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In the present era of globalization, the English language plays a vital role in many aspects of our lives. Hence, it is important that students improve their proficiency in the language. The learning outcomes of the English language programmes in government schools are based on four basic language skills, viz. Additional linguistic skills include the mastery of cheapest essay writers grammar, English pronunciation and the use of appropriate vocabulary.

In the primary school curriculum, as it is essential to lay the foundation of learning the English language by emphasizing the basic skills.

Despite having been taught the English language throughout their schooling years, the mastery of the English language is a common problem among ESL students.

Many ESL teachers admit that the majority of the students are weak at the language due to insufficient knowledge of grammar and vocabulary.

As such, the students are not motivated to study English. When they feel that the lessons are too difficult to understand, they tend to lose interest in learning (Dornyei, 2003). When students fail to see the relationship between what they learn and real world activities, they also lose interest in their lessons (Mahdizadeh, 2006). Where writing in English is concerned, many students have difficulty even getting started. Such students dread writing and do not have a positive attitude towards this skill. Many students lack self-confidence to write a good essay. They do not have background knowledge on certain topics in order to produce enough facts in their writing. Apart from that, according to some teachers, students doubt their ability to articulate their ideas clearly and correctly in terms of grammar, spelling, sentence structure 93 www. They feel that eveiything they write is riddled with errors.

These fears would only hold them back and often make thesis consultant their writing process even slower and ineffective.

In addition, what usually happens in the English class is that teachers teach and students listen. This conventional way of teaching writing has been frowned upon as it does not encourage active interaction. Teachers are perceived as authoritative figures who are more concerned with obtaining the writing product rather than showing the students the process of writing. Writing is a complex process as it also encourages thinking. When students are confident of buying papers for college writing better, they will be more motivated to communicate. In the process of writing, these thoughts and ideas are re-evaluated, added to, reorganized or altered (Ghazi Ghaith, 2002). Since the implementation of the Information and Communication Technology Literacy (ICTL) programme by the Ministry of Education in 1996 to boost the use of computer technology in education, most teachers have integrated the computer in their language lessons. This does not mean that non-ICT methods of teaching are no longer important. Computer-assisted instruction (CAI) or Computer Assisted Language Learning (CALL) refers to computerized teaching and learning. Computer programmes for writing outline main ideas, expand and arrange thoughts and ideas, as well as provide brainstorming. In other words, students could use computers to develop and practise their English language skills. They may develop critical thinking while attempting to execute learning tasks.

Besides critical thinking, computer programmes writing thesis proposal also help students in creative analysis.

For students to be creative thinkers, Haugland (1992) suggests that the educational software must be sufficiently easy to use by students.

Such programmes should not only used in classrooms but also at home. According to Greany (2007), students who use software from the Internet are able to do tasks at a pace they are comfortable with.

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At home, students are able to monitor their learning progress by evaluating themselves as often as they want to. They make progress faster as they are constantly getting feedback and learning from it, they learn in private without peer competition, cheapest essay writers and learn when there is a need for it, and when they want to (Fenrich, 2005). Hence, by integrating technology in the English class, students can be guided to improve their writing skills. A good computer software encourages learner-centered education and helps students acquire competency in skill areas and facilitates lifelong learning.

In the present digital age, teachers can avail themselves easily of numerous computer programmes to help learners master various skills such as writing, reading, listening and speaking. With regard to writing, students can use any kind of word-processor.

Some versatile word-processors allow students to check spelling and find words in a thesaurus (Boswood, 1997). In the classroom setting, some computer programmes allow students to work in groups, and they can choose and control the activity throughout. Educational software also adapts itself to the progress of the student. As the student interacts with the programme, the system responds accordingly to provide feedback (Hohmann, 1998). The effectiveness of using technologies in language teaching has been investigated.

For example, Figueredo and Varnhagen (2006) conducted a study on the use of computer in teaching writing. By using computers, students were able to correct mistakes with the aid of spelling and grammar checkers. Therefore, the two researchers concluded that the use of spelling checkers was useful for weaker students who have poor writing skills. A study by Hartley, Sotto, and Pennebaker (2003) found out there were significant differences between the average letter length, the number of paragraphs written, and the number of sentences used by students who utilized computers and those who did not. There were also major differences in terms of readability, or typographical and grammatical errors. Besides using computer software, other software applications such as speech recognition, speech feedback, word prediction, and other varieties of software may help students with learning disabilities to participate in well-developed classroom writing programmes (Williams, 2002). The effects of the computer tutor, known as HARRY, were analyzed by Holdich and Chung (2003) in their study which revealed that children who received conversational prompts from HARRY before, during, and after the writing wrote better stories compared to the classes which did not use HARRY. The children also believed that HARRY helped them manage their writing tasks. They were able to present different aspects of the writing process when requested.

A study involving 40 young learners in Year 5 of a primary school cheapest essay writers in the state of Terengganu, Malaysia, was carried out by Faizah Mohamad and Nazeri Mohamad Amin (2009) with the 94 www. In their study, a quasi-experimental design was used on 20 learners. Their findings showed that, in general, the tailored courseware was useful in teaching grammar as students from the experimental group achieved better scores in their assessment on irregular and regular verbs. The results of his study obtained through a post-test revealed that the experimental group outperformed the control group. The findings showed statistically significant differences on the mean scores on grammar which were attributed to the instructional technique. Students using the computer assisted grammar teaching programme had an edge over those who were taught using traditional instructional strategies. Many computer programmes are designed facilitate the teaching and learning of a language by integrating sounds, images and interactive settings, besides offering more information and a variety of exercises to reinforce learning.

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