The impact of e-feedback on the revisions of L2 writers in an academic writing course

2004 ◽  
Vol 21 (2) ◽  
pp. 217-235 ◽  
Author(s):  
Frank Tuzi
Keyword(s):  
Academic Writing ◽  
Writing Course ◽  
The Impact

scholarly journals The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance

2020 ◽  
Vol 13 (5) ◽  
pp. 80
Author(s):  
Wisam Chaleila ◽  
Basem Khalaila
Keyword(s):  
Academic Writing ◽  
Design Research ◽  
Recent Literature ◽  
Explicit Instruction ◽  
Writing Performance ◽  
Writing Course ◽  
Efl Students ◽  
The Impact ◽  
Instruction Approach

While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.

scholarly journals An Investigation of Transfer of Learning in an English-for-Specific-Academic Writing Course: Teaching for Transfer

2021 ◽  
Vol 4 (2) ◽  
pp. 172-184
Author(s):  
Kalthoum Kassab
Keyword(s):  
Academic Writing ◽  
Repeated Measures ◽  
Transfer Of Learning ◽  
Course Design ◽  
Learning Transfer ◽  
Far Transfer ◽  
Near Transfer ◽  
Writing Course ◽  
The Impact ◽  
Transfer Principles

Despite its importance, transfer of learning is still an under-explored area of research in EAP contexts. The few EAP studies that investigated this phenomenon were mostly conducted in EGAP contexts. Studies conducted in ESAP contexts and informed by learning transfer theories are still rare. The present study aimed to investigate the impact of a teaching-for-transfer ESAP writing course on students’ ability to transfer their new learning to their subject-specific courses in a Tunisian university. The ESAP course design drew on SFL genre theories and teaching-for-transfer principles. Perkins and Salomon’s (1988) hugging and bridging strategies were blended into instruction in order to maximize the chances for learning transfer to occur. In addition, elements of Barnett and Ceci’s (2002) transfer taxonomy were used to distinguish between near transfer and far transfer. A longitudinal quantitative research design, using repeated measures, was followed. Students’ authentic written exams from the ESAP writing course and from three content subjects were analyzed in order to investigate the impact of instruction on learning transfer overtime. Results showed that near transfer occurred quite frequently while far transfer occurred in a constricted manner. The findings suggest that an ESAP writing course that blends teaching-for-transfer principles increases the chances for learning transfer to occur. However, the success of such courses depends on the close collaboration between the writing teachers and the disciplinary lecturers.

scholarly journals Teaching Hong Kong English before Teaching Academic English: The Gateway to Effective Learning of College Writing

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Bernie Chun Nam MAK
Keyword(s):  
Hong Kong ◽  
Academic Writing ◽  
English For Academic Purposes ◽  
Professional Communication ◽  
Linguistic Knowledge ◽  
Standard English ◽  
Writing Course ◽  
Relevant Topic ◽  
The Impact ◽  
Hong Kong English

Owing to the negative view of Hong Kong English (HKE) in popular discourse, few English lecturers in Hong Kong universities directly acknowledge or discuss the variety in a non-linguistic course. This paper illustrates an action research study of how HKE may play a role in an academic writing course of a sub-degree program in Hong Kong. Focusing on 8 representatives from an academic writing course with 100 students, it employed the qualitative experiment method to examine whether students who had possessed basic linguistic knowledge of HKE from an additional tutorial would perceive HKE and academic writing differently from those who had not. Student representatives from each group were invited to a focus group to explore ideas about the two subjects discussed in class. Their conversations suggested that prior knowledge of the syntactic features of HKE might raise students’ awareness of the grammatical differences between the variety and the standard. The analysis also suggested that introducing the linguistic view of HKE to students might render them optimistic about their variety, helping them identify the situations where the variety would be tolerant of and settings where Standard English would be expected. The study suggested that such an intervention might facilitate students’ learning of Standard English for academic purposes and practices of English in actual professional communication. Upon the improvement or advancement, they will position themselves more powerfully in the dichotomy between the standard and non-standard. More formal research on a similar or relevant topic is required to validate the impact of understanding HKE on learning academic writing.

scholarly journals Making the transition to master’s dissertation writing: evaluating the impact of a dissertation writing course on PGT students’ confidence

2020 ◽  
Author(s):  
Melanie Diane Crisfield
Keyword(s):  
Academic Writing ◽  
Positive Impact ◽  
Master's Students ◽  
Writing Courses ◽  
The Past ◽  
Dissertation Writing ◽  
Writing Course ◽  
Postgraduate Research ◽  
Thesis Writing ◽  
The Impact

 The transition from undergraduate to postgraduate taught (PGT) studies has received increasing focus over the past decade as universities and educators have recognised that master’s students do not necessarily begin their studies equipped with the academic skills necessary to succeed (O’Donnell et al., 2009; Bunney, 2017; McPherson et al., 2017). Research on postgraduate research (PGR) students demonstrates that thesis writing courses improve students’ confidence in their abilities (Larcombe et al., 2007; Fergie et al., 2011), but to date, the transition from writing for module assessments to master’s dissertation writing remains largely unstudied. This paper evaluates the effectiveness of a short master’s dissertation writing course − delivered at a British university in the 2017-18 and 2018-19 academic years − on improving students’ confidence in their writing abilities, as reported in pre-course and post-course writing self-evaluations. In both years that the course was offered, there was a significant increase in reported confidence between the first session and the final session, and thematic analysis of open-ended questions demonstrated that students enrolled on the course to improve their knowledge of and confidence in academic writing and left the course having met these goals. This paper confirms that dissertation writing support designed for PGT students can have a positive impact on students’ confidence in their writing abilities, and thus help support them in making the transition to dissertation writing.

The Impact of Online and Face-to-Face Peer Feedback on Pre-Service Teachers in EFL Academic Writing

2021 ◽  
pp. 124-163
Author(s):  
Işıl Günseli Kaçar
Keyword(s):  
Prospective Teachers ◽  
Academic Writing ◽  
Peer Feedback ◽  
Face To Face ◽  
Peer Revision ◽  
Writing Course ◽  
And Performance ◽  
Teachers Attitudes ◽  
Writing Tests ◽  
The Impact

This mixed-method 14-week case study investigated the impact of peer feedback on Turkish English as a foreign language (EFL) prospective teachers' attitudes to and performance in a blended academic writing course in the tertiary setting. The peer feedback provision process involved online and face-to-face written peer feedback on weblogs, enhanced with a six-hour training phase for peer feedback. Weekly student journals, group feedback conferences, the end-of-the-semester survey, and the pre- and post-writing tests were used in the data collection. The qualitative data were analyzed through content analysis and the quantitative data via descriptive statistics and an independent paired sample t-test. The study indicated that the use of face-to-face and online peer feedback together was perceived as beneficial and effective by EFL pre-service teachers and that it led to a relatively successful performance in academic writing. It is suggested that participants unfamiliar with peer revision be provided with training and continuous scaffolding/guidance to ensure the effectiveness of the process.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

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