Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education

2022 ◽  
pp. 27-53
Author(s):  
Eleni Meletiadou
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Peer Assessment ◽  
Self Regulation ◽  
Student Writing ◽  
Learning Needs ◽  
Strong Impact ◽  
Writing Performance ◽  
Post Test

Self-assessment (SA) is regarded as a prestigious method of formative assessment in higher education. The present study explored the use of SA as an inclusive practice aiming to help students improve their writing performance, self-regulation, and attitudes. Forty-four undergraduate students attended an academic writing module for one semester. Students had all used peer assessment (PA) during the previous semester and were then asked to use SA. The lecturer provided training, mentoring, and coaching throughout the implementation taking into consideration students' individual learning needs. Students' pre-test and post-test scores showed that SA improved undergraduate students' writing performance more than PA. The findings from students' pre- and post-implementation survey revealed that SA had a strong impact on students' self-regulation. Considering the findings from the students' focus group discussions final essays and self-reflective journals, SA was challenging but developed students' autonomy, critical thinking, and sense of personal accountability significantly.

The Use of Peer Assessment as an Inclusive Learning Strategy in Higher Education Institutions

2022 ◽  
pp. 1-26
Author(s):  
Eleni Meletiadou
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Alternative Assessment ◽  
Learning Strategy ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Peer Assessment ◽  
Writing Skills ◽  
Training And Support

Peer assessment (PA) is one of the most popular forms of alternative assessment currently used in higher education institutions worldwide. In the current study, PA was used as an inclusive assessment tool to enhance students' writing skills and motivation towards writing and learning in general. Forty-two undergraduate students attended an academic writing module for one academic semester. The overall aim was to develop their writing skills taking into consideration their individual differences and ensuring all students had an opportunity to succeed. Students received training in PA and were then involved in reciprocal anonymous PA. Findings indicated that learners improved their writing skills considerably and became more independent learners. Their motivation also increased as they could better understand the assessment criteria. However, they confessed that they needed more training and support and they believed that PA should also be used in other modules and courses to enhance student collaboration and reflection.

Linguistic Markers of Stance and Genre in Upper-Level Student Writing

2019 ◽  
Vol 36 (2) ◽  
pp. 267-295 ◽  
Author(s):  
Laura Aull
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Development ◽  
Future Research ◽  
Student Writing ◽  
Linguistic Markers ◽  
Writing Research ◽  
Upper Level ◽  
Different Levels ◽  
Level Student

Stance is a growing focus of academic writing research and an important aspect of writing development in higher education. Research on student writing to date has explored stance across different levels, language backgrounds, and disciplines, but has rarely focused on stance features across genres. This article explores stance marker use between two important genre families in higher education—persuasive argumentative writing and analytic explanatory writing—based on corpus linguistic analysis of late undergraduate and early graduate-level writing in the Michigan Corpus of Upper-Level Student Papers (MICUSP). The specific stance markers in the study, both epistemic and textual cues, have been shown to distinguish student writing across levels; this study, then, extends the analysis to consider the comparative use of these markers across genres. The findings show two stance expectations persistent across genres as well as significant distinctions between argumentative and explanatory writing vis-à-vis stance markers that intensify and contrast. The findings thus point to important considerations for instruction, assignment design, and future research.

scholarly journals Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level

2020 ◽  
Vol V (I) ◽  
pp. 488-499
Author(s):  
Shumaila Hameed ◽  
Mumtaz Akhter
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Education Level ◽  
Control Group ◽  
Control Group Design ◽  
Positive Effects ◽  
Post Test ◽  
Positive Effect ◽  
Experimental Group

Formative assessment is known for its positive effects it has on students' achievement. This study was designed to find out the effect of formative assessment on students' motivation at the higher education level. This study was experimental in nature; intact pre-test post-test control group design was used for data collection purpose. Sample of the study was selected conveniently, which comprised of undergraduate students. Students belonging to the experimental group were taught with instructional embedded formative assessment, whereas students belonging to the control group were taught with formal teaching methods. Students of both groups were required to fill a motivation questionnaire at the start and end of the study to check the level of intervention. Data collected through pre-test and post-test were analyzed using SPSS. The findings of the current study had suggested that instructional embedded formative assessment had a significant positive effect on students' motivation towards learning at the higher education level.

scholarly journals The Effects of Electronic Feedback on Medical University Students’ Writing Performance

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Nooreen Noordin ◽  
Laleh Khojasteh
Keyword(s):  
Medical Students ◽  
University Students ◽  
Academic Writing ◽  
Clinical Skills ◽  
Control Group ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Post Test ◽  
Medical University

This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.

scholarly journals Where is the Support? Learning Support for Multimodal Digital Writing Assignments by Writing Centres in Canadian Higher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Stephanie Bell ◽  
Brian Hotson
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Vital Role ◽  
Instructional Materials ◽  
Student Writing ◽  
Digital Writing ◽  
Writing Assignments ◽  
Multimodal Composing ◽  
Canadian Higher Education ◽  
Video And Audio

Writing centres play a vital role in supporting all forms of student academic writing in higher education (HE) institutions, including digital writing projects (DWPs)—multiliterate and multimodal, often video-and-audio-based projects, produced using digital technologies. The importance of writing support for multimodal composing is evident in emerging research on both the multi-skilled practices of writer-designers and the conceptual shifts involved in their adoption. Currently, no research exists regarding the Canadian context of writing centre support for DWPs. To address this, we conducted two surveys: one of 22 Canadian writing centres asking about DWPs prevalence, technology and skills readiness, and DWP awareness; and one of faculty at a large Canadian university, asking about DWPs prevalence and frequency and types of DWP assignments. We find a significant disconnect between the number of DWPs being assigned by faculty and the number being supported in writing centres. We also find a significant lack of writing centre preparedness for supporting DWPs. This paper calls, with some urgency, for writing centres to invest in the reality of student writing in Canadian HE, to begin developing instructional materials, equipment, and skilled staff to support DWPs.

scholarly journals ‘I’M GETTING THERE’: AN INVESTIGATION OF ACADEMIC WRITING DEVELOPMENTS OF UNDERGRADUATE STUDENTS IN A FOREIGN BRANCH CAMPUS IN MALAYSIA

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Ida Fatimawati ADI BADIOZAMAN
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Positive Impact ◽  
English For Academic Purposes ◽  
First Year ◽  
Learning Needs ◽  
Branch Campuses ◽  
Academic Units

Many foreign university branch campuses in Malaysia make it compulsory for students to undertake academic literacy units (i.e. Reading for Academic Purposes, Technical Report Writing) in order to equip them with language skills as well as reading and writing for academic purposes. Despite the ubiquitousness of such units in universities, little is known about their effectiveness. This longitudinal study aims to address this gap. This paper reports on data collected from the first phase of a mixed methods study that seeks to explore (i) students’ self-concept in academic writing, (ii) perceived impact of the Academic Writing (AW) unit on the writing development and (iii) the transferability of skills to other academic units. Findings from the questionnaire revealed that the AW unit had a significant positive impact on their writing skills and that the skills acquired were reported to be highly transferable to other study units. Nevertheless, to ensure academic success, the study concludes that the foundations for first year studies need to be laid early. Keywords: academic writing, L2 writing, academic language-learning needs, language learning, English for academic purposes (EAP)

scholarly journals Journal Writing: Effects on Students’ Writing Proficiency and Student and Teacher Attitudes

2020 ◽  
Vol 13 (1) ◽  
pp. 1-48
Author(s):  
Aynur Yurekli ◽  
Anita Afacan
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Journal Writing ◽  
Tertiary Education ◽  
Writing Proficiency ◽  
Natural Activity ◽  
Self Confidence ◽  
Student Focus ◽  
Post Test ◽  
Academic Topic

In today’s world, writing is no longer a natural activity, especially for the younger generation. They look upon this activity as too complex, overwhelming and sometimes irrelevant. These attitudes are amplified when having to write in a second language. In EFL tertiary education, the expectations of academic achievement have become far greater than actual student capabilities. This study examined the possibility of using journal writing, both with and without an audience, as a way to address this issue. It is believed that by engaging students in the act of writing without the burden of an academic topic, it will indirectly impact students’ academic performance. Seventy-six undergraduate students in three groups (one control and two experimental) were involved. Data was collected in the form of pre-test and post-test writing, student focus group meetings and an interview with the instructor. From the study, it was found that dialogue journal writing with an audience contributed to an increase in the proficiency level of students, especially in terms of their organizational skills. In addition, students who undertook journal writing expressed gains in self-confidence, and were aware of the role of journal writing in this. Finally, journal writing was found to offer insight to the instructor with regard to what is happening under the surface of a class, and thus better address students’ needs. Keywords: EFL, academic writing, writing proficiency, journal writing

Assessing Self-Efficacy for Self-Regulation of Academic Writing

2019 ◽  
Vol 35 (5) ◽  
pp. 751-761 ◽  
Author(s):  
Christiane Golombek ◽  
Katrin B. Klingsieck ◽  
Ingrid Scharlau
Keyword(s):  
Higher Education ◽  
Psychometric Properties ◽  
Academic Writing ◽  
Self Efficacy ◽  
Convergent Validity ◽  
Self Regulation ◽  
Factorial Validity ◽  
Research And Practice ◽  
Self Regulated Learning ◽  
The Third

Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education.

The Use of Peer Assessment to Improve Students’ Learning of Geometry

2018 ◽  
Vol 5 (2) ◽  
pp. 187-206 ◽  
Author(s):  
Dk Siti Nabilah Pengiran Omar ◽  
Masitah Shahrill ◽  
Masriatol Zuraifah Sajali
Keyword(s):  
Test Performance ◽  
Mathematics Classroom ◽  
Peer Assessment ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Peer Feedback ◽  
Knowledge Retention ◽  
Student Role ◽  
Post Test ◽  
Student Centred Learning

Abstract This mixed-method action research study aimed to examine the effect of the use peer of assessment in a Brunei Mathematics classroom in the learning of Geometry. This study offered insights into the use of a student-centred learning approach, which the participants held the role as an assessor of peer’s work, and the use of peer feedback as a potential learning source in changing students’ conception and understanding in the topic of Angle properties. The study revealed that the use of peer assessment had significance in improving students’ performance in the learning of Geometry and there was evidence of knowledge retention as a result from the intervention as seen in the improved post-test performance on similar mathematical problem. In addition, the mathematical works in the post-test still showed evidence of misunderstandings and misconception in the concept of Angle. Despite the unsatisfactory quality of peer feedback given by the participants, the assessing activity and the student’ role as the assessor had increased cognitive, metacognitive awareness and self-regulation in their learning. Overall, the participants showed positive perception and attitude towards the use of peer assessment as a learning tool in Mathematics and considered it as a means for knowledge sharing. There was still concern of emotional sensitivity and anonymity despite the effort to maintain the anonymity of the students’ work and identity as an assessor.

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