| تعداد نشریات | 24 |
| تعداد شمارهها | 924 |
| تعداد مقالات | 8,295 |
| تعداد مشاهده مقاله | 16,557,504 |
| تعداد دریافت فایل اصل مقاله | 13,967,333 |
The Effect of Instructor Feedback on Developing Iranian ELT Graduate Students’ Critical Academic Writing Skills | ||
| Teaching English as a Second Language Quarterly | ||
| دوره 40، شماره 4، بهمن 2021، صفحه 91-120 اصل مقاله (556.53 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2021.39763.2945 | ||
| نویسندگان | ||
| Hani Mansooji* 1؛ Mehdi Javid2 | ||
| 1English Department, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran | ||
| 2Amin Police University | ||
| چکیده | ||
| A major part of any graduate program concerns academic writing, but most students do not have sufficient skills pertaining to it. For non-native Ph.D. students who need to write English language dissertations, this issue is particularly troublesome since it causes time-consuming extracurricular efforts, which can, at times, be frustrating. The present study was carried out in the form of an action research project to explore the impact of a process-based teaching of writing on the attitudes of 8 Iranian Ph.D. candidates of TEFL towards writing academically. The course procedure included phases requiring students to send their completed writing assignments by specified dates and receive and apply teacher guidance on the texts’ logic, content, consistency, tone, and grammar. In-person discussions about the progress were also programmed for each student. The findings indicate that the students felt that the teaching process had a constructive effect on developing their writing skills. Implications include providing space for dialogue between teachers and students to complement written feedback, keeping the sense of accountability active in student minds by assisting them to self-organize, and realizing that graduate students may need assistance in very basic writing skills and knowledge. | ||
| کلیدواژهها | ||
| Graduate-level Academic writing؛ Writing Feedback؛ Dissertation Writing؛ Research Writing؛ Process Writing Approach | ||
| مراجع | ||
|
Alter, C., & Adkins, C. (2006). Assessing student writing proficiency in graduate schools of social work. Journal of Social Work Education, 42(2), 337-354. https://doi.org/10.5175/JSWE.2006.200404109
Beaumont, C., O’Doherty, M., & Shannon, L. (2011). Reconceptualizing assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671-687. https://doi.org/10.1080/03075071003731135
Beck, S. (2009). Composition across secondary and post-secondary contexts: Cognitive, textual and social dimensions. Cambridge Journal of Education, 39(3), 311-327. https://doi.org/10.1080/03057640903103710
Bitchener, J., & Knoch, U. (2009). The value of a focused approach to written corrective feedback. ELT Journal, 63(3), 204-211. https://doi.org/10.1093/elt/ccn043
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education (5th ed.). Allyn and Bacon, Inc.
Buckingham, L. (2008). Development of English academic writing competence by Turkish scholars. International Journal of Doctoral Studies, 3, 1-18. https://doi.org/10.28945/47
Caffarella, R. S., & Barnett, B. G. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39-52. https://doi.org/10.1080/030750700116000
Can, G., & Walker, A. (2011). A model for doctoral students’ perceptions and attitudes toward written feedback for academic writing. Research in Higher Education, 52(5), 508-536. https://doi.org/10.1007/s11162-010-9204-1
Connor, U. (2002). New directions in contrastive rhetoric. TESOL Quarterly, 36(4), 493-510. https://doi.org/10.2307/3588238
Cakır, O. (2003). Yazma oğretiminde surec yaklaşımına dayalı programın yazılı anlatım becerisini geliştirmedeki rolu: Mersin Universitesi Eğitim Fakultesi orneği [The role of the process approach in teaching writing in developing the written expression skill: The case of the Mersin University Faculty of Education]. TÖMER Language Journal, 122, 31-51. http://www.tomer.ankara.edu.tr/dildergileri/122/31-51.pdf
Divsar, H. (2018). Exploring the Challenges Faced by Iranian TEFL Students in their Doctoral Dissertation Writing. International Journal of English Language & Translation Studies. 6(3). 195-203.
Dweck, C. (2007). Mindset: The new psychology of success. Random House.
Ferris, R. D. (2003). Response to student writing: Implications for second language students. Lawrence Erlbaum.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication 32(4), 365-387. http://dx.doi.org/10.2307/356600
Flowerdew, J. (1999). Problems in writing for scholarly publication in English: The case of Hong Kong. Journal of Second Language Writing, 8(3), 243-264. https://doi.org/10.1016/S1060-3743(99)80116-7
Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education (5th ed). McGraw-Hill.
Hammann, L. (2005). Self-regulation in academic writing tasks. International Journal of Teaching and Learning in Higher Education, 17(1), 15-26. https://pdfs.semanticscholar.org/c4f3/f310444b5fc18530652ed0d305f958a166b8.pdf
Hatch, J. A. (2002). Doing qualitative research in education settings. SUNY Press.
Hatim, B. (1997). Communication across cultures: Translation theory and contrastive text linguistics. Exeter University Press.
Holmes, B., Waterbury, T., Baltrinic, E., & Davis, A. (2018). Angst About Academic Writing: Graduate Students At The Brink. Contemporary Issues in Education Research (CIER), 11(2), 67–72. https://doi.org/10.19030/cier.v11i2.10149
Hyland, K. (1990). Providing productive feedback. ELT Journal 44(4): 279-285. https://doi.org/10.1093/elt/44.4.279
Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185-212. https://doi.org/10.1016/S1060-3743(01)00038-8
Hyland, K. (2003). Second language writing. Cambridge University Press.
Hyland, K., & Hyland, F. (2006). Feedback on second language students writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
Jenkins, S., Jordan, M. K., & O’Weilland, P. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for Specific Purposes, 12(1), 51-67. https://doi.org/10.1016/0889-4906(93)90027-L
Johns, A. M., & Swales, J. M. (2002). Literacy and disciplinary practices: Opening and closing perspectives. Journal of English for Academic Purposes 1(1), 13-28. https://doi.org/10.1016/S1475-1585(02)00003-6
Kaplan, R. B. (1966). Cultural thought patterns in intercultural education. Language Learning, 16(1-2), 1-20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x
Karatay, H. (2011). 4+1 planlı yazma ve değerlendirme modelinin oğretmen adaylarının yazılı anlatım tutumlarını ve yazma becerilerini geliştirmeye etkisi [The effect of 4+1 planned writing and evaluation model to develop the attitudes of preservice teachers as to written expression and their writing skills]. Turkish Studies, 6(3), 1029-1047. http://www.acarindex.com/dosyalar/makale/acarindex-1423934029.pdf
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294-304. https://doi.org/10.1093/elt/44.4.294
Khodabandeh, F., Jafarigohar, M., Soleimani, H., & Hemmati, F. (2014) Investigating Iranian EFL Writing Problems and Examining Back Transfer. Asian EFL Journal, 16, 227-270
Koch, B. (1983). Presentation as proof: The language of Arabic rhetoric. Anthropological Linguistics, 25(1), 47-60. https://www.jstor.org/stable/30027656
Kong, K. C. C. (1998). Are simple business request letters really simple? A comparison of Chinese and English business request letters. Text, 18(1), 103-141. https://doi.org/10.1515/text.1.1998.18.1.103
Lam, R. (2015). Understanding EFL students’ development of self-regulated learning in a process-oriented writing course. TESOL Journal, 6(3), 527-553. https://doi.org/10.1002/tesj.179
Larcombe, W., McCosker, A., & O’Loughlin, K. (2007). Supporting education PhD and DEd students to become confident academic writers: An evaluation of thesis writers’ circles. Journal of University Teaching and Learning Practice, 4(1). http://ro.uow.edu.au/jutlp/vol4/iss1/6
Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27(6), 807-822. https://doi.org/10.1080/01443410701366001
Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557–584. http://dx.doi.org/10.1037/1045-3830.22.4.557
Maliborska, V., & You, Y. (2016). Writing conferences in a second language writing classroom: Instructor and student perspectives. TESOL Journal, 7(4), 874-897. https://doi.org/10.1002/tesj.249
Mansouri Nejad, A., Qaracholloo, M., & Rezaei, S. (2019). Iranian doctoral students’ shared experience of English-medium publication: the case of humanities and social sciences. Higher Education, 80(2), 255–271. https://doi.org/10.1007/s10734-019-00478-1
Matoti, S., & Shumba, A. (2011). Assessing the post-writing efficacy of postgraduate students at a university of technology in South Africa. Journal of Social Sciences, 29(2), 109-118. http://www.krepublishers.com/02-Journals/JSS/JSS-29-0-000-11-Web/JSS-29-2-000-11-Abst-Pdf/JSS-29-2-109-11-1233-Matoti-S/JSS-29-2-109-11-1233-Matoti-S-Ab.pdf
Mehr, H. S. (2017). The Impact of Product and Process Approach on Iranian EFL Learners’ Writing Ability and Their Attitudes toward Writing Skill. International Journal of English Linguistics, 7(2), 158. https://doi.org/10.5539/ijel.v7n2p158
Mišak, A., Marušić, M., & Marušić, A. (2005). Manuscript editing as a way of teaching academic writing: Experience from a small scientific journal. Journal of Second Language Writing, 14(2), 122-131. https://doi.org/10.1016/j.jslw.2005.05.001
Muncie, J. (2002). Finding a place for grammar in EFL composition classes. ELT Journal, 56(2), 180–186. https://doi.org/10.1093/elt/56.2.180
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. Tesl-Ej, 6(2), 1-20.
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. https://doi.org/10.1080/02602931003786559
Paltridge, B. (1997). Thesis and dissertation writing: Preparing ESL students for research. English for Specific Purposes, 16(1), 61-70. https://doi.org/10.1016/S0889-4906(96)00028-2
Pérez-Llantada, C., Plo, R., & Ferguson, G. R. (2011). “You don’t say what you know, only what you can”: The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30(1), 18–30. https://doi.org/10.1016/j.esp.2010.05.001
Rowe, A. (2011). The personal dimension in teaching: Why students value feedback. International Journal of Educational Management, 25(4), 343-360. https://doi.org/10.1108/09513541111136630
Ruegg, R. (2014). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102. http://dx.doi.org/10.1080/09571736.2014.958190
Sharafi Nejad, M., Raftari, S., Ismail, S. A. M. M., & Eng, L. S. (2016). Iranian EFL Learners’ Writing Problems: A Move towards Solution. Journal of Studies in Education, 6(4), 110. https://doi.org/10.5296/jse.v6i4.10203
Sheikhy Behdani, R., Rashtchi, M. (2019). Process Writing and Enhancement of Critical Thinking Ability: Is Writing a Vehicle or an Ingredient of Critical Thinking?. Iranian Journal of Applied Language Studies, 11(1), 181-200. https://doi.org/10.22111/ijals.2019.4937
Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17), 1-6. http://pareonline.net/getvn.asp?v=7&n=17
Stremmel, A. J. (2007). The value of teacher research: Nurturing personal and professional growth through inquiry. Voices of Practitioners, 2(3), 1–9. https://www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/pubs/Value%20of%20Teacher%20Research.pdf
Şaraplı, O. (2013). Academic essay writing in Turkish higher education system: Critical thinking or ready-made structure? International Journal on New Trends in Education and Their Implications, 4(2), 143-150. http://www.ijonte.org/FileUpload/ks63207/File/14.sarapli.pdf
Treglia, M. O. (2008). Feedback on feedback: Exploring student responses to teachers’ written commentary. Journal of Basic Writing, 27(1), 105-137. https://www.jstor.org/stable/43443857
Trzeciak, J., & Mackay, S. E. (1994). Study skills for academic writing. Prentice Hall.
Van de Poel, K., & Gasiorek, J. (2012). Effects of an efficacy-focused approach to academic writing on students’ perceptions of themselves as writers. Journal of English for Academic Purposes, 11(4), 294-303. https://doi.org/10.1016/J.JEAP.2012.07.003
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on development of writing proficiency. American Educational Research Journal, 31, 845–862. http://dx.doi.org/10.3102/00028312031004845 | ||
|
آمار تعداد مشاهده مقاله: 804 تعداد دریافت فایل اصل مقاله: 694 |
||