Teachers' Curriculum Planning and Accommodations of Innovation: Three Case Studies of Adult ESL Instruction

How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.

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Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners

TESL Canada Journal ◽

10.18806/tesl.v11i2.633 ◽

1994 ◽

Vol 11 (2) ◽

pp. 46 ◽

Cited By ~ 48

Author(s):

Hiroko Saito

Keyword(s):

Second Language Writing ◽

Teacher Feedback ◽

Esl Writing ◽

Writing Classes ◽

Intensive Courses ◽

Adult Esl ◽

Language Writing ◽

Teacher Students ◽

Engineering Writing ◽

Esl Learners

The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to see how each teacher used feedback and thinking prompts in their classes and for responding to students' writings. The results show that students preferred teacher feedback (teacher correction, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used non-teacher feedback frequently in their classes. These students' strategies for handling feedback varied depending on the type of feedback each teacher gave on the student's paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 comparison prompt least useful. The results suggest that the extent to which the thinking prompts are integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts.

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Perception on second language writing: Comparing two ESL learners

English Language Teaching ◽

10.17936/pkelt.2014.26.2.002 ◽

2014 ◽

Vol 26 (2) ◽

pp. 23-42 ◽

Cited By ~ 1

Author(s):

조영교

Keyword(s):

Second Language ◽

Second Language Writing ◽

Language Writing ◽

Esl Learners

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Anxiety and Writing Ability of Filipino ESL Learners

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2020.3.7.14 ◽

2020 ◽

Vol 3 (7) ◽

pp. 126-132

Author(s):

Ryan P. Kabigting ◽

Allan S. Gumangan ◽

Dhonna P. Vital ◽

Ella Shiela V. Villanueva ◽

Evelyn S. Mosuela ◽

...

Keyword(s):

Second Language ◽

Second Language Writing ◽

English As Second Language ◽

Writing Anxiety ◽

Writing Ability ◽

Language Writing ◽

And Performance ◽

Written Test ◽

Relationship Of ◽

Esl Learners

The study aimed at describing how L2 anxiety of writing affected the Filipino English as Second Language (ESL) learners’ ability in writing. It also showed the anxiety rates, foremost type; then, the learners’ writing ability. Thirty-three grade 10 ESL learners participated in. The utilization of Second Language Writing Anxiety Inventory (SLWAI) which was proposed by Cheng, and a written test as one of the requirements of their subject was done for data collection. 82% of learners marked high anxiety in writing, 18% was moderate anxiety, and none was recorded low anxiety. The leading type of anxiety in writing was cognitive; then the somatic; lastly, the avoidance behavior. In the writing ability, learners were satisfactorily rated and male and female writing ability did not significantly differ. A negatively low correlated, inverse relationship of SLWAI and performance was found between anxiety in writing and Filipino ESL learners’ ability in writing using a second or foreign language. This implies that the greater the learners were anxious in writing, the lesser the achievement that a learner may have.

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Transfer of Mother Tongue Rhetoric among Undergraduate Students in Second Language Writing

International Education Studies ◽

10.5539/ies.v10n11p23 ◽

2017 ◽

Vol 10 (11) ◽

pp. 23

Author(s):

Narges Saffari ◽

Shahrina Md Noordin ◽

Subarna Sivapalan ◽

Nahid Zahedpisheh

Keyword(s):

Undergraduate Students ◽

English Language ◽

Second Language Writing ◽

Mother Tongue ◽

Private Higher Education ◽

English Writing ◽

Language Writing ◽

Iranian Students ◽

L1 And L2 ◽

Esl Learners

Mother tongue rhetoric transfer is unavoidable in ESL writings, especially for Iranian ESL learners, since Persian and English language is quite different. The paper discusses the negative transfer of mother tongue rhetoric in Iranian undergraduate ESL learners’ writings from the perspectives of choosing rhetorical structure in English and Persian writing. In this regard, 50 intermediate undergraduate Iranian students who are a bachelor in engineering fields at two private higher education institutions located in Malaysia, are selected as participants to give their opinion about which style they prefer to use for both English and Persian writing. Statistical analysis of the participants' performance indicates that Iranian undergraduate students use the same rhetorical pattern for their both Persian and English writing and there is no consideration regarding the knowledge of L1 and L2 differences. The results also state that above 70% of the participants prefer to give a general comment about the topic and encourage readers at the end of the writing in their English and Persian essays.

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Towards a More Effective Second Language Writing Pedagogy: Using Task-based Reading to Develop Writing Skills of ESL Learners

University of Chitral Journal of Linguistics and Literature ◽

10.33195/jll.v5ii.256 ◽

2021 ◽

Vol 5 (I) ◽

pp. 330-350

Keyword(s):

Second Language ◽

Second Language Writing ◽

Writing Skills ◽

Rank Test ◽

Sentence Structure ◽

Writing Proficiency ◽

Esl Writing ◽

Language Writing ◽

Esl Learners ◽

Reading Activities

The connection between reading and writing has been acknowledged since long and explored through comprehension-based learning activities but not investigated substantially through empirical research into task-based reading activities. This study was carried out to explore the link between task-based reading activities and improvement in ESL writing. The study was prompted by the need to inculcate the maximum level of writing proficiency in a limited time available for instruction in a 4 month semester. We experimented with introducing task-based critical reading to explore its impact on the ESL writing proficiency of Pakistani ESL learners at the undergraduate level with Computer Science as their major. Analyzing students’ pre-test and post-test scores using Wilcoxon signed-rank test and t-test revealed a significant improvement in the overall writing proficiency, content, organization, sentence structure (SS), grammar, punctuation, and spelling (GPS) of students. The findings have important pedagogical implications for improving the learners’ writing proficiency by integrating task-based reading activities in ESL teaching. The article also suggests some of the tasks that teachers can associate with reading in classrooms. It recommends making authentic reading material part of the ESL syllabus everywhere in the world in order to equip learners with better writing skills essential for success in all subjects, higher studies, and research. Keywords: Task-based language learning; proficiency; motivation; schemata; fluency; process-oriented approach; second language writing development

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