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Author: Ali Alshahrani
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their text. However, Lefkowitz (2009) claimed that the interpretation of the process approach is often superficial, focusing on improving grammatical accuracy, rather than on the generation, formation and revision of ideas. To tackle the problems of providing appropriate, regular feedback within a "socially and culturally situated" approach to writing, and to tackle the issues of motivation, attitude and confidence among ESL writers, which difficulties with writing are likely to engender, an e-portfolio system was used to support students on an ESL writing course as they worked through the key phases of the writing process. The system provided a framework within which they could write to and receive feedback from each other, as well as from the teacher. 46 ESL students from an English Centre were divided into a conventional group and an e-portfolio group. They submitted a series of essays over a number of weeks on which they received both peer and teacher feedback. Data were gathered using an online questionnaire, samples of writing, online tracking and interviews. The post-intervention test results indicated no significant improvement among the control group's motivational constructs and performance in writing, but significant differences were found in the experimental group's writing performance and in the students' perceived value with regard to writing, writing self-efficacy and writing process approach self-consistency. These findings suggest that e-portfolio software, by facilitating both writing, and the provision of regular peer and teacher feedback on writing, has the potential to encourage a significant improvement in ESL students' writing self-belief and writing performance. [For the complete volume, see ED574893.].
Author: Ali Alshahrani
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their text. However, Lefkowitz (2009) claimed that the interpretation of the process approach is often superficial, focusing on improving grammatical accuracy, rather than on the generation, formation and revision of ideas. To tackle the problems of providing appropriate, regular feedback within a "socially and culturally situated" approach to writing, and to tackle the issues of motivation, attitude and confidence among ESL writers, which difficulties with writing are likely to engender, an e-portfolio system was used to support students on an ESL writing course as they worked through the key phases of the writing process. The system provided a framework within which they could write to and receive feedback from each other, as well as from the teacher. 46 ESL students from an English Centre were divided into a conventional group and an e-portfolio group. They submitted a series of essays over a number of weeks on which they received both peer and teacher feedback. Data were gathered using an online questionnaire, samples of writing, online tracking and interviews. The post-intervention test results indicated no significant improvement among the control group's motivational constructs and performance in writing, but significant differences were found in the experimental group's writing performance and in the students' perceived value with regard to writing, writing self-efficacy and writing process approach self-consistency. These findings suggest that e-portfolio software, by facilitating both writing, and the provision of regular peer and teacher feedback on writing, has the potential to encourage a significant improvement in ESL students' writing self-belief and writing performance. [For the complete volume, see ED574893.].
Author: Katherine V. Wills
Publisher: Parlor Press LLC
ISBN: 160235443X
Category : Computers
Languages : en
Pages : 249
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Book Description
ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios addresses theories and practices advanced by some of the most innovative and active proponents of ePortfolios.
Author: Ali Ayed Saeed Alshahrani
Publisher:
ISBN:
Category :
Languages : en
Pages : 247
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Book Description
Author: Ricky Lam
Publisher: Taylor & Francis
ISBN: 1000825280
Category : Education
Languages : en
Pages : 141
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Book Description
This book equips pre-service teachers, research postgraduate students, teacher educators, and language specialists with specific knowledge and skills about the principles, research, and applications of digital portfolios within the EFL writing contexts. While most digital portfolio scholarship focuses on higher education, this book targets primary-level and secondary-level school audiences, namely pre-service teachers, teacher educators, and Ministry of Education staff members with a focus on EFL writing. The rationale behind this design is that the published literature on digital portfolios tends to be generic and one-size-fits-all; there has been scant published scholarship about the development of digital portfolio literacy among teachers and pupils, which could enable them to upgrade the teaching and learning of writing in a larger EFL environment. This volume fills this gap by illustrating the why, what, and how aspects of digital portfolios in ten reader-friendly chapters. Guiding educators to enrich their pedagogical repertoire via the portfolio approach, this book emphasises a healthy balance between principles, research, and practice. It is an easy-to-follow guide to setting up digital portfolio systems and coaching pupils to improve writing, ensuring the dissemination of digital portfolios with high fidelity.
Author: Caroline Coffin
Publisher: Routledge
ISBN: 1134507321
Category : Language Arts & Disciplines
Languages : en
Pages : 184
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Book Description
Student academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education. Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation. Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writing will be of interest to anyone involved in teaching academic writing in higher education.
Author: Nicole A. Buzzetto-More
Publisher: Informing Science
ISBN: 1932886257
Category : Education, Higher
Languages : en
Pages : 340
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Book Description
Author: Linda Bradley
Publisher: Research-publishing.net
ISBN: 1908416033
Category : Education
Languages : en
Pages : 346
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Book Description
This title presents the proceedings of the 2012 EUROCALL Conference.
Author: Alister H. Cumming
Publisher: John Benjamins Publishing
ISBN: 9027219699
Category : Language Arts & Disciplines
Languages : en
Pages : 217
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Book Description
This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.
Author: Kathleen Blake Yancey
Publisher: Taylor & Francis
ISBN: 100097927X
Category : Education
Languages : en
Pages : 257
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Book Description
At a moment when the ePortfolio has been recognized as a high impact practice – as a unique site for hosting student integrative learning and as a powerful genre for assessment – this book provides faculty, staff, and administrators with a set of frameworks and models useful for guiding students in designing and creating ePortfolios that clearly communicate their purpose and effectively use the affordances of the medium.In short, this book both illustrates and provides guidance on how to support the development of students’ ePortfolio literacy. The ePortfolio curricular models provided in ePortfolio as Curriculum include both those integrated within existing disciplinary courses and those offered through credit-bearing stand-alone courses.In taking up questions focused on what students need to know and do in becoming informed, effective ePortfolio makers, the contributors to this volume – from the standpoint of their course outcomes and institutional contexts – present various approaches to developing an ePortfolio curriculum. Individually and collectively, the chapters explain ways to engage students in understanding the potential purposes, structures, audiences, and designs of ePortfolios; in developing the reflective practices for contextualizing and informing the selection and curation of artifacts; and in creating appropriate focus and coherence.Synthesizing insights from the previous chapters, the concluding chapter identifies six consistent features of an ePortfolio curriculum that support the development of students' ePortfolio literacy. In addition, Kathleen Blake Yancey identifies and defines seven common ePortfolio curricular dimensions that contribute to students' ePortfolio literacy, among them student agency, digital identity, and campus and global citizenship. Not least, she describes new practices emerging from ePortfolio curricula, including new ePortfolio-specific genres; new metaphors used to characterize ePortfolios and their practices; and new issues that the ePortfolio curriculum raises.
Author: Maha Alawdat
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
This study examines the use of e-portfolios for ESL (English as a second language) learners. The data were collected by reviewing 11 empirical studies from 2010-2012 in order to synthesize meaningful information about e-portfolios for ESL/EFL (English as a foreign language) acquisition. The studies were coded into two main categories: learning gains, including language proficiency and assessment, and technical skills. The findings showed that using e-portfolios motivated and enhanced students' writing, language learning, assessment, and technical skills. The findings also revealed that there was a questionable attitude among educators about the differences between using paper-based portfolios and e-portfolios for writing development. Finally, the review suggested e-portfolios for ecological issues and educational purposes. (Contains 1 table and 3 figures.).
