Chapter 11. ESL students’ perceptions of creative and academic writing

2016 ◽  
pp. 213-226 ◽  
Author(s):  
David I. Hanauer ◽  
Fang-Yu Liao
Keyword(s):  
Academic Writing ◽  
Esl Students

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

The tangled web

2005 ◽  
Vol 15 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Wendy Sutherland-Smith
Keyword(s):  
Academic Writing ◽  
Legal Theory ◽  
The Internet ◽  
First Year ◽  
Esl Students ◽  
Structured Interviews ◽  
Esl Teachers ◽  
English As Second Language ◽  
Free Zone ◽  
Significant Difference

This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.

scholarly journals Supporting Today’s Students in the Library: Strategies for Retaining and Graduating International, Transfer, First-Generation, and Re-Entry Students. Ngoc-Yen Tran and Silke Higgins, eds. Chicago, IL: Association of College and Research Libraries, 2020. 275p. Paper.

2021 ◽  
Vol 82 (1) ◽  
pp. 135
Author(s):  
Ginger Williams
Keyword(s):  
Student Affairs ◽  
Academic Writing ◽  
First Generation ◽  
Writing Centers ◽  
Academic Library ◽  
Esl Students ◽  
Vincent Tinto ◽  
Research Libraries ◽  
Student Comprehension ◽  
Literature Reviews

This collection brings together research from the library and student affairs fields to present a thorough look at methods for increasing student success among populations with distinct needs and characteristics: international, transfer, first-generation, and re-entry students, with international and first-generation populations receiving the most attention. It is a welcome addition to the academic library literature. The theories of well-established student affairs scholars, such as George Kuh and Vincent Tinto, are highlighted in many chapters’ literature reviews and appear in the bibliographies of nearly all chapters. Familiarity with this literature is key in engaging outside units within the academy and building the kinds of partnerships suggested by many authors in this work. Common themes include robust partnerships with academic writing centers, collaborating with graduate programs to increase ESL students’ research and writing skills, and deliberately structuring assignments to aid student comprehension and skill development.

scholarly journals A Systematic Review of the Challenges and Solutions of ESL Students‟ Academic Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1169-1171
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Esl Students ◽  
Learning Collaborative ◽  
Cognitive Approach ◽  
Malaysian Students

Research studies on ESL writing are more interested in providing operational writing strategies for academic writing. However, there are not many studies on challenges faced by students and their solutions. The main aim of this paper is to provide a systematic literature review of academic writing studies which focused on investigating students’ academic writing challenges and their solutions. The papers used in this study were published from 2010 until 2019. A systematic search of literature proposed in this paper employs the exploratory approach for identifying and evaluating twenty-seven articles published in the authentic Journals. The themes of the review are divided into two categories, one which is related to ESL Malaysian students and another category is regarding non-Malaysians, this is due to the context of the study which will be conducted in Malaysia and therefore a review of studies done on Malaysian student academic writing is justified. The review shows there is a broader context of ESL students’ academic writing challenges and factors influencing students’ academic writing skills. In addition, as mentioned above, the review clearly shows the highlight of previous studies was on strategies which help improve students writing skills. As a conclusion, the review signifies that there are three major enormous challenges faced by ESL students in academic writing, such as teaching methods, students’ attitude towards English, and language ability. And the solutions to the challenges are to employ active learning English language teaching methods, for example, Task-Based learning (TBL), Blended learning, Collaborative learning and cognitive approach, in teaching writing.

scholarly journals Different Activities in the Same Task: An Activity theory Approach to ESL Students’ Writing Process

2005 ◽  
Vol 27 (2) ◽  
pp. 139 ◽  
Author(s):  
Sachiko Yasuda
Keyword(s):  
Activity Theory ◽  
Academic Writing ◽  
Writing Process ◽  
Theory Approach ◽  
Esl Students ◽  
Academic Context ◽  
Task Requirements ◽  
Historical Nature ◽  
Major Data ◽  
The Way

This study offers some insights into the writing process of ESL students in a natural academic context. The theoretical framework used in this investigation is activity theory, which emphasizes the sociocultural and historical nature of the learning environment in determining the way students interpret the task requirements and the way they behave. Two major data sources were utilized: all the drafts students had written until they completed the final version, and retrospective interviews on students’ perception of their revision behaviors. While the analyses of drafts produced at different stages focus on how students go about writing, their previous writing experiences compiled through interviews, help explain why students act the way they do. The results showed that different activities were underway even though all of the participants were engaged in the same task. They also illustrated that students’ beliefs about academic writing, which were shaped through their previous experiences, determined the nature of their activities during the writing process. 本研究は、日本人学習者による英語での文章作成過程を検証する。分析のための理論的枠組として「活動理論(Activity Theory)」を使用し、同じ作文課題(task)に取り組む学習者が作成過程において、どの程度異なる活動(activity)に従事しているかを明らかにする。文章作成過程を知るために学習者が作成した複数の原稿をすべて回収し、一度書いたものを学習者がどのように推敲したかを分析した。その直後にインタビューを行い、推敲の際に何を考えたか、文章のどのような要素を改善しようとしたかについて質問した。分析の結果、分かったことは以下の２つである。（１）学習者はそれぞれ異なる点に推敲の焦点を当てており、それに従って異なる推敲の方法を採用していた。（２）各学習者によって異なる文章作成過程がとられていたが、それには各学習者の過去の経験とそれに基づいた学習者の作文に対するビリーフ(belief)が大きく関与していた。つまり、学習者はそれぞれが過去の経験を通して築き上げてきたビリーフに基づいて、それぞれ異なる目標を設定し、それに向かって作文活動を展開したのである。この結果は、教室内で同じ課題に取り組む学習者は必ずしも同じ活動に従事しているとはいえないことを示唆している。

Reducing Second Language Writing Anxiety

2021 ◽  
pp. 28-47
Author(s):  
Bashak Tarkan-Blanco
Keyword(s):  
Second Language ◽  
Secondary Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Self Regulation ◽  
Esl Students ◽  
Writing Assignments ◽  
Writing Anxiety ◽  
Language Writing ◽  
Writing Assignment

Academic writing is a difficult task for many post-secondary students in the U.S. However, it is particularly challenging for ESL students due to linguistic and cognitive factors. This challenge may lead to second language writing anxiety (SLWA), as a result of which some students may perform poorly on writing assignments and eventually fail the course. Although previous research studies offer instructional strategies to address SLWA, they are insufficient in their theoretical basis and practical application. Thus, this paper fills that gap by situating those pedagogical recommendations within their theoretical foundations and includes a sample writing assignment with a student self-regulation checklist.

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