Analysis of EFL Learners' Essays on the Impact of Internet on Children

This paper presents an analysis of academic writing skills in English among EFL learners, based on their essays on the "Effects of the Internet on Children." The study assesses the writing abilities of adult learners aged 20-25, enrolled in a university, by examining their essays for content, organization, vocabulary, grammar, punctuation, and spelling. The analysis includes both group discussions and individual essay evaluations, highlighting strengths and weaknesses in areas like thesis development, research, and linguistic features. The findings reveal that while students generally understand the essay topic and demonstrate good content, they need improvement in grammar and vocabulary. The paper concludes by emphasizing the importance of rubric-based assessment in improving EFL writing skills and critical thinking, suggesting that rubrics can be valuable tools for both teachers and students in the second language classroom. The study provides a clear picture of student writing abilities within an academic writing framework.

Running Head: ENGLISH 1
Language Testing and Assessment
Name of student
Name of University

ENGLISH 2
Introduction
The paper makes an analytic reading of academic writing skills in English among EFL
learners based on their essays. These adult learners are aged between 20 and 25 years old and
enrolled at the university and study different subjects. The topic of their essay is “Effects of the
Internet on Children.”
Argumentative summary on group discussions
The academic writing skills are an essential competency required at any university. Any
gap in the student competencies can impact the effectiveness of the learning activity and student
responses to learning. How the students develop their ideas and organize them on the paper with
the right wording in written form reflects their academic writing skills in English.
The students were given the topic and asked to brainstorm so as to find and develop new
ideas. At the end of the discussions, the teacher gave the students the topic of how the internet
was impacting the children. The students were given time and word limit and asked to submit
their essays online. The timed writing assignment would allow the teacher to see not only their
comprehension of the topic but also assess their academic writing skills.
The group discussed the differentiating features of the essays and took notes about the
idea and the academic level of each essay. The essays were read, and careful attention was paid
to the writing ability of the students, and their Every essay was discussed with a holistic
approach from the perspective of how the essays could be improved. The results of the group
discussions and essays show that the students have indeed understood the topic of the essay
given to them. Still, the group members made some notes based on what the writer had to say,
and if it has been organized in a coherent way. The essays were discussed from the perspectives
of the content, a coherent organization with a satisfactory transition, and effective use of

ENGLISH 3
vocabulary. The grammar, punctuation, and spelling of those texts were also kept in mind.
Argumentative summary on individual work
When comparing individual essays and the work, it is observed that the essays do cover
the topic, but do not make a clear thesis that is required for any academic writing. However, each
essay does have a clear conclusion and conveys to the reader what the essay is trying to
conclude.
Some of the essays show good research and adhere to the appropriate format of
academic writing. While some of the essays are organized in different paragraphs with a strong
opening sentence, others are based on comparison format to show the good and bad side of the
impact of the internet on the students.
There is a first-person perspective in some of the essays, which should be discouraged as
the academic essays could be written from the third-person perspective, which is a prerequisite
of an academic essay. There is the use of personal nouns, e.g., I, in some essays. One of the
essays draws upon a personal experience, which can be a good way of engaging readers, but any
personal experience is to be used only as an example and not elaborated upon.
The word choice and vocabulary could be better, and there are grammatical errors in
most essays. Still, the main focus is on the topic, and the students are able to convey what they
think about the impact of the internet on young, growing children. The essays were evaluated on
the basis of their content, organization, vocabulary, grammar, punctuation, and spelling.
Generally speaking, the content of each essay is good and revolves around the topic.
Students have done extensive research and have written down their ideas in a well-organized
format. I some essays provide evidence-based reasoning to express their point of view and

ENGLISH 4
enhance the understanding with clear ideas. For example, the first essay divides the essay in
distinct paragraphs and with clear ideas. Still, some of the essays are vague and do not make
strong openings or conclusion.
There are minor mistakes in punctuations and spellings, but overall, the students seem to
carry a good grasp on the use of punctuations in the English language and spellings. As for
vocabulary and grammar, some of the essays show a good choice of word and vocabulary.
However, all essays could improve in terms of grammar and raise their level of formal tone and
structure.
The overall tone of each of those essays carry a fairly appropriate narrative tone and
describe the topic with an authoritative point of view. The writers are able to put across their
points confidently and in a neutral tone. What differentiates them essay from each other is the
structural and linguistic features and the organization of the content. While some of the essays
carry well-developed linguistic and structural features that relate to the framework of academic
writing ability and convey the matter with evidence, there is a lack of organization and strong
evidence in others. Some papers carry errors in spelling, grammar, and punctuation. The purpose
of academic work is to develop not just writing skills but also critical thinking among the
students.
Content Organization Vocabulary Grammar Punctuation Spelling
Essay 1 Good Good Good Average Good Good
Essay 2 Good Good Good Average Good Good
Essay 3 Good Good Average Poor Good Poor
Essay 4 Good Good Average Average Good Good
Essay 5 Good Good Good Poor Average Average

ENGLISH 5
Conclusion
The present study assesses the language testing and academic writing skills among
college students and offers a clear picture of their writing abilities. A study and comparison of
the essay reveal the distinctive features of the essays within the academic writing ability
framework. The scoring and rating scales give the teacher an idea as to which aspect of the
academic writing skills they need to focus on, and from the above discussion, it evident that the
students need to work more on their grammar and vocabulary. The use of rubrics in the second
language classroom will prove to be useful for both teachers and students and can help them
improve and learn more.