To see the other types of publications on this topic, follow the link: Tertiary student writing.
Journal articles on the topic 'Tertiary student writing'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Tertiary student writing.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Megawati, Fika. "Tertiary Level Exchange Students’ Perspectives on Self-Efficacy: Toward EFL Writing." Journal of English Educators Society 1, no. 2 (November 19, 2016): 83. http://dx.doi.org/10.21070/jees.v1i2.441.
Full textAbstract:
This study aims to describe the students’ self-efficacy on their writing competence. Descriptive study was implemented by distributing closed-ended questionnaires in addition to interview and the result of writing task. The subjects of this study were three students from Thailand. The students’ responses in questionnaire were analyzed through frequency distribution and percentage. For the result of interview, it was transcribed in written form and used coding technique to classify the relevant points. The result of writing task became the supplementary data to confirm the findings and support conclusion. In a nutshell, the subjects of this study have moderate level of writing self-efficacy. Each student showed diverse selection in writing stage. The first student had moderate self-efficacy, but he relatively could cope with the writing problems. In the second student, the writing self-efficacy was the highest one, and it was proven from her better writing result. For the last student, similar to the writing quality, he considered himself weak in this skill.
2
Hewitson, Mal. "Tertiary Student Writing: A Resource Commitment Model." Higher Education Research & Development 5, no. 1 (January 1986): 61–73. http://dx.doi.org/10.1080/0729436860050105.
Full text
3
Kol, Sara, Miriam Schcolnik, and Elana Spector-Cohen. "Google Translate in Academic Writing Courses?" EuroCALL Review 26, no. 2 (September 30, 2018): 50. http://dx.doi.org/10.4995/eurocall.2018.10140.
Full textAbstract:
<p>The aim of this study was to explore the possible benefits of using Google Translate (GT) at various tertiary English for Academic Purposes (EAP) course levels, i.e., to see if the use of GT affects the quantity and quality of student writing. The study comprised preliminary work and a case study. The former included an awareness task to assess student awareness of GT mistakes, and a correction task to assess their ability to correct the mistakes identified. The awareness and correction tasks showed that intermediate students identified 54% of the mistakes, while advanced students identified 73% and corrected 87% of the mistakes identified. The case study included two writing tasks, one with GT and one without. Results showed that when using GT students wrote significantly more words. They wrote longer sentences with longer words and the vocabulary profile of their writing improved. We believe that GT can be a useful tool for tertiary EAP students provided they are able to critically assess and correct the output.</p>
4
Yurekli, Aynur, and Anita Afacan. "Journal Writing: Effects on Students’ Writing Proficiency and Student and Teacher Attitudes." Register Journal 13, no. 1 (May 28, 2020): 1–48. http://dx.doi.org/10.18326/rgt.v13i1.1-48.
Full textAbstract:
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
5
Furqan, Muhammad, Maulidia Rahmawati Nur, and Syfa Athifah. "STUDENTS’ VOICES ON ACADEMIC WRITING ACTIVITIES AT TERTIARY LEVEL." ENGLISH JOURNAL 15, no. 1 (March 31, 2021): 35. http://dx.doi.org/10.32832/english.v15i1.4561.
Full textAbstract:
<p>Academic writing activities play an important role for students at the tertiary level. Because students are required to be mastered to write academically. The aim of this research was to know-how is the teaching of writing for academic purposes, to know how students perceive the teaching of writing for academic purposes, and to know how a teacher perceives the teaching of writing for academic purposes. Case study was used as the research design in the paradigm of the qualitative and 20 students (in the 5th semester) and 1 teacher from Bogor Ibn Khaldun University were invited as a research participant. Observation, interview, photovoice, voice recorder, and documents were used as a research instrument to get the data. The result of this study showed the teacher taught the materials before each student was required to write an essay. The teacher provided feedback and comment on their essay in the process of writing an essay. Students did the revising process to make their essays better. The students also had a positive perception of the teaching of writing for academic purposes. There were three aspects that students perceive on the teaching writing for academic purposes those were the teaching practice, teachers’ feedback, and students’ problems or challenges. Besides, the teacher perceives there were some problems encountered in the teaching of writing for academic purposes. The problems encountered were students’ level proficiency, students’ motivation, technical problems in the classroom, the production of the students’ essay, and the support from the leader.</p>
6
Thu Trang, Lê Thị, and Lê Thị Khánh Linh. "Improving Students’ Writing Skill through the School Online Newspaper at a Public University in Vietnam." International Journal of Education and Literacy Studies 6, no. 2 (April 30, 2018): 47. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.47.
Full textAbstract:
Writing is a crucial skill for students, particularly for those at tertiary level, yet it is a fact that many find writing challenging to master. A number of methods and strategies, therefore, have been employed in an attempt to develop students’ writing skill, and a student-run school newspaper is one of them. This paper aims at reporting whether the school newspaper The SFLook results in its members’ improved writing and how the students self-evaluate the impact of the project. First, the students’ (n = 20) pre-test and post-test before and after a twelve-week action were examined to assess their writing performance. Besides, a questionnaire was delivered to investigate their attitudes towards different aspects during the time working for the newspaper. The findings indicate that the school newspaper has reinforced its members’ writing skill and their motivations for writing are bound to external factors. The research results would suggest further applications of student – run newspapers in various educational contexts.
7
Baird, Craig, and Patricia Dooey. "Using Images to Facilitate Writing for Skills Assessment: A Visual PELA." Australian Journal of Indigenous Education 46, no. 2 (January 31, 2017): 160–72. http://dx.doi.org/10.1017/jie.2016.32.
Full textAbstract:
Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose difficulties for students who have varying levels of comprehension and writing skills as shaped by their cultural and ethnic, learning journey experiences and previous formal English language instruction. Many universities have now established Post-Entry Language Assessment (PELA) tools as a means to determining student language skills at the commencement of their studies. Discussed here is a Visual PELA (VP) intended to stimulate student writing of a small passage of text for the purpose noted above. The visual nature of this instrument is intended to provide an alternative approach for visual learners, or those for whom written instructions pose difficulties, to demonstrate their literacy skills. This paper describes the development and initial testing of a VP with a view to it becoming an additional tool for determining writing skills levels for commencing students. A trial of this VP took place with a cohort of mostly international students having English as an Additional Language/Dialect (EAL/D) undertaking higher degree by research studies in an Australian university. The VP used here was founded on the idea of using images to stimulate the writing of a short passage of text where students can find their own context and ideas to write in an imaginative way and thus demonstrate their writing skill on entry to their tertiary studies.
8
Horbacauskiene, Jolita, and Ramune Kasperaviciene. "Learners’ preferences towards Corrective feedback in writing assignments in tertiary education." ExELL 3, no. 2 (December 1, 2015): 70–83. http://dx.doi.org/10.1515/exell-2017-0002.
Full textAbstract:
AbstractFor several decades, there has been a heated debate about the value of providing corrective feedback in writing assignments in English as a foreign language (EFL) classes. Despite the fact that corrective feedback in writing has been analysed from various angles, learners’ expectations regarding feedback given by language instructors are still to be considered, especially in different learning settings. Student attitudes have been found to be associated with motivation, proficiency, learner anxiety, autonomous learning, etc. (Elwood & Bode, 2014). Thus, the aim of this paper was to compare EFL learners’ attitudes towards corrective feedback and self-evaluation of writing skills in different learning settings. Students at two technological universities in France and Lithuania were surveyed and asked to complete an anonymous questionnaire combining the Likert scale and rank order questions. The results indicate that frequency of writing assignments seems to have little or no impact on students’ self-evaluation of writing skills. Moreover, although the two groups of students showed preference for feedback on different error types (e.g., feedback on structure vs. feedback on grammar), nevertheless, indirect corrective feedback with a clue was favoured by all the respondents.
9
Wai Cook, Misty So-Sum. "The Success of an EAP Programme in Tertiary Education: Using a Student-Centric Approach to Scaffold Materials in an EAP." Studies in English Language Teaching 7, no. 2 (May 20, 2019): p213. http://dx.doi.org/10.22158/selt.v7n2p213.
Full textAbstract:
Researchers and practitioners who focus on academic writing in English for Academic Purposes (EAP) courses have reported on the need to equip students with the necessary knowledge and skills to deal with academic writing across different disciplines in tertiary education (Rinnert & Kobayashi, 2005; Shi, 2011; Thompson, 2013). Previous research (e.g., Crosthwaite, 2016) has predominantly measured students’ progress in an EAP by comparing students’ pre- and post-course scores of individual language/writing skills. Much less has been reported on the effectiveness of a detailed EAP curriculum design that scaffolds skills in stages. This study contributes to the current EAP research by examining holistically the impact of a 12-week EAP course that adopts a reading-to-write, student-centric approach to scaffold progressively difficult writing skills/knowledge to help students acquire academic writing skills by focusing on three core skills: language, text organisation, and content development. The data of this study show students’ perceptions of their writing abilities and the significant improvement in academic writing skills before and after completing the course.
10
Suchona, Iffat Jahan. "Essay Writing Activities in Class: Bangladeshi Undergraduates’ Perspectives." Shanlax International Journal of English 8, no. 4 (September 1, 2020): 16–24. http://dx.doi.org/10.34293/english.v8i4.3340.
Full textAbstract:
Although smart writing skill is equally important in both academic and professional spheres, many Bangladeshi tertiary level learners find writing skills too difficult to be developed. In respect of this, the students are given many writing tasks (such as composing a five-paragraph essay) to improve their competencies in a language classroom. Anyhow, writing a good essay needs several cognitive steps that a student has to go through demanding a high level of motivation and constructive teacher feedback. Considering the fact, this paper has investigated tertiary level Bangladeshi learners’ perspectives about how the essay-writing tasks keep them motivated in class. This pilot project had been conducted using a set of 20 items (quantitative survey questionnaire), which was administered among thirty participants from the Department of English of a reputed Bangladeshi public university. The small-scale research revealed that the majority of the undergraduates stay motivated during the brainstorming part of essay writing tasks. However, many of them find the patterns of essays quite confusing. However, these learners believe more writing assignments, along with effective teacher feedback, can highly encourage them to develop their writing skills.
11
Emilia, Emi, and Fuad Abdul Hamied. "SYSTEMIC FUNCTIONAL LINGUISTIC GENRE PEDAGOGY (SFL GP) IN A TERTIARY EFL WRITING CONTEXT IN INDONESIA." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (September 9, 2015): 155. http://dx.doi.org/10.15639/teflinjournal.v26i2/155-182.
Full textAbstract:
This article reports on the results of a study aiming to investigate whether systemic functional linguistic genre pedagogy (SFL GP) can help students develop their writing ability in English and the students’ opinions about the teaching program using SFL GP. The study was conducted in one semester with 19 student teachers taking a writing course on argumentative texts, in the English Department at a state university in West Java, Indonesia. The texts in focus were Exposition, Discussion and Response to Literary Works, but in the interests of space, the article will centre around Exposition. The study used a qualitative case study research design with data collected from participant observations for 16 meetings, analysis of students’ texts collected over the program, and questionnaires distributed at the conclusion of the program. The results indicate that despite some aspects that still need improvement, SFL GP can generally help students develop their writing ability. Observation data show students’ writing skill improvement supported by students’ texts which depicts good control of the schematic structure and linguistic features of the texts in focus. Finally, questionnaire data reveal students’ consciousness of improved writing skill and positive responses to each activity in the program. Based on the results of the study, it is recommended that SFL GP be implemented in other contexts in Indonesia and other countries.
12
Nguyen, Ha, and Anna Filipi. "Multiple-Draft/Multiple-Party Feedback Practices in an EFL Tertiary Writing Course: Teachers’ and Students’ Perspectives." International Education Studies 11, no. 8 (July 6, 2018): 1. http://dx.doi.org/10.5539/ies.v11n8p1.
Full textAbstract:
Based on various sources of data collection for a qualitative research project, the study reported in this paper set out to examine four teachers’ and sixteen students’ perceptions of a multiple-draft/multiple-party feedback approach to English as a Foreign Language (EFL) student writing. This approach had been implemented as a trial in a tertiary setting in Vietnam. Three sources of feedback at three phases were provided. These included (1) peer/group written and oral feedback on the students’ first drafts, (2) a teaching assistant’s written and oral feedback on their second drafts and (3) the lecturer’s written feedback on their final drafts. Content analysis of the data revealed that all participants valued this multiple feedback approach because of its practicality and the quality of the feedback which participants believed contributed to writing improvement. Based on the participants’ reactions, the study highlights the potential of multiple-draft/multiple-party feedback practices for improving English language writing in a tertiary context.
13
Catterall, Janice, Pauline Ross, Claire Aitchison, and Shelley Burgin. "Pedagogical Approaches that Facilitate Writing in Postgraduate Research Candidature in Science and Technology." Journal of University Teaching and Learning Practice 8, no. 2 (April 1, 2011): 80–90. http://dx.doi.org/10.53761/1.8.2.7.
Full textAbstract:
The current higher education climate seems to be demanding increasing levels of written output from doctoral researchers during candidature. In this context this study employed an online questionnaire, individual interviews and focus group discussions to collect information on the challenges and successes of doctoral writing. It was found that feedback on student writing was universally regarded as the primary pedagogical tool for teaching and learning research writing and for most, the supervisor’s role was central to this. Some supervisors employed ‘writing for publication’ as a complimentary tool. A number of supervisors and students also reported positively about the value of participating in social writing and critiquing environments such as writing groups, writing retreats, or writing for peer feedback. This research suggests that there would be benefit in tertiary institutions pursuing a more systematic approach to the support of writing both as a learning tool for research students and for the promotion of a vibrant, scholarly, research community.
14
Ravelli, Louise. "Pedagogical strategies for developing interpretive language about images." English Teaching: Practice & Critique 18, no. 1 (April 8, 2019): 100–118. http://dx.doi.org/10.1108/etpc-12-2017-0173.
Full textAbstract:
Purpose The purpose of this paper is to reflect on pedagogical strategies which support the teaching of critical analysis of visual and multimodal texts in a tertiary-level course for Arts students. Design/methodology/approach The paper describes strategies which focus on developing students’ abilities to express interpretive critique, as opposed to mere description. These strategies give students strong scaffolding towards success in their interpretive writing. The course in question is a tertiary-level Arts course which teaches Kress and van Leeuwen’s (2006) approach to “reading images” in relation to contemporary media texts. The basic structure of the course is described, along with the macro steps which underpin the pedagogy. Examples of highly successful and less successful student writing are compared to reveal the key components of effective interpretive answers. Findings In addition to the normal expectations regarding essay structure and style, and in addition to mastery of the technicality of the course, successful and less successful student writing depends on their mastery of a specific set of moves within the essay. These moves integrate textual observations with clear explanations and a strong relation to interpretation. Practical implications While the course and strategies discussed are for tertiary-level students, the strategies described are adaptable to primary and secondary levels also. Multimodal texts are an integral part of the English curriculum, and all teachers need to explore strategies for enabling their students’ critical engagement with such texts. Originality/value Visual and multimodal texts are an exciting and also challenging part of English curricula, and new analytical frameworks and pedagogical strategies are needed to tackle these texts. In particular, the gap between simply describing visual resources (applying the tools) and critical analysis (using the tools) is vast, and specific pedagogical strategies are needed to help students develop the necessary interpretive language.
15
Suhaina, Abdul Samath, and Selvakumar Suseela Supriya. "An assessment of the prescribing skills among second year MBBS students in a tertiary care teaching hospital." International Journal of Basic & Clinical Pharmacology 10, no. 2 (January 25, 2021): 172. http://dx.doi.org/10.18203/2319-2003.ijbcp20210186.
Full textAbstract:
Background: The medical undergraduate curriculum includes training in prescription writing from second year under Pharmacology. This study assesses the prescription writing skills of second year MBBS students in Sree Mookambika institute of medical sciences. The study can promote awareness among the medical students about the rational application of drug prescribing skills.Methods: After ethical clearance from the Institutional research committee, the cross-sectional study was conducted among 115, second year MBBS students who were above 18 years of age. Parameters like patient and doctor information, drug information and legibility of the prescription was assessed.Results: Of the 115 students who participated in the study, only 86 (74.7%) students got a score 4/4 for patient-related information and no student got 5/5 with respect to doctor related information. 98 students (85.2%) got 6/6 with regards to drug information. The most lacking information was the qualification of the doctor, followed by the total quantity of the drug prescribed. The legibility of the prescriptions was also not up to the mark with only 22 students (19.1%) who got a 4/4.Conclusions: The prescription writing skills among second year undergraduate students are suboptimal. Periodic assessment of the students must be done to evaluate their knowledge on prescription writing and the training clinicians must help to fill the knowledge-practice gap. WHO recommended six step prescription writing model must be followed and emphasized among students.
16
Zhang, Weiyu, and Yin Ling Cheung. "Researching Innovations in English Language Writing Instruction: A State-of-the-art Review." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 80. http://dx.doi.org/10.17507/jltr.0901.10.
Full textAbstract:
With academic writing viewed as an important aspect of language instruction, there is an increasing interest on how writing education could be improved to better accommodate the needs of multilingual learners. To evaluate the empirical evidence from published research studies, we conducted a systematic synthesis of the published research that has examined innovations in English-as-a-foreign language writing instruction in China, in contexts including tertiary, secondary, and elementary schools. General claims emerged across our analyses of 56 empirical studies published in the SSCI journals in English from 2005-2015. Each claim is supported by empirical evidence: (1) corpus-based approaches are useful in analyzing students’ writing; (2) students’ affective and cognitive factors may influence the outcome of writing instruction; (3) training may help teachers improve confidence in teaching writing; (4) differences may appear between assessment-oriented teacher feedback and non-assessment-oriented teacher feedback; (5) assessment for learning influences student learning of writing; (6) instruction may help writers acquire skills and knowledge of writing for publication; (7) technology-enabled instruction can help students in their writing process; and (8) novel and authentic writing tasks can promote students’ critical thinking ability.
17
O'Reilly, Sharleen, and Julia Milner. "Impact of Technology-based Reflective Practice Tools on Student Skill Development." International Journal of Technology and Human Interaction 16, no. 1 (January 2020): 77–93. http://dx.doi.org/10.4018/ijthi.2020010106.
Full textAbstract:
The purpose of this study was to examine how students received the combination of technology-based tools implemented in a staged manner within a curriculum and if any specific tool was of greater benefit in developing their reflective practice skills. Participants were 45 tertiary students enrolled in a health professional course. Qualitative and quantitative analysis revealed student preference for individual tools changed over time. Students preferred supportive tools (simulated video recordings, group blogging and teaching approaches) earlier on and independent tools (e-journaling and online reflective summary writing) in their final year. The findings support the use of different reflective practice tools in course design to better support student development and improve student engagement in reflective practices.
18
Garska, Jessica, and Sarah O'Brien. "POWER, IDENTITY, AND CULTURE IN INTERNATIONAL STUDENTS' PERCEPTIONS OF ACADEMIC WRITING." Trabalhos em Linguística Aplicada 58, no. 1 (April 2019): 62–95. http://dx.doi.org/10.1590/010318138653426454991.
Full textAbstract:
ABSTRACT Issues surrounding English for Academic Purposes (EAP) and its use by English as an additional language (EAL) students in higher education have become increasingly significant in recent years, fueled both by increased international student mobility and increased linguistic and cultural diversity within and outside of the student body. As well as posing language-related challenges, the transfer of EAL students to an English-speaking foreign university also demands the negotiation of new university expectations, channeled through a new cultural environment. While Academic Literacies research has identified that concepts such as power, identity, and culture play a role in academic writing, students’ own perceptions remain relatively unexplored. Consequently, this study analyzes the ways in which EAL students articulate their relationship with academic writing at a tertiary institution in Ireland. Data for this study were gathered through questionnaires and interviews and analyzed through discourse analysis through a critical lens. The findings suggest that while participants generally positively reflect on their ability to negotiate academic writing through the English language, there is nonetheless a high level of conflict between dominant linguistic norms and the students’ expression of their identity and culture.
19
Sanderson Cole, Karen. "Promoting Cooperative Learning In An Expository Writing Course." Journal of International Education Research (JIER) 8, no. 2 (February 13, 2012): 113–24. http://dx.doi.org/10.19030/jier.v8i2.6831.
Full textAbstract:
English for Academic Purposes is a compulsory one-semester course offered to first-year students at the University of the West Indies in St. Augustine, Trinidad. Its primary objective is to assist students in developing competency in the targeted expository strategies that are deemed necessary to meet the writing requirements of the tertiary level. During Semester 2 in 2009-2010, cooperative learning was introduced in both the lecture and tutorial sessions of the evening programme in an attempt to improve the learning outcomes among the registered adult students. This paper examines the impact of cooperative learning on these students in the context of the lecture and tutorial sessions as students worked toward the production of a credited expository assignment. Both qualitative and quantitative methods were used to assess student feedback through questionnaires, peer feedback, and group performance on the credited assignment. The study confirmed that clear guidelines, practical-based content, and multiple opportunities to practice are significant in maximizing cooperative learning opportunities. However, cooperative learning cannot completely militate against the individual or collective disadvantages of weak language skills.
20
Helaluddin, Helaluddin, Mohammed H. Al Aqad, Hengki Wijaya, Jusmianti Anwar, Nyayu Lulu Nadya, and Syafryadin Syafryadin. "Development and Validation of Academic Writing Textbook Based on Process Genre Approach for University Students." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 20, 2021): 1068–79. http://dx.doi.org/10.35445/alishlah.v13i2.766.
Full textAbstract:
The textbook is a practical learning tool for improving student writing skills; however, not all students learn from a textbook. For this reason, a lecturer must be able to design a textbook according to the needs of students. This paper describes developing and validating academic writing textbooks with a process genre approach in tertiary institutions. This research is part of the research development process, which consists of three phases: need assessment, design, and validation. Five experts were appointed to validate this academic writing textbook. Content Validity Index (CVI) is used to calculate the validity of textbooks quantitatively, with a score above 0.79 considered to meet the criteria. The validity test results state that the CVI of an academic writing textbook is 0.9, with a few revisions based on expert input and suggestions. These findings indicate that this textbook has good validity and reliability and can be used to write in college.
21
Lehman, Iga Maria, and Robin Anderson. "Inviting individual voice to second language academic writing." International Review of Pragmatics 13, no. 1 (January 20, 2021): 61–85. http://dx.doi.org/10.1163/18773109-01301002.
Full textAbstract:
Abstract Our purpose in this paper is to present the findings of a study aimed at investigating how second language (L2) student-writers construct their identities as academic authors in tertiary education. We consider the restraints institutionalized text production can place on the constitution of writer identity, and call for pedagogical approaches to writing to take on board our findings to better help students in the process of finding their unique authorial voice. While the specific socio-cultural and institutional contexts within which people write limit possibilities for their self-representation, we argue that student writers should be encouraged to bring their own life histories and sense of the self to their texts. The study follows the notion of writer voice as proposed by Lehman (2018). She proposes categorising writer voice into three main types: individual, collective and depersonalized. As these three aspects of voice are predominantly cued through metadiscourse features we employed a three-dimensional analytic rubric designed by Lehman (2018) in order to identify and analyze the potential of individual voice in the facilitation and enhancement of academic writing in a second language (see Lehman, 2018).
22
Sligo, Frank. "Reading against and writing back." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 350–65. http://dx.doi.org/10.1108/etpc-06-2015-0049.
Full textAbstract:
Purpose – The purpose of this paper is to explore how student learning materials, such as textbooks, are becoming more oriented toward multi-modal approaches using visuality and orality. While such approaches may help students to understand and then to reproduce taught materials, the objective of this paper is to question whether they are serving to promote students’ critical literacy. Design/methodology/approach – The paper assesses the character of current textbooks and other means of student support, such as online learning management systems, and assesses how well they seem able to promote the critical literacy that requires ability in “reading against” and “writing back”. The paper goes on to identify ways in which some parts of the university see orality as preliminary and subordinate to literacy-focused communication, but elsewhere, the pinnacle of students’ work is artistic or creative attainments with lesser need to write complexly literate textual works. Findings – As a means of trying to resolve inherent tensions between differing pedagogical assumptions and methods in the university, the paper proposes ways in which Ong’s (1982, p. 36) nine communication characteristics of “orally based thought and expression” may be able to offer insights into challenges of improving students’ critical literacy. Research limitations/implications – The inherent academic tensions within the university still remain insufficiently theorized. For example, the humanities and social sciences (still) place much store on developing students’ abilities in critical writing, while disciplines such as design or creative arts are much more focused on students’ creative outputs. The paper contributes to a better understanding of such scholars talking past one another. Practical implications – Scholars in different academic camps often note the discrepancies in how their relative pedagogical tasks are to be understood, but typically, it is not clear to them how they might better relate to other parts of the university. The paper aims to elucidate the nature of academic differences that often appear to exist to provide insights into possibly new ways of seeing everyday teaching and learning. Social implications – Ong’s insights into literacy and orality when viewed through a prism of tertiary teaching and learning provide a practical means whereby students and other university stakeholders can develop a better appreciation of the character of the modern university. Originality/value – The novel use of Walter Ong’s model of literacy and orality provides fresh ways of seeing challenges and disputes within the academic community and suggests new ways of seeing students’ work and their teachers’ expectations of them.
23
Denchuk, Antoanela. "A Tutor-Led Collaborative Modelling Approach to Teaching Paraphrasing to International Graduate Students." Canadian Journal for Studies in Discourse and Writing/Rédactologie 30 (August 19, 2020): 62–78. http://dx.doi.org/10.31468/cjsdwr.789.
Full textAbstract:
Language learners are at particular risk of being accused of plagiarism, and this is often due to incorrect paraphrasing and quoting practices. Tertiary institutions tend to provide rudimentary citation resources through their academic integrity initiatives. Handouts, webinars and one-hour workshops may be enough for undergraduate writers who receive more elaborate instruction and practice opportunities in their classes, but for international graduate students with little to no instruction on source use in their undergraduate degrees, these resources are not enough. These writers often need more conceptual and procedural clarity to paraphrase and use sourced information correctly in their writing. This article introduces a student-centred, collaborative modelling approach and a 5-step procedure for teaching paraphrasing to multilingual graduate students in one-to-one writing center tutoring sessions.
24
Nasution, Awal Kurnia Putra, and Nurul Qomariyah Ahmad. "STUDENT PERCEPTIONS OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC." Jurnal As-Salam 4, no. 2 (December 12, 2020): 195–204. http://dx.doi.org/10.37249/as-salam.v4i2.219.
Full textAbstract:
Online learning has been chosen to be applied in all tertiary institutions in Indonesia; this also applies to IAIN Takengon. Student perception is one of the determinants of the success of the learning that is carried out. The purpose of writing this article is to find out how students' perceptions of online learning have been implemented and the factors that influence these perceptions. The research method used is an online survey using google form. The results showed that students' perceptions of online learning were not very good; this was caused by several factors, such as poor internet access, burdensome internet quota, difficulty communicating with lecturers, so students were not ready to use applications when online learning was carried out. There needs to be much improvement in the online learning system implemented; this indicates that universities are not ready to carry out online lectures.
25
Tang, Jinlan, and Yi'an Wu. "Impact of AWE Rubrics and Automated Assessment on EFL Writing Instruction." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 2 (April 2017): 58–74. http://dx.doi.org/10.4018/ijcallt.2017040104.
Full textAbstract:
This paper addressed a gap in research literature on rubrics by investigating how the formative use of rubrics of an automated writing evaluation (AWE) tool, the Writing Roadmap, along with a novel type of meta-cognitive activity, i.e., automated assessment, assisted EFL writing instruction. A one-year teaching experiment incorporating the use of the tool was undertaken at the tertiary level. A mixed-methods research approach in the form of questionnaires, interviews, and the participants' interim project reports was employed to evaluate the efficacy of the teaching experiment. The research demonstrated that formative use of AWE rubrics along with automated assessment mediated writing instruction via offering timely and objective assessment, aligning teaching and assessment goals, aiding the feedback process, increasing student-teacher interactions, and promoting learner autonomy.
26
Coroiu, Petruţa Maria. "Luminița Duțică – An Exceptional Collection of Musical Studies." Artes. Journal of Musicology 18, no. 1 (March 1, 2018): 249–51. http://dx.doi.org/10.2478/ajm-2018-0016.
Full textAbstract:
Abstract The prestigious publishing house Artes, from the capital of Moldova, offered the general public a work which encompasses studies written by the Luminița Duțică starting from her student years, going through all the professional and teaching stages of her musical career as a teacher at secondary and tertiary level, until she became Professor at “George Enescu” National University of Arts Iași. The volume contains exceptional research, benefiting from many musical well-chosen examples accompanied by detailed analysis, but also a rich reference list which entails the investigation in detail of many areas of the sonorous art. The clear and comprehensive writing is very well-suited to the pedagogical dimension of the volume, is reflected in all of the specialized writings published by an author with a vocation for teaching.
27
Jamaluddin, Muhammad, Moh Laili, and Moh Zaiful Rosyid. "REKONSTRUKSI PENDIDIKAN ISLAM DALAM PERSPEKTIF MUHAMMAD ABDUH." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 99. http://dx.doi.org/10.29062/jie.v4i1.114.
Full textAbstract:
Education is a major milestone in advancing a nation, with a good nation's education will make a nation that is developed, peaceful and prosperous. Muhammad Abduh planned that there would be a concrete change in education at that time, he had an important role in an al-Azhar tertiary education. Muhammad Abduh slowly entered the education curriculum starting from the basic, secondary, upper and tertiary level curriculum, as well as the philosophy of education in the existing courses at al-Azhar higher education, not only stopped in the curriculum, Muhammad Abduh also made improvements to the methods learning method, because at that time the method applied was only focused on writing and memorizing, so according to Muhammad Abduh it was very difficult for students to progress and develop, so with that all Muhammad Abduh gave a new method, namely Discussion. Because the discussion learning method of a student will increase his scientific insight.
28
Coniam, David. "Experimenting with a computer essay-scoring program based on ESL student writing scripts." ReCALL 21, no. 2 (May 2009): 259–79. http://dx.doi.org/10.1017/s0958344009000147.
Full textAbstract:
AbstractThis paper describes a study of the computer essay-scoring program BETSY. While the use of computers in rating written scripts has been criticised in some quarters for lacking transparency or lack of fit with how human raters rate written scripts, a number of essay rating programs are available commercially, many of which claim to offer comparable reliability with human raters. Much of the validation of such programs has focused on native-speaking tertiary-level students writing in subject content areas. Instead of content areas with native-speakers, the data for this study is drawn from a representative sample of scripts from an English as a second language (ESL) Year 11 public examination in Hong Kong. The scripts (900 in total) are taken from a writing test consisting of three topics (300 scripts per topic), each representing a different genre. Results in the study show good correlations between human raters’ scores and the program BETSY. A rater discrepancy rate, where scripts need to be re-marked because of disagreement between two raters, emerged at levels broadly comparable with those derived from discrepancies between paired human raters. Little difference was apparent in the ratings of test takers on the three genres. The paper concludes that while computer essay-scoring programs may appear to rate inside a ‘black box’ with concomitant lack of transparency, they do have potential to act as a third rater, time-saving assessment tool. And as technology develops and rating becomes more transparent, so will their acceptability.
29
Romadani, Tiyas Fitra, and Danang Prasetyo. "PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DALAM MATA KULIAH BAHASA INDONESIA DI PERGURUAN TINGGI." Jurnal Edukasi Khatulistiwa 3, no. 2 (December 15, 2020): 54. http://dx.doi.org/10.26418/ekha.v3i2.42311.
Full textAbstract:
AbstractThis study aims to describe the role of information and communication technology in Indonesian language learning in tertiary institutions. The research method is in the form of literature review or literature study. This research examines critically and deeply the theoretical sources associated with the problems in research. Based on the research results, the following conclusions can be drawn. (1) Information and communication technology is related to communication and information, computers, and a set of other technology-based tools that are experiencing rapid development and affecting education in Indonesia, especially in Indonesian language learning in tertiary institutions. Information and communication technology can be used as a means for compiling data and so on relating to education, especially in learning; (2) Learning has a meaning as a process to gain an experience in accordance with the purpose of a lesson, in learning Indonesian, an attractive medium is needed so that students are more interested in learning. Information and communication technology can be used as a means to increase student interest in learning Indonesian; (3) information and communication technology can be utilized in the four competencies that exist in Indonesian, namely writing, speaking, listening, and reading. Through the use of information and communication technology, it can improve the quality of lessons, student quality, student interest, and at the same time improve the quality of lecturers in technology. Keywords: Information and Communication Technology, Indonesian Language Learning, Higher Education
30
LESSER, LAWRENCE M., AMY E. WAGLER, and BERENICE SALAZAR. "FLIPPING BETWEEN LANGUAGES? AN EXPLORATORY ANALYSIS OF THE USAGE BY SPANISH-SPEAKING ENGLISH LANGUAGE LEARNER TERTIARY STUDENTS OF A BILINGUAL PROBABILITY APPLET." STATISTICS EDUCATION RESEARCH JOURNAL 15, no. 2 (November 30, 2016): 145–68. http://dx.doi.org/10.52041/serj.v15i2.245.
Full textAbstract:
English language learners (ELLs) are a rapidly growing part of the student population in many countries. Studies on resources for language learners—especially Spanish-speaking ELLs—have focused on areas such as reading, writing, and mathematics, but not introductory probability and statistics. Semi-structured qualitative interviews investigated how a purposeful sample of six (Spanish-speaking) ELLs experienced a bilingual coin-flipping simulation applet (NLVM, 2015) and how students might use such resource to confront content misconceptions and language misunderstandings related to probability concepts covered in college introductory statistics courses. We discuss findings, limitations, directions for future research, and implications for teaching, such as handling the phrases “in the long run” and “longest run”. First published November 2016 at Statistics Education Research Journal Archives
31
Tatzl, Dietmar. "A higher-education teaching module for integrating industry content and language through online recruitment advertisements." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 643–72. http://dx.doi.org/10.14746/ssllt.2018.8.3.6.
Full textAbstract:
Empirical evaluations of practical teaching units integrating content and language in higher education are rare and deserve more attention. The current article aims to narrow this gap by providing an empirical study of an integrating content and language in higher education (ICLHE, Smit & Dafouz, 2012) teaching module. It investigates the effectiveness of a content-based English for specific purposes module in tertiary aeronautical engineering education, which incorporates recruitment advertisements as online resources. The study adopted a mixed-methods approach and surveyed three aeronautical engineering student groups (N = 141) over three consecutive years on their perceptions of the module’s learning outcomes. This longitudinal survey was complemented by a teacher-assessed writing task and a qualitative content analysis of online recruitment advertisements (N = 80) in a self-built corpus. All three year groups rated the 10 questionnaire statements on a 5-point Likert scale rather equally, thus suggesting a similar perception of academic achievement stemming from the module’s completion. This student view was supported by the results of the writing assignment. In short, the module’s effectiveness was corroborated both quantitatively and qualitatively, which identifies this teaching concept as a feasible way forward.
32
Antonio, Ronilo, and Maricar Prudente. "Effectiveness of Metacognitive Instruction on Students’ Science Learning Achievement: A Meta-Analysis." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 43–54. http://dx.doi.org/10.46328/ijonse.50.
Full textAbstract:
This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement. Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped according to the student’s level of education and the scientific disciplines being studied. However, the obtained positive and large effect sizes suggested that the use and integration of metacognition can be effectively implemented whether students are in the elementary, secondary or tertiary level, be it Biological or Physical Science. Moreover, the metacognitive strategies employed by individual studies are mostly found to be integrated with ICT mainly metacognitive prompts; other practices were student-led metacognitive discussions, concept mapping, metacognitive writing, and metacognitive practice and training. This result establishes the effectiveness of the use and integration of different metacognitive strategies to improve student learning. Thus, science teachers must be equipped with pedagogical knowledge on the implementation and integration of metacognition in classroom instruction.
33
Morrison, Bruce, and Stephen Evans. "Supporting non-native speaker student writers making the transition from school to an English-medium university." Language Learning in Higher Education 8, no. 1 (May 25, 2018): 1–20. http://dx.doi.org/10.1515/cercles-2018-0001.
Full textAbstract:
Abstract In an increasingly globalised world, English-medium tertiary education has become increasingly prominent and sought after. However, non-native speaker (NNS) school-leavers entering an English-medium university, whether as NNS local students or as international students, not only encounter those challenges faced by all freshmen students, but often also soon realise that there is a gap between the English language skills with which their school education had equipped them and those needed for effective English-medium tertiary study. Their lack of competence in academic writing presents perhaps the greatest challenge. This paper will examine data relating to NNS students’ experience as freshmen writers. These data are derived from a longitudinal study aiming to understand the language-related challenges faced by first and second year NNS students in an English-medium higher education institution in Hong Kong. The paper concludes by proposing two collaborative initiatives whereby English language teachers work with content subject teachers with the aim of providing language enhancement support that is relevant to the student’s programme of study and integrated into their content studies. With a global increase in the number of NNS students studying in English-medium universities (Murray 2016, Standards of English in higher education. Cambridge: Cambridge University Press), the challenges and possible ways of addressing these that are discussed in this paper are potentially directly relevant to universities in whichever country they operate.
34
Mandhare, Rajshree N., Venkatesh V. Khadke, and Saleem B. Tamboli. "Knowledge, attitude and practices towards medical research among resident doctors at a tertiary care hospital." International Journal of Basic & Clinical Pharmacology 8, no. 11 (October 22, 2019): 2517. http://dx.doi.org/10.18203/2319-2003.ijbcp20194795.
Full textAbstract:
Background: Research is a systematic process utilizing the scientific method for generating new knowledge that can be used to solve a problem or improving the existing status of a system. Human being is living a life of ease due to research in medical field. But it is important to know that whether those who are closest to society like resident doctors are involved in research process or not. Thus, the present study is planned to assess the knowledge, attitude and practice of resident doctors in a tertiary care hospital.Methods: This was the questionnaire-based study conducted among the resident doctors. Sample size calculated was 110 by open Epi software. A self-structured questionnaire was validated and distributed. Then we collected the data which was analysed using statistical analysis with MS excel and SPSS software version 21.Results: The 62% response rate was achieved. More than 50% of the resident doctors have the knowledge of p value and protocol writing. 63% students are strongly agreed that research in medical field is important while only 19% students are strongly disagreed that research increases burden over students 17% of the students have presented research paper. More than 75% student told that there are many barriers conducting research.Conclusions: This study demonstrates that more than 50% respondents have the basic knowledge about the medical research and they have the positive attitude too. But there is lack of the practices regarding research. Thus, there should be some efforts to improve practices of medical research among resident doctors.
35
Ejoke, UP, PC Enwereji, and JE Chukwuere. "An Analysis of the #FeesMustFall Agenda and Its Implications for the Survival of Education in South Africa: The NWU Mafikeng Campus Writing Centre Experience." Research in World Economy 10, no. 3 (July 25, 2019): 65. http://dx.doi.org/10.5430/rwe.v10n3p65.
Full textAbstract:
The #FeesMustFall-protests were symbolic of unguided social dynamics as stakeholders directly or in directly (indirectly) scramble for escape due to the financial implications that fees increment would engender. South African government is aware of the importance of education in any growing economy as this was demonstrated in the agenda of the post-1994 government in prioritising primary and secondary education, even though the quality of education remained decidedly poor. However, same cannot be said for tertiary Universities in South Africa, the low priority granted to higher education over the past two decades had always been a bone of contention. This paper therefore attempts to interrogate various explanations for fees must fall movement and how this impact on the writing centre at the North-West University, Mafikeng Campus. In contextualizing this problem, the paper employed key elements of Altbach’s empirical theory of student movements. Using Focus Group discussion and by means of Atlas-ti statistical package, the paper demonstrated the richness of data available for analysis and reflects on correlated methodological challenges when attempting to understand student movements and the dynamic relationship between the University environment as well as the country-wide movement, the territorial space and that of writing centre experience during and after the protest. The paper concludes by reflecting and suggesting on elements of a possible research agenda on balancing education and economy.
36
Adeyemi, Remilekun Iyabo. "I’m part of the collective: exploring the influence of L1 culture on communal representation through the use of we, us and our in Nigerian undergraduates’ written texts." Journal for Language Teaching 53, no. 2 (March 3, 2021): 53–71. http://dx.doi.org/10.4314/jlt.v53i2.3.
Full textAbstract:
This study explores the influence of L1 culture on Nigerian tertiary learners’ use of first-person plural personal pronouns we, us and our in written texts to indicate the collective, i.e., the writers’ social community. The quantitative and semantic analysis of the learners’ use of the pronouns was done using the Nigerian learner English corpus (NLEC) in comparison to Louvain corpus of native English student essays (LOCNESS). The quantitative analysis indicates the overuse of first-person plural pronouns by Nigerian learners compared to their LOCNESS counterparts. The study reports on the semantic analysis and reveals that the learners’ overuse of these pronouns can be traced to their cultural background of collective shared experience, communality, inclusiveness and solidarity. This is evident in the collocates of the pronouns, e.g., ‘we live,’ ‘we have,’ ‘technology has helped us,’' ‘it gives us’, ‘our society,’ ‘our nation.’ The student-writers’ use of these pronouns indicates their involvement in issues of discourse and they emphasize collective experience. The findings of the study confirm writers make discoursal choices that align them with their L1 community which is traceable in their L2 written texts.
Keywords: pronouns; culture; undergraduates; academic writing; student-writers; second language
37
Fielden Burns, Laura V., Mercedes Rico, and María José Naranjo. "FLIPPED CLASSROOMS." Diacrítica 34, no. 1 (April 7, 2020): 336–54. http://dx.doi.org/10.21814/diacritica.286.
Full textAbstract:
Flipped classrooms are in vogue as an active learning methodology since they combine important pillars of modern education, such as student-centered learning and technology. This model has been applied to different areas and educational levels, though it seems most prominent at the tertiary level. However, it is not clear if it is appropriate for all subject areas, such as language teaching. This paper will explore this question by treating two principal objectives: to review concepts and empirical research on flipped language classes to ascertain its effectiveness, and secondly, to propose a series of guidelines for language instructors considering flipping their classrooms based on the results from the results from the first objective. The results find that flipped classrooms may be particularly interesting for communicative language classrooms, and as well as for writing skills improvement.
38
Yüksel, H. Gülru, and Suzan Kavanoz. "Dimension of Experience: Metadiscourse in the Texts of Novice Non-Native, Novice Native and Expert Native Speaker." Advances in Language and Literary Studies 9, no. 3 (June 30, 2018): 104. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.104.
Full textAbstract:
Metadiscourse is essential in establishing pragmatically effective academic written communication. However, little is known about how metadiscourse is used in written texts produced by tertiary level second language learners. This corpus-based linguistic research study aims to explore the frequencies and usages of metadiscourse markers in student essays written by Turkish learners of English and investigate the divergences from native speaker norms. As reference corpora, British Academic Written English (BAWE) and British National Corpus (BNC) were used. We found that in academic discourse, regardless of experience in writing (novice or expert) and L1 language background, interpersonal metadiscourse markers are used more frequently than textual metadiscourse markers. The commonalities between novice non-native and expert native writers together with differences between two native speaker groups suggest that pragmatic competence, particularly metadiscourse use, develops by experience regardless of L1 background.
39
Kelly-Ware, Janette Patricia. "Socially relevant curriculum." Teachers' Work 17, no. 1and2 (December 14, 2020): 10–26. http://dx.doi.org/10.24135/teacherswork.v17i1and2.300.
Full textAbstract:
Socially relevant curriculum and the importance of opening up spaces for negotiation and meaning making to occur are increasingly common ideas in my academic writing. This article reports on student teachers making meaning in an online discussion forum in the aftermath of the terrorist massacre at Christchurch mosques in Aotearoa New Zealand last year. Dominant discourses and critical questions are highlighted for teachers in early childhood and tertiary education settings about religion, racism and cultural otherness. The central argument is that these issues are highly pertinent to us all: they speak to the things that matter in all of our lives at this time, and in this space and place. Cultural otherness, anti-racism, spirituality and religion are fundamental to contemporary socially relevant curriculum. Courageous teachers committed to a more socially just world need to facilitate learning about these issues in ‘age-appropriate’ ways.
40
Fergie, Doseena. "“I wonder what lies beyond that horizon?”." Australian Journal of Education 62, no. 3 (November 2018): 289–98. http://dx.doi.org/10.1177/0004944118798659.
Full textAbstract:
The horizon can mean many things to individuals. The author gives an account of those within her ‘sphere of influence’ who enabled her to stand on their broad shoulders to face the challenges and bask in the joys within the tertiary sector and, around the world. Having been raised in an atmosphere of colonisation where assimilation was the norm, the writer extrapolates her encounter with the education system to find her ‘true’ identity and place within the ‘system’. How does one transfer the learnings of living in ‘two worlds’ to a largely non-Indigenous student cohort? How can one remain true to oneself when writing a PhD thesis within a Western system? Finally, as a Churchill Fellowship recipient, the writer travelled the world to seek out how other Indigenous nations around the world have found ways to heal the wounds of colonisation. This writer has experienced the horizon as both a challenger and a nurturer of knowledge.
41
Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.
Full textAbstract:
The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.
42
Freislich, Mary Ruth, and A. Bowen-James. "Effects of a change to more formative assessment among tertiary mathematics students." ANZIAM Journal 61 (September 2, 2020): C255—C272. http://dx.doi.org/10.21914/anziamj.v61i0.15166.
Full textAbstract:
A change in teaching delivery at a large Australian university, from two semesters to three trimesters, was the occasion for using more formative assessment in a core first-year mathematics unit. This study compared evidence about learning outcomes for two cohorts in adjacent years. Cohort 1 was the last taught over a semester, and Cohort 2 the first taught over a trimester. There was no change in overall workload, and no change in the unit's total teaching hours, syllabus or materials. Assessments were changed for class tests during the teaching period by giving Cohort 2 access to unlimited practice and computer-assisted feedback on the questions in the test database, followed by doing the tests under examination conditions. For Cohort 2, a written assignment was also added, focused on giving a clear solution to a mathematics problem, and awareness of the need for appropriate evidence, both background and internal to the problem. Learning outcomes were compared using closely comparable tasks from the final examinations, and examining students' answers in the examination scripts. Outcomes were assessed by a method derived from the solo taxonomy, which afforded a common scale to measure the quality of learning outcomes observable in final examination scripts. Results on separate tasks, plus those for a composite score, favoured Cohort 2. The effect size for the composite score was 0.457. This indicates that the unlimited practice with computer feedback for class tests, and the writing assignment, were functioning as intended in promoting learning with understanding. References S. Bengmark, H. Thunberg, and T. M. Winberg. Success-factors in transition to university mathematics. Int. J. Math. Ed. Sci. Tech., 48(7):988–1001, 2017. doi:10.1080/0020739X.2017.1310311. J. B. Biggs and K. F. Collis. Evaluating the quality of learning: The SOLO taxonomy. Academic Press, New York, 1981. URL https://www.elsevier.com/books/evaluating-the-quality-of-learning/biggs/978-0-12-097552-5. A. Bowen-James. Perceptions of learning environments among tertiary mathematics students. Sc.Ed.D. Thesis. Curtin University of Technology, 2002. H. Chick, J. M. Watson, and K. F. Collis. Using the solo taxonomy for error analysis in mathematics. Res. Math. Ed. Aust., 1(1):34–47, 1988. M. R. Freislich. A comparison between the effects of Keller Plan instruction and traditional teaching methods on the structure of learning outcomes among tertiary mathematics students. Sc.Ed.D. Thesis. Curtin University of Technology, 1997. M. R. Freislich. The effects of Keller Plan instruction on the achievement and attitudes of tertiary mathematics students. Proc. Int. Conf. Teach. Math., Istanbul. 2006. M. Gill and M. Greenow. How effective is feedback in computer-aided assessment? Learn. Media Tech., 33(3):207–220, 2008. doi:10.1080/17439880802324145. J. Hannah, A. James, and P. Williams. Does computer-aided formative assessment improve learning outcomes? Int. J. Math. Ed. Sci. Tech., 45(2):269–281, 2014. doi:10.1080/0020739X.2013.822583. D. Harris and M. Pampaka. \T1\textquoteleft they [the lecturers] have to get through a certain amount in an hour\T1\textquoteright : first year students\T1\textquoteright problems with service mathematics lectures. Teach. Math. App., 35(3):144–158, 2016. doi:10.1093/teamat/hrw013. S. Higgins and M. Katsipataki. Communicating comparative findings from meta-analysis in educational research: some examples and suggestions. Int. J. Math.. Res. Meth. Ed., 39(3):237–254, 2016. doi:10.1080/1743727X.2016.1166486. P. W. Hillock and R. N. Khan. A support learning programme for first-year mathematics. Int. J. Math. Ed. Sci. Tech., 50(7):24–29, 2019. doi:10.1080/0020739X.2019.1656830. A. Hodge, J. C. Richardson, and C. S. York. The impact of a web-based homework tool in university algebra courses on student learning and strategies. J. Online Learn. Teach., 5(4):618–629, 2009. URL https://jolt.merlot.org/vol5no4/hodge_1209.htm. D. Holton and D. Clarke. Scaffolding and metacognition. Int. J. Math. Ed. Sci. Tech., 37(2):127–143, 2006. doi:10.1080/00207390500285818. A. H. Jonsdottir, A. Bjornsdottir, and G. Stefansson. Difference in learning among students doing pen-and-paper homework compared to web-based homework in an introductory statistics course. J. Stat. Ed., 25(1):12–20, 2017. doi:10.1080/10691898.2017.1291289. M. McAlinden and A. Noyes. Mathematics in the disciplines at the transition to university. Teach. Math. App., 38(2):61–73, 2019. doi:10.1093/teamat/hry004. J. Nicholas, L. Poladian, J. Mack, and R. Wilson. Mathematics preparation for university: entry pathways and their effect on performance in first year mathematics and science subjects. Int. J. Innov. Sci. Math. Ed., 23(1):37–51, 2015. https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/8488. M. I. Nunez-Pena, R. Bono, and M. Suarez-Pellicioni. Feedback on students' performance: a possible way of reducing the negative effect of math anxiety in higher education. Int. J. Ed. Res., 70(1):80–87, 2015. doi:10.1016/j.ijer.2015.02.005. J. T. E. Richardson. Student learning in higher education: a commentary. Ed. Psych. Rev., 29(1):353–362, 2017. doi:10.1007/s10648-017-9410-x. L. J. Rylands and D. Shearman. Mathematics learning support and engagement in first year engineering. Int. J. Math. Ed. Sci. Tech., 49(8):1133–1147, 2018. doi:10.1080/0020739X.2018.1447699. K. A. Seaton. Efficacy and efficiency in formative assessment: an informed reflection on the value of partial marking. Int. J. Math. Ed. Sci. Tech., 44(7):963–971, 2013. doi:10.1080/0020739X.2013.831490. D. Wood, J. S. Bruner, and G. Ross. The role of tutoring in problem solving. J. Child Psychol. Psych., 17(1):89–100, 1976. doi:10.1111/j.1469-7610.1976.tb00381.x. L. Zetterqvist. Applied problems and use of technology in an aligned way in basic courses in probability and statistics for engineering students—a way to enhance understanding and increase motivation. Teach. Math. App., 36(2):108–122, 2017. doi:10.1093/teamat/hrx004.
43
Gill, Ayesha Asghar, and Fauzia Jangua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 7 (June 9, 2020): 8. http://dx.doi.org/10.5539/elt.v13n7p8.
Full textAbstract:
Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
44
Gill, Ayesha Asghar, and Fauzia Janjua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 8 (July 20, 2020): 141. http://dx.doi.org/10.5539/elt.v13n8p141.
Full textAbstract:
Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
45
Keirle, Philip A., and Ruth A. Morgan. "Teething Problems in the Academy: negotiating the transition to large-class teaching in the discipline of history." Journal of University Teaching and Learning Practice 8, no. 2 (April 1, 2011): 17–38. http://dx.doi.org/10.53761/1.8.2.3.
Full textAbstract:
In this paper we provide a template for transitioning from tutorial to larger-class teaching environments in the discipline of history. We commence by recognising a number of recent trends in tertiary education in Australian universities that have made this transition to larger-class sizes an imperative for many academics: increased student enrolments in the absence of a concomitant rise in teaching staff levels, greater emphasis on staff’s research and service, and governmental and institutional pressures to maximize resource efficiency. All this, of course, taking place in an environment where staff are required to engage with discipline-specific pedagogies in teaching and learning to ensure that their departments, faculties and institutions successfully meet and maintain standards of quality in the delivery of higher education. The main challenge historians face here, we argue, is to ensure that the ‘higher order thinking skills’ associated with the discipline are developed in a learning environment often deemed incompatible with doing so. Dealing with this issue requires a particular approach to curriculum design, one that systematically unpacks the signature skills of historical thinking/writing/reading and engages with the pedagogy of large-class teaching environments. What follows is an account of our foray into unfamiliar territory, which, we hope, can act as a guide to academics moving in a similar direction.
46
Suherman, Andri. "EXAMINING RELATIONSHIPS BETWEEN EFL STUDENTS' LEARNING STYLE, WRITING PROFICIENCY, AND SELF-ASSESSMENT." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (December 31, 2018): 200. http://dx.doi.org/10.24252/eternal.v42.2018.a5.
Full textAbstract:
This research article aimed to explore the relationship between students’ learning styles, writing proficiency, and self-assessment. The participants in this case study were forty Indonesian tertiary-level EFL learners. This study investigated language learning styles preferences of the participants, analyzed preferred language learning styles of the most proficient writers, and explored how the partcipants assess their writing ability. Multiple sources of data were collected, including questionnaires, self-assessment checklist, and students’ writings. The findings revealed three main points. First, based on the mean value and standard deviation, Communicative was the most popular learning styles among the students, followed by three others styles, called Concrete, Analytical, and Authority-Oriented. Second, based on the students’ writing scores, eight students were considered the most proficient writers, and most of them had applied Communicative learning style to help them organize their writings. Third, the most proficient writers, compared to the self-assessment performance of the least proficient writers, appeared to underestimate their writing ability. The pedagogical implications of this study were to provide insight to EFL teachers into how students’ learning styles can help them to make the necessary adaptation and changes in the instruction, and to inform EFL learners with some suggestions to carry out self-assessments to help them improve their writing performance.
47
Bulqiyah, Suhaimah, Moh Arif Mahbub, and Dyah Ayu Nugraheni. "Investigating writing difficulties in essay writing: Tertiary students’ perspectives." English Language Teaching Educational Journal 4, no. 1 (May 3, 2021): 61. http://dx.doi.org/10.12928/eltej.v4i1.2371.
Full textAbstract:
This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.
48
Dyche, Caroline Anne, and Jessie Antwi-Cooper. "Evaluating Academic Literacies Course Types." Journal of Academic Writing 10, no. 1 (December 18, 2020): 222. http://dx.doi.org/10.18552/joaw.v10i1.624.
Full textAbstract:
Evaluating Academic Literacies Course Types
This poster represents a mixed methods study conducted at the University of the West Indies (UWI), which seeks to determine the merits of two types of Academic Literacies (AL) courses in promoting successful academic outcomes. Its focus is the first quantitative research phase in which the grade point averages after the first year of study of Social Sciences students successful either in the general purposes Foun1019 ‘Critical Reading and Writing in the Disciplines’ course or in the faculty-specific purposes Foun1013 ‘Critical Reading and Writing in the Social Sciences’ course are compared. The second, qualitative phase will be presented in future publications. This study is a response to an unimplemented recommendation of an external 2018 Quality Assurance Review (QAR) of the UWI, Mona campus, English Language Section, that students successful in the first semester of Foun1019 switch in the second semester to their faculty-specific AL courses. The QAR rationale for the recommended course switch is that the non-faculty-specific nature of the second semester of Foun1019 is academically disadvantageous to students who have shown promise in its first semester. This study is relevant to the debate over the use of general versus disciplinary AL approaches, one publicized by Jordan (1997) and revived by de Chazal (2012) who makes a pedagogical and practical case favouring a general purposes approach. Underlying the study is the premise at the heart of AL courses: that by preparing incoming students, supposed novice writers and readers at the tertiary level of study, these courses serve to maximise their academic performance. Indeed, this is the premise upon which the required pursuit by university students of AL courses is based.
This Foun1019 general purposes course, introduced for students from all faculties who fail an English language proficiency entrance test (ELPT), places emphasis in the first semester on developmental reading and writing in English as well as on overcoming writer apprehension. Furthermore, a dual language identity – Standard Jamaican English and Jamaican Creole – is conferred on students. This is because whereas English is Jamaica’s sole official language, Jamaican Creole – which has an English lexicon but distinctly un-English grammar, syntax and phonology – is the first language of most of the students. The work undertaken in the first semester functions as a bridge for students, building their linguistic self-esteem and improving their English language proficiency in order to ease them into what is considered the bona fide AL focus of the second semester: ‘Writing from Sources’. This latter focus is shared with one-semester, faculty-specific purposes AL courses, populated by students who pass or are exempt from the ELPT. These courses seek to respond to the AL development needs of individual faculties’ constituent departments. To do this, they employ as much of a specific purposes AL approach as is possible given the wide range of parent disciplines involved. The Foun1013 course featured in this study, which is pursued by Faculty of Social Sciences students exclusively, falls into this faculty-specific category of UWI AL courses.
The Foun1019 and Foun1013 Year 1 student groups being compared have both been certified at the end of their first year of study to possess a satisfactory level of English language proficiency on the basis of attaining passing grades at the end of Semester two in their final and major AL assignment: a 1200-word documented expository essay scored via a common holistic rubric. To ensure further comparability of the two groups, control of the potentially influential independent variables of Socioeconomic Status (SES), Gender, Intellectual Aptitude (as estimated via matriculation qualifications) and other selected variables is accounted for by the multiple regression analysis component of the overall study design. To address the unevenness of the size of the two study populations, that is, the relatively small number (51) of Year 1 Foun1019 Social Sciences students versus the high number (630) of their Foun1013 counterparts, the Tukey test of statistical significance for unequal group sizes will be applied.
To assess the groups’ relative academic performance, the official UWI measurement standard, Grade Point Average (GPA), is used. This measurement shows the typical course result of a student for a semester or year, and ultimately determines the quality of degree awarded (for example, First Class Honours, Lower Second Class Honours, Pass). This measurement encompasses nine bands ranging from 0.00-1.29 to 4.00-4.30 points. The points in question represent the numerical value given to letter grades, e.g. C+ (55-59%) = 2.30 points, F2 (40-44%) = 1.30 points. Grade points are determined by multiplying the points earned by the credit weighting of the course, which is based on the duration of the course (whether one or two semesters). Students earn three credits for one-semester courses, and six credits for two-semester ones. 2.00 is the minimum grade point deemed acceptable (University of the West Indies, 2014).
The investigation reveals that the overall Year 1 student pass rates for Foun1013 and Foun1019 at the end of the second semester of the 2017/18 academic year were 60.2% (630/1047) and 62.2% (51/82) respectively. Preliminary findings on the GPAs of the passing groups are as follows: 1) Foun1013 students’ GPAs are more widely spread across the band ranges than those of Foun1019 students; 2) The modal band range of the two groups is 2.30-2.99: 42.6% (269/630) of Foun1013 students versus 54.9% (28/51) of Foun1019 students; 3) The GPAs of 41.9% (264/630) of Foun1013 students fall into the four highest band ranges (3.00-4.29) versus 25.5% (13/51) for Foun1019 students; 4) The GPAs of 10.6% (66/630) of the Foun1013 students fall into the 2:00-2:29 (just acceptable) band range versus 15.7% (8/51) for 1019 students; 5) The GPAs of 4.9% (31/630) of Foun1013 students fall into the three lowest band ranges (0.00 -1.99) versus 3.9% (2/51) for Foun1019 students. Thus, overall, the Year 1 Foun1013 specific purposes students outperformed their Foun1019 general counterparts with respect to their higher band ranges, but the modal range of scores for both groups (a low but acceptable one) was the same; in addition, the Foun1019 group had slightly better outcomes in terms of its lower proportion of students with poor GPAs (under 2.0). Therefore, this cross-tabulation of the two groups’ GPAs reveals that student success in the general purposes course is not more highly correlated with Year 1 academic failure than student success in the faculty-specific purposes course, but it may hold implications for the passing grades received. Corresponding results for Year 2, 3 and 4 students, along with these Year 1 results, will be subjected to the finer-grained statistical analysis needed to reach definitive conclusions, while the qualitative phase of the study will use course content analysis and questionnaire and interview data from students and academic staff to seek explanations for the conclusions drawn.
References
de Chazal, E. (2012). The general-specific debate in EAP: Which case is the most convincing for most contexts? Journal of Second Language Teaching and Research, 2(1), 135–148. http://pops.uclan.ac.uk/index.php/jsltr/article/view/90/37
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge University Press.
University of the West Indies. (2014). Grade point average regulations (Internal document). UWI. https://www.uwi.edu/gradingpolicy/docs/regulations.pdf
49
Kuiper, C., J. Smit, L. De Wachter, and J. Elen. "Scaffolding tertiary students’ writing in a genre-based writing intervention." Journal of Writing Research 9, no. 1 (June 2017): 27–59. http://dx.doi.org/10.17239/jowr-2017.09.01.02.
Full text
50
Aunurrahman, Aunurrahman, Fuad Abdul Hamied Hamied, and Emi Emilia. "EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 72. http://dx.doi.org/10.17509/ijal.v7i1.6860.
Full textAbstract:
For tertiary English as a Foreign Language (EFL) students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014). The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.