scholarly journals An Empirical Study on Teacher-Student Collaborative Assessment in College English Writing Teaching

2020 ◽  
Vol 9 (2) ◽  
pp. 116
Author(s):  
Zhinan Wang
Keyword(s):  
Empirical Study ◽  
Writing Assessment ◽  
Assessment Method ◽  
Writing Performance ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Collaborative Assessment ◽  
Teacher Student ◽  
Experimental Teaching

This study proves that the application of Teacher-student Collaborative Assessment in college English writing teaching is feasible and effective. As can be seen from the results of the experimental teaching, Teacher-student Collaborative Assessment, which is a new writing assessment method, has a significant impact on the improvement of students’ writing performance and writing ability.

scholarly journals An Empirical Study of the Effects of Reading-writing Connection on Non-English Majors’ Writing Performance

2020 ◽  
Vol 10 (11) ◽  
pp. 1425
Author(s):  
Feifei Wang
Keyword(s):  
College Students ◽  
Empirical Study ◽  
Foreign Language ◽  
Language Use ◽  
Positive Influence ◽  
Foreign Language Teaching ◽  
Writing Performance ◽  
College English ◽  
English Writing ◽  
English Majors

College English writing has been considered as one of the most difficult parts in the field of foreign language teaching. On how to improve the writing performance of college students, a great many of scholars both at home and abroad conducted plenty of studies and achieved fruitful results. The purpose of this study is to investigate whether reading-writing connection has positive influence on the Non-English majors’ writing performance. The study indicates that reading-writing connection indeed has positive influence on the Non-English majors’ writing performance, especially in the aspects of content, language use, organization and vocabulary.

scholarly journals Teaching Chinese College ESL Writing: A Genre-based Approach

2016 ◽  
Vol 9 (9) ◽  
pp. 36 ◽  
Author(s):  
Yilong Yang
Keyword(s):  
Language Learning ◽  
Vital Role ◽  
Cultural Knowledge ◽  
Further Education ◽  
Esl Writing ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Teaching Chinese ◽  
Listening And Speaking

<p>College students’ English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students exercise, negative transfer of cultural differences, and defect teaching materials and methods. To solve these problems, this paper attempts to introduce Sydney school’s genre-based pedagogy to be used in some areas, such as guiding textbook organization, classroom teaching, and teaching concepts. The study shows that genre-based approach has many advantages, such as integrating language learning and cultural knowledge, taking writing both as the process and as results, emphasizing learning interaction, and leading to a mutual promotion between reading and writing.</p>

scholarly journals Action Research on College English Writing Based on Information Technology from the Perspective of Moocs

2016 ◽  
Vol 9 (11) ◽  
pp. 48
Author(s):  
Xuan Guo
Keyword(s):  
Information Technology ◽  
Action Research ◽  
Online Education ◽  
Development Strategy ◽  
Education Development ◽  
Network Teaching ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Reform And Development

<p>The educational reform based on information technology at college has been paid high attention recently in China, which aims at using educational informationization to drive educational modernization and bringing online education into the reform and development strategy of the overall higher education. To promote the educational informatization is not only the inevitable choice of the reform and development of Chinese education; it is also an important means and way to realize the internationalization of the education development.</p><p>In the background of the development of education system, for the reality is that the teaching way in our university is basically the traditional teaching mode, the paper is to do action research on college English writing based on information technology from the perspective of Moocs. This paper mainly discusses how to filter to use information technology in network teaching environment in order to help teachers build education concept in the information age, and guide students to truly put themselves into autonomous learning and mobile learning, so as to improve students’ innovative writing ability.</p>

scholarly journals My Access and Writing Error Corrections of EFL College Pre-intermediate Students

2016 ◽  
Vol 8 (1) ◽  
pp. 144 ◽  
Author(s):  
Huey-nah Cindy Chou ◽  
Massoud Moslehpour ◽  
Chung-Yux Yang
Keyword(s):  
Writing Instruction ◽  
Student Perceptions ◽  
Quantitative Methods ◽  
Individual Student ◽  
Writing Performance ◽  
College English ◽  
English Writing ◽  
Positive Effects ◽  
Writing Course ◽  
English Majors

<p><strong><em>Purpose</em></strong><em> –</em> This study aims to examine the effects of Automated Writing Evaluation (AWE) feedback on pre-intermediate EFL students’ writing performance. Furthermore, the purpose of this study is to inspect the effects of AWE on self-correction in multiple submissions.</p><p><strong><em>Design/participants </em></strong><em>–</em> This study employs both qualitative and quantitative methods. The participants were students whose English proficiency was at the pre-intermediate level, below CEFR B1. They were enrolled in a two-hour, 18-weeks elective college English writing course for non-English majors. Twenty-seven students completed at least two submissions of drafts on an essay prompt. Through convenience sampling, two male and three female senior students majoring in Business, Chinese and Accounting participated in face-to-fact interviews.</p><p><strong><em>Methodology/approach/instrumentation </em></strong><em>– </em>This study uses descriptive statistics and correlational analysis to evaluate the data. Research data were obtained during 18 week period. <em>My Access</em> was used as an auxiliary writing tool in the college English writing course for non-English-majors. Students’ writing performance, self-correction with <em>My Access</em> feedback and self-reported perceptions of using <em>My Access</em> were used as the instruments.</p><p><strong><em>Findings </em></strong><em>– </em> The findings of the study can be summarized as follows: 1) based on analyses of qualitative data the individual student made improvement in various writing traits in revisions; 2) while the students were  more capable of self-correcting in usage type of lexical and syntactic errors using AWE, they were relatively incapable of handling independently mechanics and style types of errors; 3) the results of the interviews and self-reported student perceptions of <em>My Access</em> confirmed the effectiveness of AWE feedback in revisions and self-correction; 4) although findings of this study supported positive effects of <em>My Access</em> feedback for independent revision and correction, the importance of teachers’ role in writing instruction and periodic teacher-student interactions in enhancing particular writing skills is stressed.</p><p><strong><em>Practical implications/value </em></strong><em>– </em>The application of AWE influences writing instruction in both ESL and EFL contexts by both assessing strengths and weaknesses of student writing and enhancing writing quality. Investigating the effectiveness of AWE feedback in the meditational process of constructing and revising text is thus of great importance to ensure its validity and usefulness. Utilizing AWE can, no doubt, be effective with the participation of teachers. Writing teachers play a crucial role in assisting and guiding students in the writing process.   </p>

scholarly journals Utilizing an Automated Tool Analysis to Evaluate EFL Students’ Writing Performance

2020 ◽  
Author(s):  
Anongnad Petchprasert
Keyword(s):  
Undergraduate Students ◽  
Assessment Tools ◽  
Evaluation Tool ◽  
Writing Performance ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Electronic Assessment ◽  
English Major ◽  
Written Form

Abstract Recently, the integration of linguistics and technology has been promoted and widely used in the field of linguistics and English writing for several purposes. One of those purposes is to evaluate EFL writing ability by using electronic assessment tools in language teaching or rhetorical studies. In this study, an automated writing evaluation tool (Coh-Metrix version 3.0) was used to indicate English-major students’ writing performance based on the six discourse components of the texts and to determine the associations between those six results of Coh-Metrix analyses. The 80 EFL texts produced for each scheme of writing tasks on two different topics were collected. The corpus analyses gathered from Coh-Metrix identify linguistic and discourse features that were interpreted to determine the 40 EFL undergraduate students’ English writing abilities. The students wrote and revised their essays in a hand written form in class and resubmitted their essays in digital forms with corrections made. The results showed that these writers demonstrated linguistic flexibility across writing prompts that they produced. The analyses also indicated that the length of the texts, the word concreteness and the uses of the referential and deep cohesion had impacts on the students’ writing performances across the writing tasks. Besides, the findings suggest practical value in using the Coh-Metrix to support teachers’ instructional decisions that could help to identify improvement of students’ writing skill.

Sign in / Sign up

Export Citation Format

Share Document