measurments and perceptions of writing development: Omani academic writers in English
DOI:
https://doi.org/10.25170/ijelt.v4i1.1575Keywords:
collaborative research methdology, grammatical complexity, grammatical accuracy, affective factors, academic writing skills developmentAbstract
Using collaborative research methodology, this study reports on the writing development of a number of Omani teachers of English studying for a UK BA degree in Oman. It identifies the most useful criteria for measuring writing development, critiquing some previous measures. The measurements with the students’ own perceptions of their development as writers were compared and the two ways of tracking writing development were evaluated. The discussion deals with some of the problems of interpreting data in the light of experience and background knowledge. It analyses some findings concerning the relationship between grammatical complexity and accuracy, and highlights the importance of affective factors in academic writing skills development.
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Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy, and complexity. Honolulu, HI: University of Hawaii Press.
Bereswill, M. (2005). Creativity and discipline: Academic writing as an experience of ambivalence. Lecture at the VII International Summer School in Lifelong Learning, Roskilde University, August (2005), accessed at http://www.kfn.de/roskcreativity.pdf on 14 November (2005).
Braine, G. (2002). Academic literacy and the non-native speaker graduate student. Journal of English for Academic Purposes, 1 (1), 59–68.
Dong, Y. (1996). Learning how to use citations for knowledge transformation. Research in the Teaching of English, 30, 428-457.
Henning, E, A. Mamiane, & M. Pheme. (2000). Research methodology and writing composition: Two faces of emergent scholarship. Research Report accessed at http://www.nrf.ac.za/yenza/pdf/henning.PDF on 16 March 2006.
Hyland, K. (2002). Options of identity in academic writing. ELT Journal, 56 (4), 351-358.
Johanson, R. (2005). The self-reported perspectives regarding academic writing among Taiwanese graduate students specializing in TEFL. Accessed at http://studentorgs.utexas.edu/flesa/tpfle/ contents2.doc on 21 May 2006.
Johnson, M. J. & F. Pajares. (1994). Confidence and competence in writing: The role of self efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28, 313-331.
Kroll, B. (Ed.). 1990. Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press.
Kuhnline, D. (n/d) Voice accessed at http://gradeng.truman.edu/working/ Voice%20Worksheet%20by%20Amy.doc on 23 May (2006).
Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy, and complexity. Honolulu, HI: University of Hawaii Press.
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2008-05-31
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