Improving English Language Learners’ Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge
AbstractThe demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers’ composition skills in an English teacher preparation program at a medium sized public university in Colombia. Four written samples from sixteen students were analyzed throughout the two academic periods of 2016. Analytical rubrics measured six writing features quantitatively. Results showed that this multifaceted academic writing module significantly improved pre-service teachers’ competences such as discourse, syntax, vocabulary, mechanics and language conventions.
Akinwamide, TK. (2012). The Influence of process approach on English as second language students’ performances in essay writing. English Language Teaching, 5(3), 16-29. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1078985.pdf
Bailey, K.M. (1999). Washback in language testing. New Jersey: ETS.
Bayat, N. (2014). The effect of the process writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1133–1141. doi:10.12738/estp.2014.3.1720. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1034097.pdf
Coffin, C. (2003). Teaching academic writing. London: Routledge.
Council of Europe. (2001). Common European Framework of Reference for Languages. Cambridge: Cambridge University Press.
Cummins, J. (1991). Conversational and academic language proficiency in bilingual contexts. AILA Review, 8, 75-89.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Dykstra, G. (1973). Controlled composition in English as a second language. New York: Regents.
Fox, J., Wesche, M., Bayliss, D., Cheng, L., Turner, C.E., & Doe, C. (2007). Language testing reconsidered. Ottawa: University of Ottawa Press.
Garcia, O. (2009). Bilingual education in the 21st century. A global perspective. West Sussex: Blackwell Publishing.
Goldstein, A.A., & Carr, P.G. (1996). Can Students Benefit from Process Writing? NAEPfacts, 1(3), 2-7. Retrieved from: http://files.eric.ed.gov/fulltext/ED395320.pdf
Gómez, J. (2011). Teaching EFL Academic Writing in Colombia: Reflections in contrastive rhetoric. PROFILE, 13(1), 205-213.
Green, A. (2007). IELTS washback in context: Preparation for academic writing in higher education. United Kingdom: Cambridge University Press.
Hansen, J., & Liu, J. (2005). Guiding principles for effective peer response. ELT Journal, 59(1), 31-38.
Hill, K., Storch, N., & Lynch, B. (1999). A comparison of IELTS and TOEFL as predictors of academic success. International English Language Testing System (IELTS) Research Reports, 2, 62-73.
Hosseini, M., Taghizadeh, M.E., Abedin, M.J.Z., & Naseri, E. (2013). In the importance of EFL learners' writing skill: is there any relation between writing skill and content score of English essay test? International Letters of Social and Humanistic Sciences, 6, 1-12.
Jahin, J. (2012). The effect of peer reviewing on writing apprehension and essay writing ability of prospective EFL teachers. Australian Journal of Teacher Education, 37(11). http://dx.doi.org/10.14221/ajte.2012v37n11.3.
Landsberger, J. (2001). Purdue's OWL: Online Writing Lab. TechTrends, 45(6), 53-54.
Maarof, N., Yamat, H, & Li, K.L. (2011). Role of teacher, peer and teacher-peer feedback in enhancing ESL student’s writing. World Applied Sciences Journal, 15, 29-35.
MacArthur, C., Graham, S., & Fitzgerald, J. (2006). Handbook of writing research (1st ed.). New York: Guilford Press.
Marinetti, M. (1985). Learning to write while writing to learn: A critical-multidisciplinary composition program. Green Bay: University of Wisconsin.
Molina, V. (2014). Centros de escritura: una mirada retrospectiva para entender el presente y futuro de estos programas en el contexto latinoamericano. Revista Legenda 18 (18), 9-33.
Onozawa, C. (2010). A study of the process writing approach: A suggestion for an eclectic writing approach. Proceedings of Kyoai Gakuen College, 10, 153-163. Retrieved from: http://www.kyoai.ac.jp/college/ronshuu/no-10/onozawa2.pdf.
Paulston, C.B., & Bruder, M.N. (1976). Teaching English as second language: Techniques and procedures. Cambridge: Winthrop.
Read, J., Hayes, B. (2003). The impact of IELTS on preparation for academic study in New Zealand. International English Language Testing System (IELTS) Research Reports, 4, 62-73.
Savage, A. & Mayer, P. (2006). Effective academic writing. New York: Oxford University Press.
Schleppegrell, M. (2004). The language of schooling. New Jersey: Lawrence Erlbaum.
Snow, C. (1987). Second language learners' formal definitions. California: Center for Language Education and Research, University of California.
Shrestha, P. & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1), 55-70. http://dx.doi.org/10.1016/j.asw.2011.11.003.
Soleimani, H., Mahdavipour, M. (2014). The effect of variation in integrated writing tasks and proficiency level on features of written discourse generated by Iranian EFL learners. The Journal of Teaching Language Skills, 6(2), 131-159.
Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal Of Second Language Writing, 3(1), 31-47. http://dx.doi.org/10.1016/1060-3743(94)90004-3
Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321-345.
Williams, J. C. (2003). Providing feedback on ESL students’ written assignments. The Internet TESL Journal, 9(10).
Zamel, V. (1976). Teaching composition in the ESL classroom: What we can learn from research in the teaching of English. TESOL Quarterly, 10, 67-76.
Zhu, W. (2001). Performing argumentative writing in English: Difficulties, processes, and strategies. TESL Canada Journal, 19(1), 34-50.
Zhu, W. (2004). Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing, 13, 29-48.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.