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

1994 ◽  
Vol 11 (2) ◽  
pp. 46 ◽  
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.

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

1993 ◽  
Vol 11 (1) ◽  
pp. 30 ◽  
Author(s):  
Alister Cumming
Keyword(s):  
Teaching Practices ◽  
Second Language Writing ◽  
Pedagogical Knowledge ◽  
Curriculum Planning ◽  
Instructional Planning ◽  
Adult Esl ◽  
Language Writing ◽  
Esl Instruction ◽  
Esl Learners ◽  
Esl Curriculum

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.

scholarly journals Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program

1993 ◽  
Vol 11 (1) ◽  
pp. 09 ◽  
Author(s):  
T. Sima Paribakht ◽  
Marjorie Bingham Wesche
Keyword(s):  
Second Language ◽  
Teaching Practices ◽  
Second Language Writing ◽  
Curriculum Planning ◽  
Instructional Planning ◽  
Second Language Development ◽  
Adult Esl ◽  
Language Writing ◽  
Esl Learners ◽  
Esl Curriculum

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.

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

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

scholarly journals Combined Assessment Model for EAP Writing Workshop: Portfolio Decision-Making, Criterion-Referenced Grading, and Contract Negotiation

1996 ◽  
Vol 14 (1) ◽  
pp. 21 ◽  
Author(s):  
Kim Hughes Wilhelm
Keyword(s):  
Decision Making ◽  
Peer Assessment ◽  
English For Academic Purposes ◽  
Assessment Model ◽  
Esl Writing ◽  
Contract Negotiation ◽  
Adult Esl ◽  
Portfolio Decision ◽  
Criterion Referenced ◽  
Esl Learners

An assessment model that combines portfolio decision-making with criterion-referenced grading is described as applied in an EAP (English for Academic Purposes) pre-university ESL writing program. In this model, portfolio decision-making is combined with criterion-referenced assessment. The portfolio concept is valuable in that learners are encouraged to "own" and to make decisions about their work. At the same time, criterion-referenced assessment allows teachers to set meaningful, consistent standards while encouraging learner self- and peer assessment. Learner involvement may be further encouraged through the use of contract grading and collaborative revision of grading criteria. For academically oriented adult ESL learners, in particular, this assessment scheme encourages learner control while keeping performance-based standards at desirable levels.

scholarly journals TEACHER’S COGNITIVE AND AFFECTIVE VERSUS TEACHERS’ WRITING ASSESSMENT

2019 ◽  
Vol 8 (1) ◽  
pp. 102
Author(s):  
Endang Mastuti Rahayu ◽  
Endah Yulia Rahayu
Keyword(s):  
Writing Assessment ◽  
Second Language Writing ◽  
Esl Writing ◽  
Writing Teachers ◽  
Affective Factors ◽  
Short Period ◽  
Language Writing ◽  
Assessment Time ◽  
Good Writing ◽  
Real Practice

Many English teachers are not confident when they are required to examine their students essay although they have sufficient education and experience in assessing their students’ written works. Therefore, they need to be trained over a short period to rate their students’ writing.  They are also required to improve their knowledge or cognitive in order to literate ESL writing assessment to focus their students on learning to write and to edit their writing. Their affective or attitude to the feedback of writing assessment for writing instruction, the importance of writing assessment, the competence to administer the assessment, time-consuming writing assessment, the confidence of good writing instructor affect their quality in writing assessment. Therefore, in real practice of assessing writing, experienced teachers mostly plan and do their assessment based on what they believe about the assessment. Thus, successful assessing students’ writing does not only constitute the major portion of second language writing teachers’ workloads but also quantifies teachers affective factors. In addition, in administering assessments, teachers as raters need to care their students' and their own affectiveness, so students will value what they learn and teachers will pay attention more to their students’ learning. 

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

scholarly journals Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task

2019 ◽  
Vol 8 (5) ◽  
pp. 221
Author(s):  
Narges Saffari
Keyword(s):  
Undergraduate Students ◽  
Second Language Writing ◽  
Level Structure ◽  
Metacognitive Knowledge ◽  
Human Beings ◽  
Esl Writing ◽  
Response Data ◽  
Knowledge And Beliefs ◽  
Writing Students ◽  
Language Writing

Metacognitive knowledge is a comparatively constant information show how human beings learn and process information in general and individual. It is also considered as a significant element in learners’ achievement inside and outside the classroom. The purpose of this paper is to understand the knowledge and beliefs L2 learners bring to writing tasks, and how the metacognitive knowledge they possess influences their approach to L2 writing. 50 undergraduate students were asked to fill the questionnaire and express their opinion on this matter. Findings of response data from questionnaires indicate that ESL writing is positively related to attention on the macro-level structure and negatively related to micro-level concerns.

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