scholarly journals Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110622
Author(s):  
Yvette Denise Murdoch ◽  
Hyejung Lim ◽  
Jiyoung Cho
Keyword(s):  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Writing Center ◽  
Writing Centers ◽  
Writing Skills ◽  
L2 Writing ◽  
Impact Factors ◽  
Main Concern ◽  
Writing Ability ◽  
English Writing

This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influenced self-perceived L2 writing ability for WL1, and holistic self-beliefs on English writing (HSE) and cognitive ability (negative) for WOL1. Acquired L1 writing skills did not tangibly influence L2 performance. No large impact factors were found for WL1, but HSE and attitudes & reaction (negative) impacted WOL1 performance. Implications such as performance may not be a main concern among exophonic writers, and the need for English writing centers in non-L1 (English) countries are discussed.

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

The Effect of Cooperative Method and Self Efficacy toward Writing Narrative Ability

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Wici Yuli Seti Yabas ◽  
Endry Boeriswati ◽  
Fahrurozi .
Keyword(s):  
Experimental Study ◽  
Study Design ◽  
Interaction Effect ◽  
Self Efficacy ◽  
Writing Skills ◽  
Narrative Writing ◽  
Match Method ◽  
Writing Ability ◽  
Narrative Ability ◽  
Experimental Study Design

This study aims to know the effect of cooperative method and self-efficacy toward writing narrative ability. The method used was experimental study design using treatment by level 2x2 with analysis testing ANAVA. The results showed that:(1) the ability to write a narrative that students learn the concept sentence method is higher than narrative writing skills of students who are learning to use a make a match method, (2) there is an interaction effect between cooperative method and self-efficacy toward writing narrative ability, (3) the ability to write a narrative that students learn the of concept sentence is higher than the group of students who learn the make a match for students who have high selfefficacy, (4) the ability to write a narrative that students learn the make a match is higher than the group of students who learn the concept sentence for students who have low self-efficacy. Based on the results of this study it was concluded that the cooperative method and self-efficacy influence the students’ writing ability. Recommendation for teachers is to apply the concept sentence as a way to improve students’ writing narrative abilities.

scholarly journals Chinese Students’ Ambivalent Perceptions of Grammar Correction in L2 Writing

2015 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Xu Shao ◽  
Jingyu Zhang
Keyword(s):  
Chinese Students ◽  
L2 Writing ◽  
Grammar Instruction ◽  
Writing Classes ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Grammar Correction ◽  
English Major ◽  
The One

<p><em>The efficacy of Grammar Correction (GC) in second language (L2) writing classes has been the subject of much controversy and the field seems to take Ferris’ (1999) generalization that students believe in GC and want to receive it for granted. To test Ferris’ generalization, this study examines Chinese students’ perceptions of GC in their English writing. The results of a questionnaire administered to six groups of three proficiency levels of university students majoring in or not in English show ambivalent perceptions towards GC. On the one hand, all learners believe GC has obvious effects and can improve their accuracy in L2 writing. On the other hand, they all agree that GC is not enough for improving learners’ writing ability and that the time spent on GC should be allocated on training other writing abilities. All groups of participants gave a negative to uncertain answer to GC, though different perception patterns figure in whether or not majoring in English: English-major groups’ mean expectation scores of GC increase while those of non-English-major groups decrease in keeping with their English levels. These results provide strong evidence for Truscott’s (1996) view that GC should be abandoned. We believe that the different perceptions of GC shown by English and non-English major students stem from the fact that the former receives a more systematic grammar instruction than the latter. The ambivalent perceptions of GC originate in the fact that grammar accuracy occupies an important proportion in various writing evaluation systems.</em></p>

scholarly journals Challenges and possibilities in tutorials in a writing center in Japan

2013 ◽  
Vol 37 (6) ◽  
pp. 17
Author(s):  
Maiko Nakatake
Keyword(s):  
Foreign Language ◽  
Writing Center ◽  
English Proficiency ◽  
Writing Centers ◽  
Support Service ◽  
First Year ◽  
English Writing ◽  
Grammar Correction ◽  
Writing Course ◽  
The University

In recent years, interest in English writing centers as a support service for students’ writing beyond the regular curriculum has been growing in Japanese universities. Our writing center at the University of Tokyo was established under a first-year scientific English writing course in 2008. Our writing center offers tutorial sessions for students’ L2 (English) writing in L1 (Japanese) on a one-to-one basis. This article provides a brief introduction to our writing center and describes the challenges that tutors face, which are unique to writing centers in contexts where English is a foreign language. In this article, I would like to focus on three major points: the issue of grammar correction, tutors’ English proficiency, and tutees’ unfamiliarity with the writing center and tutoring style. This article also discusses the roles and possibilities of writing centers in Japan for both tutors and students. 近年、日本の大学において、正規課程外で学生の英語ライティングを支援する機関として、ライティング・センターへの関心が高まっている。東京大学のライティング・センターは、2008年に、理科系1年生のための英語アカデミック・ライティング・プログラムのもとに設立され、学生の科学英語論文に対するチュートリアルを１対１の形式で、日本語で提供している。本論では、本ライティング・センターの取り組みを紹介し、さらに現在直面している3つの問題点（文法の修正に関する問題、チューターの英語力に関する問題、学生のライティング・センター及びチュートリアルに対する認知度の低さの問題）に焦点をあてる。また、EFL環境下にある日本のライティング・センターが学生とチューターの両方に与える影響を明らかにし、日本の英語ライティング・センターが果たす今後の役割と可能性について検討する。

scholarly journals The Development of Problem-Based Stad Model to Improve the Writing Ability of Students in University

2020 ◽  
Vol 5 (4) ◽  
pp. 42-46
Author(s):  
Wida Rianti ◽  
Mudjiran Mudjiran ◽  
Mukhaiyar Mukhaiyar
Keyword(s):  
Writing Skills ◽  
Learning Motivation ◽  
Sentence Structure ◽  
Development Research ◽  
Writing Ability ◽  
English Writing ◽  
Qualitative And Quantitative ◽  
Correct Spelling ◽  
Is Development ◽  
English Students

This study is aimed to improve students' English writing skills in college. Since students' mastery of English vocabulary is still low, they are confused about the use of grammar, sentence structure, punctuation, good and correct spelling in English writing, making them unable to write well words/sentences/texts in English. Students also still have difficulty in terms of orderly expression of ideas and supporting sentences in paragraphs, and they have not been trained to develop ideas in writing properly and correctly. The type of research is development research or Research and Development (R&D) with qualitative and quantitative approaches. The STADBM type learning model in this study has produced a valid, practical and effective model because it has an impact on improving students' writing skills and learning motivation.

scholarly journals Agency in the Writing Center: Examining the Importance of Student Autonomy in Higher Education

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ryan Rodriguez
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Academic Motivation ◽  
Writing Center ◽  
Writing Centers ◽  
Writing Skills ◽  
College Level ◽  
Student Autonomy ◽  
Rutgers University ◽  
Embedded Model

In college-level English courses, students often struggle to achieve satisfactory results in their writing. To remedy this, they seek help at campus writing centers, where a tutor helps them improve their writing skills and their academic performance. Yet, students experience tension between the classroom and the writing center that universities should seek to minimize. In my research, I discovered how different learning methods may either foster or suppress student autonomy. Further, I found that current methods—such as the course-embedded model for mitigating the tension between the writing center and the classroom—fail to empower the student. Using Rutgers University and its style of minimalist tutoring as a benchmark, I discuss the topics of autonomy and agency, student-led negotiation with authority, lack of academic motivation, and how we can bridge the pedagogical gap between the writing center and the classroom.

Assessing English Composition Skills in Spanish-Speaking Populations

1985 ◽  
Vol 45 (2) ◽  
pp. 309-318 ◽  
Author(s):  
Hunter M. Breland ◽  
Richard P. Duran
Keyword(s):  
Puerto Rican ◽  
Mexican American ◽  
Writing Skills ◽  
Multiple Choice ◽  
English Composition ◽  
Indirect Measure ◽  
Essay Writing ◽  
Writing Ability ◽  
English Writing ◽  
Linguistic Basis

The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT were compared with each other and with performance on the same measures by December 1979 ECT test takers as a whole. The results of the various analyses indicated that the ECT essay writing ability of Hispanics tended to be overestimated by the indirect, multiple-choice ECT assessment of writing skills. However, evidence emerged that some Hispanics who score high on the ECT essay writing task and who judge that Spanish is their best language may have their ECT essay writing skills underestimated by the ECT indirect measure of writing skills. Further research is needed, clarifying the generality of these findings, their linguistic basis, and their implications for college placement.

scholarly journals The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

2019 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Ida Yulianawati
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Senior High School ◽  
Second Grade ◽  
Writing Ability ◽  
English Writing ◽  
Mastery Experience

This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.

scholarly journals Discovering Methods of Bettering our Writing Center: A Report on Visits to US University Writing Centers

2016 ◽  
pp. 355-364
Author(s):  
Shawn Andersson ◽  
Maho Nakahashi
Keyword(s):  
Academic Success ◽  
Best Practices ◽  
Writing Center ◽  
Writing Centers ◽  
University Of California ◽  
Learning Center ◽  
English Writing ◽  
Day To Day Operations ◽  
The University ◽  
Us University

English writing centers in Japan are a somewhat new phenomenon. The purpose of this study was to gain a perspective of actual operations of writing centers abroad. We visited the English writing centers of three universities in California with well-established, large centers to get a perspective of the day-to-day operations and best practices on how to run a writing center. The universities that we visited include the Hume Center for Writing and Speaking at Stanford University; the University of California, Berkeley Student Learning Center; and the University of California, Davis Student Academic Success Center.

scholarly journals Challenges and Changes: The Development of an English Writing Center in Taiwan (Note 1)

2018 ◽  
Vol 6 (4) ◽  
pp. 265
Author(s):  
Dayna Epley ◽  
Rebecca Day Babcock ◽  
Matt Linnenkugel
Keyword(s):  
Writing Center ◽  
Writing Centers ◽  
Public University ◽  
Cultural Knowledge ◽  
Current Concept ◽  
Short Term ◽  
English Writing ◽  
Technical University ◽  
A Current

<p><em>This paper explains the process of a group from a regional public university in Texas, USA attempting a short-term project to start a writing center at a private technical university in Taiwan. The group encountered several challenges and this paper attempts to reflect on and analyze what happened and to assist others who may have similar plans. Writing centers are growing in Asia but may need a different approach than just transplanting a US approach uncritically. Also cultural knowledge is key in endeavoring to re-establish a current concept in a new context.</em></p>

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