explore different viewpoints, and learn in ways that fit their needs. The study shows that using a variety of learning methods in English literature education is important. Close reading, group work, and technology all help students be more engaged, understand better, and think more critically. Teachers should think about using these methods but also deal with the challenges they may bring. Creating a good learning environment for English literature needs these strategies. More research is needed to see how these methods affect students over time and how they influence their success and interest in learning.

Plagiarism, a concept of intellectual property in academic writing, has gained importance during the past few years in Indonesian higher education system. The vague definition and understanding of plagiarism have seemed to induce inconsistent efforts in preventing plagiarism practices in the local tertiary institutions (Akbar and Picard, 2019). This study aims to introduce and describe the step-by-step process in developing an assessment instrument that can measure a university lecturer’s understanding of plagiarism concept. A Rasch’s partial credit model was used in the data analysis to explain the different levels of the hypothesized understanding of plagiarism construct. Not only that the findings can help ones to learn the necessary steps to develop the instrument that upholds standards of reliability and validity, they can also provide good insights for the university authority to set an appropriate training for the lecturers on plagiarism prevention and mitigation as the different levels of these lecturers’ understanding of plagiarism are unpacked and addressed.

The Hong Kong Chemical Society

Enhancing quality of tertiary education through programme accreditation: A case of Botswana

Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

Objective: With the development of the Internet, Internet technology has had a great impact on English learning. This article explores the general expression of the performance, motivation and anxiety of students in Chinese medicine undergraduates in second language learning (SLL). performance, motivation, and anxiety for Chinese Medicine undergraduates in China, it is to analyze the attribution and relationship of above three aspects, and propose the method of using artificial intelligence to improve students’ learning motivation, reduce learning anxiety and improve learning ability. Methods: it is to select the undergraduate students (n = 300) in Jilin Province of China as the subjects. Use the Chinese version of the Foreign Language Learning Anxiety Scale under Internet technology, the Chinese Undergraduate English Learning Motivation Questionnaire, the self-made College Students’ English learning ability evaluation scale and the English Writing Scale were used for test. Results: SLL performance, motivation, and anxiety for Chinese Medicine undergraduates are in the middle level among all undergraduates in China, and their English writing ability is lower than the middle level; Analysis of variance shows that there are significant differences in gender (pDemographic variables were not statistically correlated with SLL performance, motivation, and anxiety (p>0.05); SLL anxiety had remarkable correlation with learning motivation (p>0.05); learning anxiety was statistically correlated with learning ability (pRegression analysis showed that learning anxiety and motivation had 44.3% and 5.8% explanatory power to English learning ability respectively. Intervention experiment results showed that Internet learning system significantly improved the performance of the experimental group (P the effectiveness of Internet learning mode had remarkable negative relationship with students’ learning anxiety (PConclusion: Based on the data-driven theory, the empirical study of Internet learning system in English teaching is completed, which provides an important theoretical support for the current College English intelligent teaching in China, which also provides a strong argument for the “scaffolding function” of AI in language learning. At the same time, the research also puts forward innovative ways to improve the effect of College English teaching from the perspective of psychology: through second language learning with AI resources, the “challenging task” set by the intelligent learning system increases the intensity and difficulty of learning, thus arousing the “promoting anxiety” of second language learners, and further internalizing the external and instrumental motivation in depth in order to improve English learning ability.

This research paper aims to analyse the role of cognitive processes in language learning from a psycholinguistic perspective. The paper reviews the individual differences in language learning due to cognitive attitude and its role in the cognitive process of individual learning from a psycholinguistic perspective. Quantitative design was selected to review the role of the cognitive process in learning. The analysis approach selected is statistical review which was selected to review the cause-and-effect relationship from the perspective of psycholinguistic learning. 74 students from languages and translation department at Haql College were participated in this paper.The findings of the paper addressed the role of cognitive learning processing to raise the quality of language learning abilities, the cognitive process's role in improving the psycholinguistic learning perspective such as memory, problem-solving solving and attention are related factors that are affecting the cognitive process of psychological learning. The teaching-learning providers will address the implementation of critical factors addressing the cognitive development of the students while language learning strategies. Keywords: Cognitive processes, Language learning, psychological perspective,Cognitive development, Language acquisition, Learning strategies.

Engagement has been considered as an important construct which influences learner’s language learning. This study aims to assess EFL learners’ engagement level in the blended learning context and then to explore its relationship with language achievement. A quantitative research design was adopted with a survey approach. A total of 209 questionnaires were collected. Learners’ language achievement was measured through their end-of-term exams. Descriptive statistics and correlation were conducted for data analysis. The findings revealed that EFL learners’ total engagement level was high in the blended learning, and there was a significant positive correlation between learner engagement level and their language achievement. Moreover, learners’ behavioral engagement, cognitive engagement and emotional engagement were also found to be correlated with their language achievement. These findings not only provide empirical evidence on the pivotal role of learner engagement in language learning, but also have much implications for language teaching in blended context.

Metacognitive strategy has been recognised as a crucial factor in language learning, and its role in English writing for Chinese learners still remains unknown. The present study investigates 215 Chinese college engineering students’ use of metacognitive strategies through employing research methods of questionnaire survey and writing proficiency test. According to the results, it is found that selective attention and self-monitoring are used in writing quite often, while planning and self-evaluation are seldom used. Besides, the differences in the use of metacognitive strategies between freshmen and sophomores are not statistically significant. It is also found that engineering students of higher writing proficiency tend to employ metacognitive strategies in academic writing more frequently and effectively than those with poor writing skills. It is eventually suggested that metacognitive strategies should be imparted to the students, and that the training of metacognitive strategies should be integrated into classroom activities of English writing teaching.

Literature represents culture, tradition, and language. Hence, delving into a piece of literary work could enlighten students to a whole new world of experience, and oftentimes, students from different cultures are not able to relate and understand the contextual facets in some literary works. Such ramification makes it harder for the students to understand and even be interested in literature. In some cases, authors of the literary works could be writing from their own cultural paradigm, and consequently, students may find some contexts irrelevant and feel utterly disheartened. With technology incessantly advancing, there are many ways on how teaching and learning can vastly be enriched with the aid of technology. YouTube which is a form of multimedia where users share, view, and upload videos could be an effective instrument to stir and intrigue interest among the students. With the features of audio and visual images, YouTube could be exploited to benefit the students, and educators can incorporate multimedia materials in class and add audiovisual materials such as pertinent videos from YouTube to aid in the students’ literature learning whereby it could spark interest and motivate them to learn. The research was carried out as a quantitative research where it draws upon the correlations between YouTube videos and comprehension skills and how it is a beneficial instrument in language learning. The results indicate that the respondents find that YouTube is “an online learning tool which can be useful in a language classroom.” The manifestation of such approach in a language classroom is undoubtedly appreciated because YouTube offers various styles and genres of the language and it helps students discover the target culture in a variation of resources as well as it creates learning autonomy since it encourages them to watch clips unremittingly.

The focus of the study is on the commonly problematic speaking skills of second/foreign language learners during interaction and communication. The participants are able to communicate effectively to some extent; however, they struggle with speaking fluency and accuracy. Consequently, the potential purpose is to investigate the efficacy of the Dynamic Usage-Based Approach (DUB) in developing second/foreign language learners' speaking skills. Under investigation were 120 second/foreign language learners between the ages of 18 and 22. Using a quantitative quasi-experimental study design, the study was conducted in four intact B1 level second language (Turkish) and foreign language (English) classes. The research lasted four weeks and included a total of 12 classes. The DUB was used in the study, as well as the "Movie method," which involves systematic observation and analysis of films to increase language exposure and foster practical language use in real-world circumstances. The study included a a pre-test, treatment, post-test, and questionnaire. The participants were divided into experimental and control groups through random assignment. The Independent Sample T-Test was used to examine the results, as well as a descriptive analysis of the questionnaire data. The results indicate that the DUB has proven its efficacy in experimental groups and could potentially be used to help students enhance their speaking skills. It was observed that the control groups, who received the usual instructions from their instructors, attained comparable post-test scores. While the development of the experimental classes differed significantly, the results indicate that DUB is more beneficial for acquiring overall oral skills. The questionnaire also included a measure of confidence. Students in the experimental classes were more likely to use L2 than those in control groups, according to the data.

This paper is part of research with a larger scope covering errors students made related to subject-verb agreement. This part aims to elaborate grammatical problems faced by foreign language learners of English in relation to the omission they made in their writings. A qualitative data collection method was applied in gathering the data. The researchers collected pieces of writing from the students, read them, and analysed the omission errors found in the collected writings. As result, the most common omissions found in the data are related to verb markers. Omission of main verbs and auxiliaries also occur, creating sentences without any verbs or grammatically necessary auxiliaries. Absense of these kinds of function in Indonesian is the main reason for this grammatical problem faced by the learners. In addition, omissios of suffix -ing were also found by the researchers in the data. These findings should be able to contribute to existing works on grammatical errors and increase the success of both teaching and learning of a foreign language like English.Key Words: error, grammar, omission, writing

This chapter provides the foundations for teaching young learners of English as a second or foreign language how to read and write. It describes the process of reading and writing (i.e., top-down and bottom-up processing), the cueing systems (i.e., graphophonic, semantic and syntactic) and the stages of literacy for both first and second language learners. The historical context of using a phonics vs. whole language approach to teach reading and writing is described as well as the development of sociocultural perspectives on literacy. Current research and critical topics surrounding the teaching of reading and writing are introduced, including literacy instruction in more than one language in early years. Challenges young learners of English face, such as differences in L1 and L2 writing systems, text structure and culture, are also discussed. Recommendations addressing these challenges are presented in terms of using a balanced literacy approach. This approach includes providing a language-rich environment with opportunities for children to read and write meaningfully in English as well as explicit instruction and scaffolding in both bottom-up and top-down reading and writing skills and strategies. Suggested activities will help English teachers encourage children to become progressively more independent readers and writers of English.