The investigation attempted to measure the effect of learning style preference across two different writing strategies in classes. 58 subjects recruited from L2 classes comprised 19 visual, 21 auditory, and 18 kinesthetic learners. A 3x2 analysis variance test was applied work with experimental data. output confirmed a statistically significant interaction occurred among types strategy (x1) (x2...

The objective of this research is to improve students’ achievement in writing descriptive through collaborative writing. This was conducted at SMP Negeri 28 Medan academic year 2018-2019 as the subject researcher. consisted 35 students eighth grade. with classroom action research. by dividing into two cycles 6 meeting for each. sources data were qualitative and quantitative. collected observati...

Argumentative writing is the central generic skill in higher education studies. However, students have difficulties basic argumentation skills. Novice do not necessarily receive adequate guidance, and their prior may supported requirements of writing. Position-taking at core argumentation, but are often hesitant to make point. Furthermore, they an incorrect one-sided perception about argument, ...

Debate pedagogy may hold great potential for improving second language (L2) writing skills. This study investigates this by examining the effects of a debate intervention on quality argumentative essays Dutch secondary school students. The consisted number speaking and activities, including case-writing note-taking. study, which employed pretest–posttest–delayed-posttest design with control gro...

Learning styles are considered among the significant factors that aid instructors in deciding how well their students learn a second or foreign language (Oxford, 2003). Although this issue has been accepted broadly in educational psychology,further research is required to examine the relationship between learning styles and language learning skills. Thus, the present study was carried out to in...

The aim of this paper is to diagnose the sufficiency first-year pedagogy students’ discoursive competence, considering lexical, reading comprehension and written competences. Whit objective, three instruments were designed adapted, one for each competence: lexical availability test, test rubric evaluate an argumentative writing task. Among main findings, it stands out that highest performance c...