What Aspects of Writing Students Find Themselves Engrossed in: A Case of Korean EFL College Student Writers

2018 ◽  
Vol 47 ◽  
pp. 175-194
Author(s):  
Young sang Kim
Keyword(s):  
College Student ◽  
Student Writers ◽  
Writing Students

College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

2018 ◽  
Vol 62 (3) ◽  
pp. 301-310 ◽  
Author(s):  
Zoi A. Traga Philippakos ◽  
Charles A. MacArthur ◽  
Sarah Munsell
Keyword(s):  
College Student ◽  
Student Writers ◽  
Evaluation Strategies

Looking in the Mirror: Self-Assessment in EFL Writing

2020 ◽  
Vol 1 (1) ◽  
pp. 58-77
Author(s):  
Steven Charles
Keyword(s):  
Teacher Assessment ◽  
Self Assessment ◽  
Efl Writing ◽  
Student Writers ◽  
Surface Errors ◽  
Analytical Skills ◽  
Writing Students ◽  
Assessment Skills ◽  
Second Year ◽  
Insight Into

Self-assessment helps students take greater control of the learning process and develop critical analytical skills to improve future performances. This project tracks 28 second-year writing students at a university in Japan. Over a 15-week term, the students wrote three papers on a variety of topics that required research and argumentation. Student writers conducted self-assessment on the final drafts of a three-draft process through the use of a rubric worksheet that was also used in peer review and teacher assessment. The assessments were then analyzed by this researcher to identify and interpret any patterns as evidence of students’ progress in evaluation and gain insight into students’ priorities in evaluation. The results indicated that students prioritize the content of their writing for the majority of the feedback they gave themselves. The inference made here is that students are developing assessment skills as they focused on more substantial issues with their writing as opposed to focusing mainly on surface errors (such as spelling and grammar). 自己診断(セルフアセスメント)を用いることにより、学習者は自己の学習過程を管理しやすくなり、また今後の成長を促す批判的分析能力を伸ばすことに役立つ。本論文では日本の大学における28人の2年生を調査対象とした。15週間の間にリサーチ・討論が必要な様々なテーマにつきそれぞれの学生が3つのレポートを書き、相互診断・教師の評価時にも使用できるチェックシートを用い、3回の草稿中、最終草稿について自己診断を実施。その後、この自己診断内容は、学生の評価能力向上を証明するパターンとして認識もしくは解釈できるか分析され、また学生が評価の際に何に主眼をおくかを見極めることに使用された。結果として、学生が自身に与えるフィードバックの大部分が文章の内容を優先していることが示された。学生達はスペルや文法などという表面上のミスに重点を置くよりも、実質的な議題に重点を置くため、彼らの評価能力が向上したことを推論する。

Democratizing the Online Materials-Based Classroom: What Can Student Writers’ Voices Offer?

RELC Journal ◽  
2021 ◽  
pp. 003368822110324
Author(s):  
Xiaodong Zhang
Keyword(s):  
College Student ◽  
Qualitative Case Study ◽  
Student Writers ◽  
Writing Course ◽  
Chinese College Student

This qualitative case study explores the interaction between Chinese college student writers’ voices and their teacher’s use of online materials during one semester-long writing course. It shows that, when acted upon selectively and critically, students’ voices can potentially improve their teacher’s use of online materials. This practice, in turn, can help students gain effective and necessary knowledge of writing. This study also shows that students’ interactions with their teacher seem to lead to bolder and enhanced narration of their voices on how to teach optimally through online materials.

scholarly journals The Influence of Self-editing on Micro Skills Development in Academic Writing in English as a Second Language

2016 ◽  
Vol 2 (1) ◽  
pp. 30-38
Author(s):  
Tatiana Pospelova
Keyword(s):  
University Students ◽  
Language Learning ◽  
Academic Writing ◽  
Research University ◽  
English Language ◽  
Research Question ◽  
Foreign Language Learning ◽  
Skills Development ◽  
Student Writers ◽  
Writing Students

Self-editing skills are extremely important in foreign language learning; without them university students tend not to write appropriately in academic contexts. These skills are, however, often less developed in school graduates and it is thus essential to understand the challenges faced by university students. The present study was conducted to answer the research question: whether self-editing as a final component of written production can boost the writing micro skills of learners. It analyzes English-language essays written by 50 second-year ESL students in the Faculty of Economics at the National Research University Higher School of Economics, Moscow, and reports on the most frequent errors committed in their formal writing. The aim of this study is to focus on the stage of self-editing and identify the role of self-editing in micro skills development. Findings reveal that students are most often weak at producing coherent and cohesive paragraphs; they also lack appropriate argumentation and are often inaccurate in using grammatical structures and lexis. Results also suggest, however, that L2 writing students can improve their own writing by transferring micro skills they learn when editing texts. The present study may contribute to teachers’ views on developing micro skills of student writers.

scholarly journals Empowering College Student Writers Through Collaboration

2015 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
A. Chaedar Alwasilah
Keyword(s):  
High Schools ◽  
College Student ◽  
Collaborative Writing ◽  
Student Writers ◽  
Writing Course ◽  
The Common ◽  
University Level ◽  
Opinion Article

This study aimns at describing the effectiveness of collaborative writing as perceived by students of writing course at a university level. This study also aimns at describing the effectiveness of collaborative writing compared with the common practice of writing in high schools. 'Rvo groups of students were involved. They were asked to read an opinion article from newspaper published in Indonesia and to critique it in Indonesian. The results show that the respondents are likely to appreciate the experience of multiple drafting. The students' writing become not mere assigments, but the heart and soul of the entire term. As an implication of this study, it is suggested that the students be considered as apprentice writers filled with potential in the process of collaborative writing.

The Relationship Between Perceived College Student Satisfaction and Goal-Directedness

1979 ◽  
Vol 11 (4) ◽  
pp. 225-229 ◽  
Author(s):  
Julie Jenks ◽  
Jonathan Kahane ◽  
Virginia Bobinski ◽  
Tina Piermarini
Keyword(s):  
College Student ◽  
Student Satisfaction ◽  
College Student Satisfaction ◽  
Goal Directedness ◽  
The Relationship
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