Essay on the help
Uzawa (ibid) argued that translation activities may have some benefits for ESL learners as they always pay careful attention to language use during the process of translation from LI to L2. Wang (2003) also argued that the amount of LI use when writing in ESL was not reduced as a result of language proficiency improvement. Wang (ibid) pointed out that student writers switch to the LI for rhetorical and discourse choices which represent a great help for them. They pointed out that they found it easier and even sometimes faster to write directly in French than translating a piece of writing from LI. Also, Cohen and brooks-Carson reported that students with a higher self-assessed index of proficiency in French and students who rated themselves as more proficient in French expressed their preference to write directly in French. Three major disadvantages for the translated essay were highlighted by a considerable number of students.
Thus, this result is consistent with the reported significant results in table 1.
Table 4 demonstrates a number essay on the help of interesting results about custom law essay specific strategies students agreed to have used during the english essay help online process of writing their translated essay. However, writing directly in English may not offer them this opportunity to think about a better way for expressing their ideas in L2. In line with this result, Stapa and Abdulmajid (2009) argued in favor of the use essay on the help of the LI as they found that students who initially used their L1 to generate ideas demonstrated better performance when they composed their essay in L2. When comparing the strategies used by students for LI essay and L2 direct essay, it was found that there is no significant difference between the uses of this strategy in the two essays (see table 2). Generally, this result clearly highlights the difficulty students find in using the right connectors. In their translated essay it was realized that many students avoided using any kind of connectors. This might be attributed to the nature of the translation they conducted in writing the translated essay. As a result of translating the essay sentence by sentence, students might ignore the issue of connecting those sentences and organizing them according to English language writing conventions.
The less frequent change students conducted in the later study might be attributed to the essay on the help similarities between English and French organizational systems. Recommendations The present study highlighted a number of important results regarding the advantages and disadvantages of writing directly in L2 and translated writing from LI to L2. Those results helped in extracting the following instructional recommendations. Teachers should expose students directly to the norms of writing in L2 and provide them with enough and continuous opportunities to practice writing in different genres in L2.
At early stages, teachers should explicitly highlight the differences between the norms of writing in L1 and L2 as writing in Arabic is to some extent different from writing in English. Students should always be encouraged to reflect on their writing experience in L2 and they should always be encouraged to use their first language writing experience when writing in L2.
While analyzing the data, certain important issues, which were not accounted for in the research design, emerged surprisingly, such as the issues of translation and L1 writing proficiency. Moreover, research in the future may focus on comparing the writing strategies students claimed to have used in writing the different essays and the actual use of such strategies.
Performance, Feedback, and C6LT COLLtCTtD 6SJXYJ ON L(XPs. NINC XND T6XCHINC Revision: Metacognitive 2015 CELT Vol. They were then asked help with papers to write their own essays and evaluate them using the same assessment criteria. The efficacy of the project was evaluated based upon student feedback, both quantitative and qualitative, and an analysis of their marks. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions of learning, carefully scaffolded assignments help students develop their writing skills over time, and increasing thefequency of writing opportunities and feedback leads to higher learning outcomes. Findings suggest that a metacognitive approach to essay writing can provide significant opportunities for students to improve their essay-writing skills. The essay-writing project has implications for those who plan, support, and deliver first-year university courses, particularly those courses involving academic writing assignments. E ssay writing is a skill that the majority of university students are expected to cultivate at some point in their undergraduate careers, whatever the major. Although the type of essay varies between disciplines (e. VIII There have been significant contributions to research on essay writing in the last two decades (e.