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 TOP-DOWN OR BOTTOM-UP? EMPLOYING A MIDDLE-GROUND APPROACH IN DESIGNING A UK ACADEMIC WRITING COURSE FOR ADVANCED CHINESE GRADUATES

2020 ◽  
pp. 095
Author(s):  
Ivo Ganchev
Keyword(s):  
Design Process ◽  
Academic Writing ◽  
Course Design ◽  
Middle Ground ◽  
Top Down ◽  
Bottom Up ◽  
Postgraduate Study ◽  
Writing Course ◽  
Second Tier ◽  
The Uk

This article documents the academic writing course design process for advanced Chinese learners aiming to pursue postgraduate degrees in business-related fields at their respective target universities in the UK. Four holders of BA degrees in the social sciences from second tier universities in Beijing were tested, surveyed and observed in detail to design a non-terminal twenty-hour pre-sessional writing course (ten two-hour sessions) to assist in their preparation for postgraduate study. All students held offers from Russell Group universities in the UK and had covered the IELTS requirement (6.5-7.0) for admission there prior to signing up for the EAP course discussed in this paper. The aim of the course is to enhance the students’ academic skills and improve their performance in the following year when they attend UK universities. The course design process is informed by two sets of principles, incorporating both a top-down and a bottom-up perspective. The former is framed within an understanding of EAP as academic, rather than language training. The latter is based on needs analysis of student-specific weaknesses explored through the use of a questionnaire, a diagnostic writing test and in-class observations. Both perspectives feed into the course goals and objectives which serve as a basis for the course rationale. Aiming to bridge the gap between Chinese undergraduate and UK postgraduate study, the course combines textbooks with authentic materials and formative with summative assessment. Reflections on major constraints and limitations are provided throughout the process. This documented case of academic writing course design aims to reveal challenges faced by EAP practitioners working with UK and Chinese institutions, and to present a middle ground approach to resolving tensions between top-down and bottom-up pressures in the context of course design for advanced Chinese graduates.

Learning Transfer of Computer Skills: Examining the Impact of Multilevel Computer Self-Efficacy Beliefs

2005 ◽  
Vol 04 (02) ◽  
pp. 125-132
Author(s):  
Bassam Hasan
Keyword(s):  
Transfer Learning ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Computer Training ◽  
Far Transfer ◽  
Near Transfer ◽  
Computing Skills ◽  
The Impact ◽  
Training Practice ◽  
Computer Self Efficacy

The information systems literature has demonstrated a positive relationship between an individual's computer self-efficacy (CSE) and his/her ability to learn new computing skills. However, most past studies have overlooked the multilevel nature of the CSE construct and have not differentiated between near-transfer and far-transfer learning of computing skills. Accordingly, this study focuses on these two issues by investigating the impact of two levels of CSE (general and software specific) on two types of learning (near- and far-transfer) in computer training. The results of an experiment conducted to empirically test the relationships hypothesised among the study variables showed that software-specific CSE had significant effects on near-transfer and far-transfer learning and software-specific self-efficacy. In contrast, general CSE was found to have a significant effect on far-transfer learning only. The results provide valuable implications of computer training practice and research.

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 Effects of a self-regulating writing course on academic text production in a PhD and Master sample

2021 ◽  
Vol 16 (1) ◽  
pp. 1-34
Author(s):  
Lida Johana Rincón ◽  
Christian Hederich-Martínez
Keyword(s):  
Experimental Design ◽  
Doctoral Students ◽  
Academic Writing ◽  
Course Design ◽  
Self Regulation ◽  
Virtual Learning Environment ◽  
The Self ◽  
Metacognitive Awareness ◽  
Self Evaluation ◽  
Writing Course

Objective: This article presents the results of a study with an experimental design; whose objective was to examine the effects of a virtual learning environment focused on the self-regulation of writing on the development of self-regulation and academic writing skills. Background: The course design presented here is based on the idea that writing should be taught as a process, not as a product, which requires training students in the use of cognitive and metacognitive strategies. For this reason, the course set out to increase two skills: 1) the ability to self-regulate academic text writing process and 2) metacognitive awareness. Methodology: In an experimental design, 46 master and doctoral students participated in the 12 – week course, designed to be implemented in an online modality, through the Moodle learning management system. Given the self-regulating nature of this intervention proposal, didactic tools were created enabling the subject to identify and learn about their own processes and the resources they usually employ to develop writing tasks. To that end, the course has two specific strategies: a self-regulating writing scaffolding (SWS) and different tools to increase metacognitive awareness (IMA). The effects of these strategies were observed separately and combined. Results: A first aspect to consider with respect to the effects of the SWS on factors associated with self-regulation is the increase in motivation at the end of the intervention, this, by incorporating strategies such as the explicit formulation of goals, self-evaluation and the explanation of the usefulness and functionality of the task. Regarding achievements reached in improving writing, the SWS also proves to be the most effective for this purpose. Modelling specific behaviours such as choosing specific objectives for the writing task, the formulation of a defined and explicit plan, monitoring behaviours, self-evaluation and self-reinforcement are determinants to reach higher levels of writing.

scholarly journals Plasticity of inhibition in old age: durability, practice and transfer effects

2021 ◽  
Author(s):  
Andrea J. Wilkinson
Keyword(s):  
Older Adults ◽  
Cognitive Aging ◽  
Transfer Effects ◽  
Far Transfer ◽  
Single Task ◽  
Near Transfer ◽  
Age Related ◽  
The Impact ◽  
Inhibition Training

Empirical research indicates age-related declines in three sub-functions of inhibition: access (keeping irrelevant information outside one's focus of attention), deletion (ridding working memory of no longer relevant information), and restraint (withholding automatic responses that are not appropriate for the task at hand). Although single-task inhibition training has been previously explored using a six-session Stroop task program, no research has been done to examine long-term durability of the practice gains or the impact of a multi-task approach to inhibition training in older adults. This dissertation fills these gaps in the literature with three studies. The first study evaluates the maintenance of Stroop training one and three years following initial training and finds evidence in support of long-term durability of single-task inhibition training in older adults. The remaining two studies explored the benefits of training all three sub-functions of inhibition in older adults. First, study 2 seeks to confirm the presence of age differences in all three sub-functions of inhibition - supporting a rationale for training these abilities in older adults. Last, study 3 examines the plasticity of all three sub-functions of inhibition in older adults across six retest practice sessions, and three levels of associated transfer: near-near (transfer to the tasks used at training, but with varying items), near (transfer to tasks that were not trained, but tap the same abilities as the training tasks), and far (transfer to tasks that were trained and tap abilities different from those trained). The findings indicate the older adults show retest practice gains in all three sub-functions of inhibition. Furthermore, strong evidence supports near-near transfer, while there is limited support for near transfer and no support for far transfer effects in older adults following three sub-functions of inhibition training. Taken together these studies contribute to the cognitive aging literature by evaluating several key features of plasticity in inhibition, including durability of training effects, retest practice and transfer effects. These findings have implications for the development of effective cognitive training programs in older adults.

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 Multilevel Computer Self-Efficacy on Effectiveness of Computer Training

2011 ◽  
pp. 33-47 ◽  
Author(s):  
Bassam Hasan
Keyword(s):  
Transfer Learning ◽  
Computer Anxiety ◽  
Computer Training ◽  
Ease Of Use ◽  
Perceived Ease Of Use ◽  
Far Transfer ◽  
Near Transfer ◽  
Positive Effects ◽  
The Impact ◽  
Application Specific

Identifying factors affecting effectiveness of computer training remains a key issue in information systems (IS) research and practice. To this end, the current study builds upon IS and training literatures to develop and test a research model to examine the impact of multilevel computer self-efficacy (CSE) on effectiveness of computer training. The model distinguishes between general and application-specific CSE and posits that both levels of CSE will have positive effects on perceived ease of use, near-transfer learning, and far-transfer learning of computer skills and a negative effect on computer anxiety. The results of a field experiment conducted to empirically test the model revealed that general CSE had positive effects on far-transfer learning and perceived ease of use, whereas application-specific CSE demonstrated positive effects on near-transfer learning and perceived ease of use. The results also showed that general and application-specific CSE had negative effects on computer anxiety. This study provides better insights into the relationships between the two levels of CSE and computer training outcomes and offers valuable research and practical implications.

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