The document summarizes a study that investigated gaps in academic writing skills among ESL students in a foundation studies program. The study examined 206 students' perceptions of and challenges with academic writing. It identified common errors in students' writing and proposed techniques to support student writing. Key findings included that most students enjoyed writing tasks but many were unable to self-evaluate their work. The study aimed to develop instructional strategies to improve ESL students' academic writing abilities.
The Academic writing performance and Spelling Errors Malik Jabr Albalawi Ù Ű§Ù...malikjabr
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The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
This research aims at investigating lexical repetition and written compositionâs unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the studentsâ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Lexical Repetition and Written Textâs Unity from Gender Perspective: A Case o...AJHSSR Journal
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This research aims at investigating lexical repetition and written compositionâs unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the studentsâ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Analysis of Studentsâ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
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This study analyses undergraduate studentsâ errors in their summative evaluation with special emphasis on a literary subject that is taught in English. The study is an analysis of studentsâ corpora and uses qualitative analysis. Three questions spearheaded the discussion namely (1) what are errors that students make in their final evaluation? (2) What are the effects of these errors? (3) What can be done to help students reduce these errors? The study has a threefold significance namely showing teachers in charge of language teaching the areas that should be more emphasized; reveal students how important they should cope with these challenges to better their language use and become more proficient in a second language, if they are willing and committed to correct these errors. It was found that most of learners make similar errors related with spelling, subject verb agreements, pluralization, capitalization and misuse of prepositions.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Good English writing competence is widely recognized as an important skill for educational, business and personal reasons. So, English writing instruction has an important role in foreign language education. In this regard, extracted and edited from his MA thesis, the purpose of the researcher in this study was to decide on the degree of emphasis on micro skills for writing classes based on the frequency of error occurrence. The first step for carrying out the research was to analyze the essays of a pilot group (i. e., 30 students) to provide the researcher with a rough checklist of the most frequent types of errors. Then the researcher administered the instrument to a random sample of university students' essays that were majoring in TEFL, Literature and translation in Islamic Azad University, Roudehen Branch. The analysis of the sample obtained 13 types of errors and the researcher applied the obtained checklist to categorize the errors committed by all 300 subjects of the research. To do this the researcher used descriptive and qualitative method to gather the research data without manipulating the research context. Based on the occurrences of errors, the researcher presented a hierarchy of error types and suggested some strategies in the process of pre-writing, writing and post-writing.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the studentsâ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
The Academic writing performance and Spelling Errors Malik Jabr Albalawi Ù Ű§Ù...malikjabr
Â
The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
This research aims at investigating lexical repetition and written compositionâs unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the studentsâ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Lexical Repetition and Written Textâs Unity from Gender Perspective: A Case o...AJHSSR Journal
Â
This research aims at investigating lexical repetition and written compositionâs unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the studentsâ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Analysis of Studentsâ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
Â
This study analyses undergraduate studentsâ errors in their summative evaluation with special emphasis on a literary subject that is taught in English. The study is an analysis of studentsâ corpora and uses qualitative analysis. Three questions spearheaded the discussion namely (1) what are errors that students make in their final evaluation? (2) What are the effects of these errors? (3) What can be done to help students reduce these errors? The study has a threefold significance namely showing teachers in charge of language teaching the areas that should be more emphasized; reveal students how important they should cope with these challenges to better their language use and become more proficient in a second language, if they are willing and committed to correct these errors. It was found that most of learners make similar errors related with spelling, subject verb agreements, pluralization, capitalization and misuse of prepositions.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Good English writing competence is widely recognized as an important skill for educational, business and personal reasons. So, English writing instruction has an important role in foreign language education. In this regard, extracted and edited from his MA thesis, the purpose of the researcher in this study was to decide on the degree of emphasis on micro skills for writing classes based on the frequency of error occurrence. The first step for carrying out the research was to analyze the essays of a pilot group (i. e., 30 students) to provide the researcher with a rough checklist of the most frequent types of errors. Then the researcher administered the instrument to a random sample of university students' essays that were majoring in TEFL, Literature and translation in Islamic Azad University, Roudehen Branch. The analysis of the sample obtained 13 types of errors and the researcher applied the obtained checklist to categorize the errors committed by all 300 subjects of the research. To do this the researcher used descriptive and qualitative method to gather the research data without manipulating the research context. Based on the occurrences of errors, the researcher presented a hierarchy of error types and suggested some strategies in the process of pre-writing, writing and post-writing.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the studentsâ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
Language Needs Analysis for English Curriculum Validationinventionjournals
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This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
Â
: Oral production in a foreign language is a very challenging task that requires certain linguistic skills
as well as strategic competence. Vocabulary knowledge proves to play a crucial role in interactional situations.
However, few studies have investigated how both EFL teachers and learners view and analyze situations in
which learners are not producing enough spoken language in class, and the reasons behind them. The present
study will pinpoint the significant role of lexis in Moroccan learners speaking production. To this end, forty
EFL teachers and two hundred Moroccan high school students are surveyed and interviewed to reveal their
perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show
that both teachers and learners identify vocabulary deficiency as the main factor behind studentsâ inability to
speak English. In the present article, among the many suggestions that could be proposed to deal with this
situation, it is argued that one efficient way would be to assist the students during the process of L2 vocabulary
learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given
in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners
surveyed.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
Â
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachersâ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
Embarking The Six Thinking Hats in EFL Studentsâ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Saida University, Dr. Moulay Tahar & Maghnia University Centre, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
An Experimental Investigation on Preparatory Year EFL learnersâ Vocabulary ac...AJHSSR Journal
Â
T :Vocabulary is a vital part of foreign language learning and teaching process and it requires
more consideration in terms of appropriate methodological choice in order to facilitate the learning process of
foreign language learners. Interactive Whiteboard (IWB), which is now associated with the teaching and
learning process in Saudi Arabia, and especially in the EFL classrooms provided motivation for conducting the
experimental investigation concerning the effects of Interactive Whiteboard (IWB) on Preparatory Year EFL
learnersâ vocabulary achievement. The study involved two intact groups from the Preparatory Year EFL learners
at a Saudi university and were labelled as Treatment and Control groups respectively. The Treatment group was
given intervention for seven weeks through the Interactive Whiteboard (IWB) while the control group with the
traditional whiteboard. 40 items MCQs type vocabulary achievement test was conducted at the beginning as pretest
and again at the end of the study as post-test. The data achieved was analyzed using the SPSS and the results
showed that there was significant difference between the Treatment and control groups in terms of better
performance in the vocabulary
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
The main purpose of this article is to examine the level of Communication Apprehension (CA) among Third-Year Political Science students studying English for Specific Purposes (ESP) at Chlef University, and then investigate the main factors that lead to their CA in the ESP classroom. The instruments that were used for data collection in the study are a questionnaire administered to 50 students and an interview conducted with 4 teachers. The findings of the study revealed that most students had high level of CA with the relative contribution of two main reasons: instructional and psychological factors to the situation. Finally, some suggestions and recommendations on how to reduce communication apprehension among ESP students and improve their speaking skills were stated.
Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learnersâ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learnersâ language proficiency than that in other syllabuses focusing on input or process. Moreover, learnersâ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
Language Needs Analysis for English Curriculum Validationinventionjournals
Â
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
Â
: Oral production in a foreign language is a very challenging task that requires certain linguistic skills
as well as strategic competence. Vocabulary knowledge proves to play a crucial role in interactional situations.
However, few studies have investigated how both EFL teachers and learners view and analyze situations in
which learners are not producing enough spoken language in class, and the reasons behind them. The present
study will pinpoint the significant role of lexis in Moroccan learners speaking production. To this end, forty
EFL teachers and two hundred Moroccan high school students are surveyed and interviewed to reveal their
perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show
that both teachers and learners identify vocabulary deficiency as the main factor behind studentsâ inability to
speak English. In the present article, among the many suggestions that could be proposed to deal with this
situation, it is argued that one efficient way would be to assist the students during the process of L2 vocabulary
learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given
in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners
surveyed.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
Â
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachersâ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
Embarking The Six Thinking Hats in EFL Studentsâ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Saida University, Dr. Moulay Tahar & Maghnia University Centre, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
An Experimental Investigation on Preparatory Year EFL learnersâ Vocabulary ac...AJHSSR Journal
Â
T :Vocabulary is a vital part of foreign language learning and teaching process and it requires
more consideration in terms of appropriate methodological choice in order to facilitate the learning process of
foreign language learners. Interactive Whiteboard (IWB), which is now associated with the teaching and
learning process in Saudi Arabia, and especially in the EFL classrooms provided motivation for conducting the
experimental investigation concerning the effects of Interactive Whiteboard (IWB) on Preparatory Year EFL
learnersâ vocabulary achievement. The study involved two intact groups from the Preparatory Year EFL learners
at a Saudi university and were labelled as Treatment and Control groups respectively. The Treatment group was
given intervention for seven weeks through the Interactive Whiteboard (IWB) while the control group with the
traditional whiteboard. 40 items MCQs type vocabulary achievement test was conducted at the beginning as pretest
and again at the end of the study as post-test. The data achieved was analyzed using the SPSS and the results
showed that there was significant difference between the Treatment and control groups in terms of better
performance in the vocabulary
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
The main purpose of this article is to examine the level of Communication Apprehension (CA) among Third-Year Political Science students studying English for Specific Purposes (ESP) at Chlef University, and then investigate the main factors that lead to their CA in the ESP classroom. The instruments that were used for data collection in the study are a questionnaire administered to 50 students and an interview conducted with 4 teachers. The findings of the study revealed that most students had high level of CA with the relative contribution of two main reasons: instructional and psychological factors to the situation. Finally, some suggestions and recommendations on how to reduce communication apprehension among ESP students and improve their speaking skills were stated.
Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learnersâ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learnersâ language proficiency than that in other syllabuses focusing on input or process. Moreover, learnersâ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
These slides are for a symposium on the Scholarship of Teaching and Learning, sponsored by the SoTL Institute at Mt. Royal University in Calgary, Alberta, Canada. They are about a project studying peer feedback on writing, in a course at the University of British Columbia in Vancouver (Canada) in which students write 10-12 essays over a full academic year, and engage in peer feedback sessions every week for that year as well.
Writing outline for social science audiencesJane Gilgun
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Theory and model development is important in social work. This powerpoint presentation provides guidelines for analyzing existing models, modifying existing models, and creating new models. Social work has taken upon itself to make life better for other people. These guidelines may provide some direction for this work.
This presentation has an Example of Proper Outline for a Narrative Essay. It also has some recommendations. Please follow this link for more information https://essay-academy.com/account/blog/narrative-essay-outline-example
Here you can find an Outline n a Specific Topic concerning marijuana usage. There are also tips and recommendations from our writers which we present in this article https://essay-academy.com/account/blog/persuasive-essay-outline-example
English - Majored Juniorsâ attitudes towards learning the academic writing co...AJHSSR Journal
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ABSTRACT : The study aims to investigate attitudes ofJuniors ofEnglish as a foreign language (EFL)
towards learning the academic writing course at TraVinh University (TVU) and to help these learners recognize
what benefits they have got and difficulties they have encountered during the course. The writer uses a
quantitative approach with aquestionnaire to collect data from80third-year English majors, whotook part in the
academic course at TVU. The findings indicate that all students have positive attitudes about this course and
concede the benefits of the academic writing course. One of the most crucial results from this study's data was
that academic writing skills were needed for studentsâ graduation thesis. Apart from that, the
studentsencountered challenges throughout the learning process. Particularly, due to the impact of their native
tongue on language learning, grammar is regarded as the most prominent difficulty. The study lastly suggests a
range of implications for students to enhance their academic writing skills.
KEYWORDS: academic writing, attitudes, difficulties, EFL Juniors
Full paper-the-academic-writing-performance malik albalawi Ù Ű§ÙÙ Ű§ÙŰšÙÙÙ malikjabr
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Academic Writing performance and Spelling errors of English as A Foreign Language Students at Tabuk University: A case of The Introductory Year Students 2015
Vietnamese EFL studentsâ perception and preferences for teachersâ written fee...AJHSSR Journal
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ABSTRACT : In recent years, there has been an increasing interest in the role of teachersâ written feedback
(TWF) in the EFL writing class as well as the factors determining the effectiveness of TWF. This study
examined Vietnamese EFL university studentsâ perceptions toward and preferences for TWF as well the
problems they encounter when dealing with TWF. A Likert scale questionnaire was used to collect quantitative
data from 84 English major students at a university in Vietnam. The analysis indicated that the majority of
participants find TWF helpful and crucial for the development of their writing skill. Comprehensive correction
appeared to be more favorable to the students as they expected the feedback to mark all their errors. It is also
reported that although the students prefer to receive indirect feedback, they face several difficulties when
processing TWF and need additional clues or guidance from their teachers.
KEYWORDS : EFL learners, writing, teachersâ written feedback, perceptions, preferences
Identifying gaps in academic writing of esl students
1. 1
Identifying Gaps in Academic Writing of ESL Students
Dr Beena Giridharan Curtin
University, Miri, Malaysia
beena@curtin.edu.my
Alison Robson
Curtin University, Miri, Malaysia
Alison.r@curtin.edu.my
Abstract:
There is growing evidence that the lack of competence of university ESL students in
academic writing affects their overall academic performance. Olivas and Li (2006)
connected low second-language proficiency levels in English to poor academic performance
of international students studying at both university and college levels in the United States.
Although, many ESL students at university have a general understanding of grammar rules,
not many are able to write academically at levels expected of them. This is further
exacerbated by a lack of awareness of studentsâ own ability in academic writing. The paper
reports on a case study conducted to identify critical gaps in academic writing standards
among ESL students in a foundation studies programme. The study employed a pragmatic
case study approach, drawing on qualitative methods as deemed appropriate. In this project,
four essential criteria for developing good academic writing skills were investigated;
attitudes towards academic writing tasks, planning, writing paragraphs and essays, and
evaluating oneâs own writing. The study examined the challenges faced by students (n=206)
in academic writing and identified common grammatical, structural and syntactic errors
made in writing tasks. Data from the study show that most students enjoyed writing tasks
and drafting essays and working with peers to brainstorm ideas and opinions for their drafts.
A majority of respondents agreed that they were well aware of referencing systems and the
need to substantiate their ideas with supportive evidence. However many respondents were
unable to evaluate their own work and admitted that often their evaluation did not match
that of their instructors. The project aims to propose interventions and techniques to support
student academic writing practices in the foundation year.
Keywords: Academic Writing, ESL students, critical gaps.
Introduction
The capacity to write well academically at tertiary levels is a plausible expectation of
university students. Academic writing is often developed in students through formal
instructional settings, although proficiency in academic writing may be influenced by
cognitive development, educational experiences and overall proficiency in second language
(L2) for ESL students. In the case of L1 students, there are research reports indicative of
2. 2
poor academic writing skills despite the fact that L1 students possess productive knowledge
of vocabulary required at tertiary levels, and are grammatically more fluent (Hinkel 2004).
Writing involves composing, developing and analyzing ideas, implying the ability to
rephrase information in the form of narratives, or transforming information into new texts as
in argumentative writing (Myles, 2002). Writing in academic contexts requires students to
advance their own ideas within a framework of domain or discipline knowledge and engage
the reader in academic discourse. Research studies reveal that for students entering tertiary
levels post-secondary, academic success is dependent on successful academic writing
(Kelley 2008). It is undeniable that academic writing epitomises the language of scholarship
and demonstrates eligibility for higher education. The quality of an individualâs written
work determines his or her scholarship and acceptance in academia. Poor academic writing
skills have often been alluded to as a key factor in the failure of ESL and international
students in meeting institutional literacy expectations. ( Bacha, 2002; Zhu, 2004).
This paper discusses a case study investigation of critical gaps identified in academic
writing standards among ESL students in a foundation studies programme. The study
focused in particular on the challenges faced by students in academic writing and identified
common grammatical, structural and syntactic errors made in writing tasks. The study was
prompted by the dearth in research in academic writing in ESL contexts, long term
analytical observations of academic writing standards among students, and the teaching and
research experiences of the authors. The study reviews and discusses literature pertinent to
the academic writing theories to form theoretical reference points. Analyses of studentsâ
perceptions towards academic writing tasks, and identification of critical gaps in ESL
academic writing by staff based on studentsâ essay drafts and reflections recorded in
research diaries contribute to overall data analysis and conclusions drawn in the study. The
paper proposes techniques and instructional strategies to facilitate better academic writing
skills among ESL students.
Literature Review and Background
Evidence of the growing importance of English L2 writing is becoming increasingly
dominant in both educational programs and in professional writing in non-English dominant
countries (Leki, 2001). Academic writing is a much desired skill in tertiary students,
however in ESL students, academic writing is often perceived as overwhelming mainly due
to ESL learnersâ lack of grammatical and vocabulary competency. In an Asian context, most
students have not engaged in academic discourse in their formal writing courses during
secondary school education, and are often introduced to academic writing at university.
Ultimately both context and inadequacies of English language proficiency compounds the
academic writing difficulties experienced by ESL students at tertiary levels. Literature
confirms the inadequacies experienced by university ESL students in their academic writing
in English. Olivas and Li (2006) connected low second-language proficiency levels in
English and poor academic performance of international students studying at both university
and college levels in the United States. Increasingly, criticism has been directed against
studentsâ inability to write at levels and standards acceptable particularly among ESL
international students (Horner& Min-Zhan, 1999; Rose,1989).
Although, many ESL students at university have a general understanding of
grammar rules, not many are able to write academically at levels expected of them. Most
3. 3
students in the foundation course are not cognisant of their lack of ability in academic
writing. Therefore, monitoring the development through the assessing and grouping of
academic skill levels of learners can be arduous and challenging for ESL instructors. In this
project, the four essential criteria for developing good academic writing skills were
investigated such as attitudes towards academic writing tasks, planning, writing paragraphs
and essays, and evaluating their own writing. Peet (1997) whose studies focused on L1
learners at tertiary levels recommends that in order to evaluate the standards of academic
writing instructors need to assess the four elements mentioned above. Simic (1994) suggests
that advancements in writing proficiency can be accelerated when, with sufficient
scaffolding, learners are encouraged to experiment concurrently with several aspects of the
writing process, thereby understanding interconnections. In ESL academic writing,
instruction has mostly moved away from a traditionally product approach to a process
approach where instructors work with students on their written drafts and provide feedback
for continuous improvement. The process approach centres around on writing activities that
engage learners in the process of writing, such as generation of ideas, drafting, revising,
editing etc., whereas in the product approach the instructor evaluates grammatical and
language structures, and content in general, and grades the work without opportunities for
feedback and revisions. Process approaches focus on cognitive strategies that can be applied
to writing tasks before developing a piece of writing that is well developed. Through this
approach, the process allows the student to develop oneâs own voice and they become more
self-directed (Matsuda, 2003). In the foundations programme, students are introduced to the
argumentative or persuasive writing genre and instructors use the process approach to assist
students in developing academic writing skills. Feedback is provided on studentsâ drafts to
help them identify their areas of strengths and aspects for improvement. Feedback can be an
effective technique in developing academic writing in ESL tertiary learners. Coffin et.al
(2003), state that providing feedback on learnersâ writing is a key pedagogical practice in
higher education (as shown in Figure 1 page 4). However, the quality of feedback provided
to students play a critical role in further advancing studentsâ academic writing skills.
Instructor feedback assist students in monitoring their own progress and identifying specific
language areas that need to be improved ( Hedge, 2000).
Figure 1- Feedback in Process Writing
Source: (Coffin et al., 2003, p. 34.)
4. 4
The constructivist or socio-cultural theories of learning can be applied in the case of
L2 academic writing where the learner engages with instructors and peers in a social setting
to develop academic thought and analysis. Academic writing is deemed to be cognitively
complex and as per cognitive theory communicating is an active process of skill
development and gradual elimination of errors as the learner internalizes the language
(Myles, 2002). The notion of âscaffoldingâ emerged from Vygotskyâs concept of âzone of
proximal developmentâ which refers to the distance between achievements of learners by
their own efforts and what they can achieve through assisted interactions. Formative
assessments in writing within ESL classrooms require learners to work closely with their
instructors and demonstrate organisation, critical thinking, and analytical skills in academic
writing. Many researchers recommend that ESL learners must be taught to write effectively
and not just correctly (Pratt-Johnson, 2008). Second language (L2) learners require adequate
language tools such as grammar and vocabulary in order to construct academic texts and
organise coherent written academic discourse (Hinkel, 2002).
A process-centred instructional methodology that focussed on invention, creating
ideas and discovering the purpose of writing was used mostly in ESL instruction (Reid,
1993). Within the process-centred paradigm for teaching L2 writing, learners are mostly
evaluated on their pre-writing, writing and revision. However, academic writing evaluations
at faculty and discipline levels continue to focus on the product of writing (Hinkel, 2004).
Extensive, thorough and focussed instruction in L2 academic vocabulary, grammar and
discourse is essential for developing L2 written proficiency in disciplines (Hinkel, 2004).
Research Methodology
The study employed a pragmatic case study approach, which drew mainly on
qualitative methods. The application of multiple data sources and approaches permitted the
researchers to develop a depth of knowledge of the issue investigated (Anderson, 1998). The
case study method enabled the researchers to develop a full understanding of the subject
matter studied. In case studies, the case is investigated in depth, in natural settings and
recognizes the context in its entirety (Punch, 1998). A case study is one of the most
frequently employed qualitative research design that allows researchers to learn more about
the issue under study (Wiseman, 1999) and therefore it was deemed most appropriate for the
current study.
The study investigated the perceptions of students towards academic writing
challenges and staff experiences towards identifying critical gaps in academic writing in
students requiring numerous data gathering processes. Firstly, the academic writing teaching
team identified critical gaps in ESL learners writing during the evaluations of learnersâ
academic essay drafts and recorded their reflections in research diaries. Additionally, a
standard feedback form was designed to gather feedback from students on challenges faced
in academic writing tasks. The feedback form was administered to students by the
researchers at the end of the semester to allow students to be able to evaluate their skills and
experiences better. The data from two strands of academic writing audience: students and
staff, allowed for a wider repository of information to draw from. The major safeguard on
validity of the data in case studies is to obtain confirmation from many data sources. The
method is referred to as triangulation where information from various data sources point to
similar conclusions (Anderson, 1998). The cumulative data was analysed to develop better
instructional strategies and resources employed in the teaching of ESL academic writing and
enhance the learning experiences of the students.
5. 5
Participants
The study participants came from the foundation studies course; specifically students
enrolled in the Writing and Research Skills 061 unit in the foundation programme.
Collective understanding regarding the phenomenon investigated was required therefore it
was essential that both students enrolled in the unit and staff teaching the unit contributed to
the data gathered. Purposive sampling was employed in the study. In purposive sampling,
one selects the sample from which the most understanding or insights can be gained (Patton,
2002). The present study focussed on identifying critical gaps among foundation students in
general so samples of population from different groups were invited to participate in the
study. The Writing and Research Skills unit is a common unit, consequently data was
gathered from 206 students ( n= 206) to gain a thorough understanding of the gaps in
academic writing skills and the challenges faced by foundation students in developing
academic writing.
Procedure
The Writing and Research Skills 061 unit comprises of several academic writing
tasks and assessments that allowed for students to reflect and provide data on their learning
experiences. Qualitative data analysis is a continuous activity that constantly evolves and
allows for immersion experiences (Moustakas, 1994). In this project, the researchers had
opportunities for immersion, reflection and explication, where new linkages to findings can
be made during the evaluation of ESL learnersâ academic essay drafts. These experiences
were specific to criteria pertaining to academic writing concepts and theories and models. A
standard feedback sheet (Please refer to Appendix A) was developed and administered to
student groups to gain the perceptions and challenges experienced by students in academic
writing. The researchers recorded experiences in a research journal to specifically record
involvement of students, responses of students to the task as well as personal thoughts
regarding the aspects of the project. The feedback form and consent forms for voluntary
participation in the study were submitted to the Ethics Committee for review,
appropriateness and approval.
Data Analysis and Discussion
The data analysis in the study involved four elements; interpreting findings gathered,
coding, organising the data into themes and constructs, and testing alternative interpretations
of the data with members of the research team. The data gathered was also examined
against the literature and theoretical background of the case studied. As with qualitative
research approaches the data were organised into descriptive themes that emerged from the
analysis for further examination and interpretation.
Firstly, student perceptions to academic writing were analysed from the feedback
forms administered to 206 participants. The Likert style form allowed for participants to
select answers against statements based on how much they agreed with the point of view
given in the item. They were also able to indicate whether they strongly agreed, agreed,
were neutral, agreed or disagreed with the items. The statements were categorised into
various sections such as attitudes towards academic writing tasks, planning and organising
in writing, writing paragraphs, and evaluating their own work. In addition, an open-ended
section permitted participants to provide data on challenges they faced in writing,
confidence levels achieved in writing, how they applied academic writing in other areas of
6. 6
university study, the areas of academic writing that were most difficult, and how instructors
could help them improve their writing.
Student Perception to Academic Writing
The first section of the research instrument focused on gaining student perception on
their attitudes towards academic writing tasks. Participants provided responses on whether
they enjoyed academic writing and whether they were able to draft essays with ease. Table 1
below shows how the participants rated the statements. 30.6% of the participants rated the
task of academic writing as enjoyable. While almost 53% could not agree or disagree with
the statement, 15.5% of the participants clearly did not enjoy academic writing nor were
they able to draft essays without effort.
Academic writing is enjoyable for you and you are able to draft essays easily
SA A N D SD
15 48 109 28 4
Table 1- Perceptions on academic writing skills
SA
A
N
D
SD
Figure 2- Student Attitudes towards Academic Writing Skills
Figure 2 above shows the distribution of participant response in their attitudes
towards their own academic writing abilities. Respondents were asked how they rated the
way in which they worked with peers for brainstorming for topics assigned in academic
writing. Most of the participants agreed that they worked well with peers to generate ideas
for the genres of writing: 51% stated that they worked well with peers, and while a minority
of 6.7 % disagreed, 39 % were unclear about their perceptions in working with peers for
generation of ideas for academic writing tasks. Perceptions to peer work are shown in table
2 below.
Table 2- Perceptions to peer work
You work well with peers to brainstorm ideas and view points for assigned topics.
SA A
13 92
N D SD
82 12 2
7. Figure 3 shown below details the perceptions to working with peers by participants with a
majority agreeing that they worked well with peers.
SA
A
N
D
SD
Figure 3- Attitudes to Peer Work for Brainstorming Ideas
Participants were asked to provide feedback on their reading trends for gaining a
better understanding of topics assigned to them in academic writing. 54% of the participants
agreed that they read widely on the related topics for the genres of writing, while 4.8%
disagreed and 38.3 preferred not to agree or disagree. However, none of the participants
disagreed that they read for generating ideas for their writing.
SA
A
N
D
SD
Figure 4- Trends in Reading for Topics
Figure 4 shows the analysis for the trends in reading among the respondents with the
majority of participants agreeing that they read widely for accessing appropriate information
for topics assigned in academic writing.
Planning and Organising
Feedback gathered regarding perception to planning and organising provided data on
several aspects involved in academic writing processes, such as the ability to select and
incorporate relevant and related resources into their own writing, the need for critical
thinking skills in differentiating between facts and opinions in reading resources, and for
understanding the referencing styles required for citing and acknowledging external sources
within their own writing. 46.6% of the participants reported that they were able to
8. paraphrase and incorporate relevant resources in their writing, while 12.1% were unable to
do so and almost 51 % were unclear about their abilities to paraphrase or bring synthesis in
their writing as shown in table 3 below.
Qualitative data from open ended sections showed that having to paraphrase and
provide in-text referencing was perceived by the respondents as the most challenging aspect
of writing. Some respondents commented that feedback from lecturers on more techniques
on paraphrasing and more assistance with referencing techniques would be valuable. âThe
lecturer should share more techniques of paraphrasing and referencingâ.
Table 3- Ability to paraphrase and synthesize information
During the essay draft process you are able to paraphrase and include relevant resources
SA A N D SD
9 87 105 22 3
Mechanics of Writing
The participants were requested to provide responses to evaluate their ability to write
grammatically and construct sentence structures apposite in academic writing. Data analysis
showed that 31.5% of the participants were confident about their grammatical abilities and
sentence construction skills, while 47.5% were not sure of their skills and 20.8% disagreed
that they were efficient in their grammatical abilities and sentence construction.
Table 4- Evaluating Grammatical Ability
Most of your sentences are grammatically and structurally correct
SA A N D SD
9 56 98 40 3
Positive attitudes towards own writing strengths is essential for students to feel
confident and motivated. Only 31.5% agreed that they felt their grammatical abilities were
sufficient. Almost half of the respondents were unsure about their grammatical abilities and
one-fifth felt their grammar skills were inadequate as shown in figure 5. One of the
important steps to be taken for teachers is to help improve and evaluate student attitudes
towards their own writing.
9. SA
A
N
D
SD
Figure 5- Evaluating Grammar Use
Table 5 shows how respondents evaluated their ability to use correct tenses in their
academic writing. Only 37.8% felt they were proficient is using the correct tenses, as
opposed to 48.5% who were unsure of their own abilities, and 11.6% who disagreed they
were able to employ correct tense usage in their writing.
Table 5- Correct Tense Usage
You understand how to write sentences using the correct tenses
SA A N D SD
21 57 100 20 4
The direct relationship between learner attitudes and learner motivation has been
evident in empirical studies (Myles, 2002) showing evidence of increased performance in
L2 academic writing by motivated learners. Therefore it is imperative
methods must include strategies aimed at improving grammatical
proficiency in writing.
Evaluating Academic Writing
Skills
that instructional
competence and
Responses to statements on evaluating participantsâ own writing ability in
comparison to the instructorâs evaluation showed that 27.1% agreed that they were able to
evaluate their own writing, while 58.2% were unsure, and 15% disagreed that they could
evaluate their own work as shown in table 6 below.
Table 6-Evaluating Own Writing
You are able to assess / evaluate your writing very well
SA A N D SD
9 47 120 30 1
The failure to recognise or evaluate own work could prove to delay the academic
writing learning process. Learners must be able to draw conclusions about their own writing
10. 10
10
abilities so that they develop the ability to cope with the demands of academic writing in
genres of disciplines as they progress in their courses.
Only 17.4% agreed that evaluation of their own work matched instructor evaluation,
while an overwhelming 67.4% were not sure that evaluations of their writing were similar to
instructor evaluations of their writing, and 15.5% disagreed that their evaluations matched
that of the instructors (as shown in table 7 below).
Table-7 Comparison of Writing evaluation with Instructor
The lecturerâs assessment of your work is often similar to your own evaluation
SA A N D SD
7 29 139 30 2
Feedback from Open Ended Sections
The use of open ended sections explored the major challenges ESL learners faced in
academic writing, as well as aspects of academic writing that develop confidence among
ESL learners. Additional data elicited on the writing processes and experiences helped to
triangulate the information provided in the Likert type statements in the feedback forms
administered to study respondents.
Having to paraphrase and provide in-text referencing was perceived by the
respondents as the most challenging aspect of writing. Some respondents commented that
feedback from lecturers on better writing techniques would assist them in acquiring the
language proficiency in academic writing required at university. Comments from
participants elicited via the open-ended sections in the questionnaire were in agreement with
the belief that lecturers could facilitate in improving student writing considerably. The
following comment provided by student participants demonstrate their beliefs and
convictions regarding academic writing processes.
âBy checking the drafts that I have completed and giving comments to improve
my writing...â
Some students commented that they were agreeable to lecturers highlighting all the errors in
their drafts to further improve their own academic writing skills.
âLecturers can pinpoint all the mistakes I made in my essays to help me improveâŠâ
Others commented that providing writing tasks that involved extensive reading would
further enhance their writing.
11. 11
11
âGiving writing tasks that require extensive reading will help me with my
writingâŠâ
When participants were asked to identify the most difficult tasks that they faced in their
writing, many identified having to expand their ideas and points challenging. Others
commented that constructing sentences that were grammatically correct and paraphrasing
sentences were the most difficult tasks they confronted in their writing. Many participants
also stated that were afraid of plagiarizing inadvertently. The participant views highlight the
challenging tasks facilitators confront in assisting students with their academic writing
processes.
âThe biggest problem that I face is in constructing sentences that are grammatically
correctâŠâ
Some participants stated that they had difficulties constructing a good introductory
paragraph for their essays.
âI hate writing the introduction⊠I always face problems doing
thatâŠâ
When asked what areas in their writing made them feel confident about their own writing,
many commented that they were comfortable when debating points in an argumentative
genre of writing. Others felt they were capable of writing good conclusions for their essays.
When participants were asked to identify what they have learned so far in their writing,
many of them commented that their academic writing classes motivated them to read more
books and obtain more information required that would help them write better. Others
commented that it indirectly assisted in tasks required in other units. Some respondents
agreed that academic writing helped them to understand the significance of paraphrasing
and citing.
Writing academic essays help me in writing lab reports and learning how to use Chicago
referencing stylesâŠâ
When participants were asked to identify the most influencing factors that motivated them
to write better, participants responded that getting grades, being able to write well which
they recognized as fundamental to success at university, being able to participate in
discussions, learning how to conduct research and working to meet deadlines as motivating
factors in improving writing skills.
Most of the data concurred with data identified from research journals and draft
feedback recorded by the researchers allowing the researchers to triangulate the information.
Convergence of the results analysed through the data as in qualitative research methods
employed confirms the validity of the results interpreted.
Conclusion
By incorporating the fundamentals of English language development into teaching,
integrating vocabulary learning, and employing targeted instructional strategies, instructors
can develop better writing skills in ESL learners and prepare learners for tertiary levels and
beyond. The research project identified the perceptions of ESL learners towards academic
13. 13
13
grammatical competence and ability to evaluate their own work. It classified the elements
to be included in what constitutes good academic writing and suggested approaches and
techniques for enhancing academic writing in ESL learners. Instructors evaluate their
studentsâ academic writing capacity based on grammatical, structural and language ability
including their use of vocabulary. Targeted activities to improve grammar sentence and
paragraph structures must be utilised in ESL instruction. Instructors must be aware of
individual ESL learner differences based on their prior knowledge and ability or potential to
develop academic writing capabilities. Several methods can be used to advance academic
writing in ESL learners, such as providing examples of strategies for improving planning
and organizing, drafting and editing. Improving the ability to evaluate student work is also
important. Early exposure to a variety of domain or discipline based texts is also
recommended to help improve students achieve academic writing proficiency of target
language. In the process approach to drafting essays, instructor feedback is critical for
developing better content, structure and overall language proficiency in ESL learners. It is
hoped the usage of qualitative methodologies to examine the ESL academic writing
experiences and the data analysis from the study will further contribute to the development
of theories of second language writing. The findings from the current study may also help to
improve the teaching methodologies in ESL academic writing.
References
Anderson, G. (1998). Fundamentals of educational research. London: Falmer Press.
Bacha, N. N. (2002). Developing learners' academic writing skills in higher education: A study
for educational reform. Language and Education, 16, 161-177.
Coffin, C., Curry, M.J., Goodman, S., Hewings, A., Lillis, T.and Swann, J. (2003). Teaching
academic writing: A toolkit for higher education. London: Routledge.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University
Press. Hinkel.E. (2002). Second language writersâ text. Mahwah, NJ: Lawrence Erlbaum
Associates.
Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar.
Mahwah, NJ: Lawrence Erlbaum Associates.
Horner, B., & Min-Zhan, L. (1999). The birth of basic writing. Urbana, IL: National
Council of Teachers of English
Leki, L.(2001). Material, Educational, and Ideological Challenges of Teaching EFL Writing at the Turn of
The Century. International Journal of English Studies, Vol. 1(2), 2001, pp.197-209.
Matsuda, P. K. (2003). Process and Post-Process: A Discursive History." Journal of Second Language
Writing 12.1 (2003): 65-83
Moustakas, C.(1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
Myles, Johannes. ( 2002). Second language Writing and Research: The Writing Process and Error
Analysis in Student Texts. TESL-EJ, Volume 6, Number 2. Accessed 17 September
2010 http:www.tesl.ej.org/wordpress/issues/volume6/ej22al/
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Appendix A
Identifying Gaps in Academic Writing of ESL Students â Feedback Form
Thank you for participating in the research project on identifying critical gaps in academic writing
for ESL students.
QUESTIONS
Section A â Likert Scale Questionnaire
Select the answers for the following questions based on how much you agree with the point of view in
the item.
SA = Strongly agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly disagree
Attitudes towards Academic Writing Tasks
1. Academic writing is enjoyable for you and you are able to
draft essays quite easily.
SA A N D SD
2. You work well with peers to brainstorm ideas and view
points for assigned topics.
SA A N D SD
3. You read widely on topics assigned for the genres
(types)of writing.
SA A N D SD
Planning and Organising
4. During the essay draft process you are able to paraphrase
and include relevant resources.
SA A N D SD
5. You are able to differentiate between facts and opinions. SA A N D SD
6. You understand referencing quite well and know how to
cite and acknowledge external sources in your writing.
SA A N D SD
Writing Paragraphs
7. Most of your sentences are grammatically and structurally
correct .
SA A N D SD
8. You understand how to write sentences using the correct
tenses.
SA A N D SD
Evaluating
9. You are able to assess / evaluate your writing very well. SA A N D SD
10. The lecturerâs assessment of your work is often similar to
your own evaluation.
SA A N D SD
Section B â Open Ended Questions
11. What do you feel is the biggest problem you face in your writing?
16. 16
16
12. In what areas of writing, if any, do you feel most confident?
13. What have you learned about writing that has helped you the most?
14. How can your lecturers help you become a better writer?
15. What do you dislike most about writing?
16. What motivates you in the classroom to work hard on your writing skills?