Students’ Perceived Problems in an EAP Writing Course

2003 ◽  
pp. 143 ◽  
Author(s):  
Chitose Asaoka ◽  
Yoshiko Usui
Keyword(s):  
Qualitative Study ◽  
Writing Process ◽  
Discourse Community ◽  
Writing Assignments ◽  
Japanese University ◽  
Writing Course

This longitudinal qualitative study investigated the kinds of problems identified by students while they completed their writing assignments as well as the ways in which they handled the problems in the writing component of an EAP program at a Japanese university. It also attempted to analyze the sources of the problems in order to find optimal ways to initiate the students into the new discourse community and give guidance along their writing process. 本研究は、ある日本の大学におけるEAPのライティングコースを受講する学生がライティング過程において何を問題視し、どのようにその問題を解決しているかについて質的リサーチ方法を用い、縦断的に観察した。又、学生の提示する問題の根源を分析し、今後どのように学生を新しいディスコースコミュニティーに導入し、ライティング過程でどのような指導をしていくことが適切か検討した。

scholarly journals Discourse markers in academic and non-academic writings of Thai EFL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1209-1226
Author(s):  
Sumit Choemue ◽  
Barli Bram
Keyword(s):  
Learning Community ◽  
Discourse Markers ◽  
Primary Data ◽  
Writing Assignments ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Raising Awareness ◽  
Writing Course ◽  
University Level ◽  
The University

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 

scholarly journals The Path to Becoming a Resident Assistant at a Japanese University

2016 ◽  
Vol 9 (12) ◽  
pp. 23
Author(s):  
Graham G. Robson
Keyword(s):  
Qualitative Study ◽  
Foreign Students ◽  
Interview Data ◽  
Resident Assistants ◽  
Resident Assistant ◽  
Host Culture ◽  
Japanese University ◽  
Japanese Students ◽  
The University

<p class="apa">Resident Assistants (RAs) are a mainstay of many universities worldwide that offer accommodation to visiting students. They look after both the administrative side and, more importantly, the emotional side of ensuring visiting students, including students from other countries, fit primarily into the university accommodation, and also the host culture as a whole. With an increase in the number of foreign students coming to Japan, it has become necessary at hosting universities to employ RAs at university-provided accommodation for non-Japanese students. This qualitative study used interview data from three RAs employed at a university in Tokyo and inductively produced six sub-headings of data. The aim of the study is to find out motivations for becoming an RA and participants’ perceptions prior to and during their jobs as RAs.</p>

Het Gebruik Van Gestructureerde En Correctieopdrachten In Peilingsonderzoek Naar Schrijfvaardigheid

1988 ◽  
Vol 31 ◽  
pp. 91-102
Author(s):  
Rob Schoonen
Keyword(s):  
Writing Process ◽  
Writing Assignments ◽  
Writing Ability ◽  
Preliminary Results ◽  
Sources Of Error ◽  
Structured Writing ◽  
Practical Measurement

The assessment of writing ability is problematic, insofar as it concerns reliable, valid and practical measurement. In this article the possibilities of reducing error in both the writer's production and the judge's scoring are discussed. Special attention is paid to the reduction of the writing process (as described by Hayes and Flower) by structuring the assignment. Reducing the writing process by eliminating subprocesses from the assignment results in a reduction of the number of possible sources of error in the writer's production. However, the validity of the structured writing assignments might be questioned. An example of a structured assignment and a revision task are given, and some preliminary results are discussed.

Consonant clusters and intelligibility in English as a Lingua Franca in Japan

2015 ◽  
Vol 6 (4) ◽  
pp. 615-636 ◽  
Author(s):  
George O’Neal
Keyword(s):  
Qualitative Study ◽  
Consonant Clusters ◽  
Final Position ◽  
Consonant Cluster ◽  
Lingua Franca ◽  
Japanese University ◽  
The Relationship

This is a qualitative study of the relationship between consonant cluster articulation and intelligibility in English as a Lingua Franca interactions in Japan (Jenkins 2000; Matsumoto 2011). Some research has claimed that the full articulation of consonant clusters in lexeme-initial and lexeme-medial position is critical to the maintenance of intelligibility (Jenkins 2000, 2002, 2007; Walker 2010; Deterding 2013). Using conversation analytic methodology to examine a corpus of repair sequences in interactions among English as a Lingua Franca speakers at a Japanese university, this study claims that consonant elision in consonant clusters in lexeme-initial, lexeme-medial, and lexeme-final position can attenuate intelligibility, and that the insertion of an elided consonant into a word that was oriented to as unintelligible can help restore intelligibility in English as a Lingua Franca.

scholarly journals The Effects of Collaborative Note-Taking in Flipped Learning Contexts

2019 ◽  
Vol 5 (4) ◽  
pp. 25-35 ◽  
Author(s):  
Matthew P. Baldwin ◽  
Mik Fanguy ◽  
Jamie H. Costley
Keyword(s):  
Student Learning ◽  
Learning Performance ◽  
Flipped Learning ◽  
Note Taking ◽  
Writing Assignments ◽  
Related Individual ◽  
Video Lectures ◽  
Writing Course ◽  
E Learning ◽  
Online Quizzes

While the benefits of shared note-taking during live lectures have been studied, the effects of shared note-taking in e-learning environments merit examination since such courses often feature asynchronous video lectures, allowing students to work together to construct notes over longer periods of time. A study (n=92) was conducted in the context of a flipped scientific writing course at a Korean university to investigate the effects of collaborative online note-taking on student learning. Students in the course were divided into two groups: members of the control were simply directed to view course videos and take notes individually, and members of the experimental group were asked to take collaborative notes in a shared online document. Student learning performance was measured through six online quizzes related to the course video lectures and through six related individual writing assignments. No differences were found in the learning outcomes of the control and the collaborative note-taking groups. However, significantly higher scores on related online quizzes and individual writing assignments were found in groups who took notes actively and for individuals who were major contributors to the group notes.

scholarly journals A Case Study of the Revision Process of a Reluctant ESL Student Writer

2002 ◽  
Vol 19 (2) ◽  
pp. 21 ◽  
Author(s):  
Celine Sze
Keyword(s):  
Writing Process ◽  
Written Feedback ◽  
Focus On Form ◽  
Writing Assignments ◽  
Revision Process ◽  
Surface Level ◽  
Process Stage ◽  
Student Writer ◽  
High Level

This case study investigated the revision process of a reluctant ESL student writer. It focused on revisions made at the in-process stage and at the between draft stage of the writing process in which the student revised in response to written feedback. Two writing assignments were given, and the topics varied in their degree of familiarity to the participant. Some findings corroborated those of earlier studies: the participant made more surface-level revisions than those related to structure and content; he made more revisions and high-level revisions in response to written feedback than when working on his own. Although familiarity with the topic seemed to have no effect on the revision patterns of the student, the classroom teacher's focus on form in responding to and evaluating his writing was seen to affect his attitude toward revision and use of revision strategies.

scholarly journals Writing Process Photo Essay

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Kory Ching
Keyword(s):  
Writing Process ◽  
College Writing ◽  
School Contexts ◽  
Writing Processes ◽  
Writing Course ◽  
Photo Essay ◽  
Student Inquiry ◽  
Scholarly Attention ◽  
Writing Activity

This article describes and reflects on experiences teaching students to compose a “Writing Process Photo Essay” in the context of an upper-division college writing course that satisfies a campus-wide writing requirement. As the culmination of a quarter-long student inquiry into their own writing processes, this multimodal assignment asks students to combine text and images to help them reflect on the environments, tools, habits and routines that surround their writing activity. This assignment takes its inspiration from calls for renewed scholarly attention to material and embodied aspects of writing process. In the end, this assignment creates opportunities for students to recognize, reflect, and reimagine their own writing activity in school contexts and beyond.

scholarly journals Master’s competence-based portfolio content as a means of academic writing assessment

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 152-158
Author(s):  
Tamara Babenko
Keyword(s):  
Academic Success ◽  
Academic Writing ◽  
Learning Process ◽  
Writing Assessment ◽  
Writing Assignments ◽  
Learning Tasks ◽  
Writing Course ◽  
Academic Courses ◽  
Contact Hours ◽  
Independent Work

Higher education in Ukraine is facing new challenges brought about by the reform processes that affect its content and structure. The reduction of contact hours has increased both the volume of students’ independent work and their responsibility for academic success. Under these conditions, the portfolio becomes one of the most efficient means of teaching and assessing students’ academic performance as it consists of a collection of syllabus-based writing tasks demonstrating the learner’s gradual achievements during the course. Portfolios are profitable both for teachers and learners. Thanks to the portfolio, all the students are equally involved into the learning process; they receive more individual attention on the part of the teacher, and to the end of the course, get patterns of several academic papers, such as an essay, abstract, annotative bibliography, and presentation. The portfolios enable the teacher to follow the students’ achievements and the process of forming academic writing competences, and if it is necessary, to reinforce their development. Moreover, portfolios provide a perfect tool for valid, multifaceted, and sustainable students’ assessment. The system of syllabus-based learning tasks aligned to six categories of Bloom’s taxonomy forms the content of the competence-based portfolio. The proposed arrangement of academic writing assignments accounts for successful solving of the course objectives. The introduction of portfolios into the learning process is rather advantageous for other academic courses because most generic and subject-specific competences, formed within the Academic Writing course, are transferable and can be applied to other disciplines. The learners can successfully use the absorbed knowledge of scientific writing for creating academic papers in other courses.

scholarly journals Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

2021 ◽  
Vol 8 (2) ◽  
pp. 710-725
Author(s):  
Amrina Rosyada ◽  
Hanna Sundari
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Home Environment ◽  
Academic Writing ◽  
Education Program ◽  
English Education ◽  
Writing Assignments ◽  
Writing Course ◽  
Efl Students ◽  
English Speaking

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

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