Methodologies for Effective Writing Instruction in EFL and ESL Classrooms

Educators continue to strive for advanced teaching methods to bridge the gap between native and non-native English speaking students. Lessons on written forms of communication continue to be a challenge recognized by educators who wish to improve student comprehension and overall ability to write clearly and expressively. "Methodologies for Effective Writing Instruction in EFL and ESL Classrooms" brings together research and practices for successful written communication teaching among students of diverse linguistic backgrounds. With technological advancements and resources, educators are able to implement new tools into their lesson plans for the benefit of their students. This publication is an essential reference source for professionals, educators, and researchers interested in techniques and practices for written communication in English language teaching geared towards non-native English speaking students. Following a preface and introduction, this book is organized into the following sections and chapters: Section 1: Teaching EFL/ESL Writing: Cultural Influences: (1) Explicit Instruction in Western Cultures in the English-Language Writing Classrooms of the Arab Gulf: Pedagogical Perspectives (C.J. Denman); (2) Contextual Influences on Teachers' Writing Instruction: Insights from the Diaries of Three ESL/ EFL Professionals ( Patrick Ng Chin Leong, Tsui-Chun (Judy) Hu, and Esther Boucher-Yip); (3) Second Language Acquisition and the Impact of First Language Writing Orientation (Samia Naqvi, Jesudasan F. Thomas, Kakul Agha, and Rahma Al-Mahrooqi); and (4) Contradictory Genres: The Five-Paragraph Essay vs. the Lab Report (Neil Mcbeath). Section 2: ESL/EFL Writing Approaches: (5) A Reflective Overview of a Process Approach to Writing in Generation 1.5 ESL Classrooms: Instructors' and Students' Perspectives (Semire Dikli, Justin Jernigan, and Susan Bleyle); (6) Process vs. Product: Arabic and English Writing Classrooms in Oman (Rahma Al-Mahrooqi and C. J. Denman); (7) How Blending Process and Product Approaches to Teaching Writing Helps EFL Learners: A Case Study (Khadernawaz Khan and Umamaheswara Rao Bontha); and (8) Teaching and Learning to Write: Using a Task-Based Approach in an EFL Class (Abraham Panavelil Abraham). Section 3: Pathways towards Success in ESL/EFL Writing: (9) Teaching Critical Thinking and Academic Writing Skills to Japanese University EFL Learners: A Pedagogical Perspective (Neil Heffernan); (10) Pathways towards Success for Novice Academic Writers in a CLIL Setting: A Study in an Asian EFL Context (John Adamson and David Coulson); (11) Investigating Scaffolding Writing Instruction: A Tool for Struggling EFL Writers (Aminah A. Sutphen); (12) To Whom Do We Write? Audience in EFL Composition Classes (Shaker Ali Al-Mohammadi and Emira Derbel); (13) Don't Get It Right, Just Get It Written: Making Feedback Work (Omar Al Noursi); (14) A Case for Peer Review Inclusion in Writing Assessment (Melissa R. Bodola and Stephanie D. Siam); and (15) The Role of Online Tools in Promoting EFL Writing: A Pedagogical Perspective (Shaimaa Abd El Fattah). Section 4: Error Correction, Assessment, and Evaluation: (16) Correct Writing and Spelling in the ESL Classroom (Seetha Jayaraman); (17) Omani Undergraduate Students' Writing Errors: Reflections (Muhammed Ali Chalikandy); (18) Awareness of Plagiarism: Omani English Foundation Students' and Teachers' Perspectives (Reham Sulaiman Alhinai and Rahma Ibrahim Al-Mahrooqi); (19) Writing Assessment: A Pedagogical Perspective on Variations and Dichotomies (Farah Bahrouni); and (20) An Evaluation of Sohar University GFP Students' Performance in Writing: A Pedagogical Perspective (Soufiane Trabelsi). A section about the contributors and an index is also included.