Writing-Related Attitudes of L1 and L2 Students Who Receive Help from Writing Fellows

Autor/inn/en	Gallagher, Mary; Galindo, Claudia; Shin, Sarah J.
Titel	Writing-Related Attitudes of L1 and L2 Students Who Receive Help from Writing Fellows
Quelle	In: Across the Disciplines, 13 (2016) 2, (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Writing Attitudes; English (Second Language); Writing Instruction; Student Attitudes; Student Surveys; Teaching Methods; Pretests Posttests; Monolingualism; Bilingualism; Writing Skills; Comparative Analysis; Writing Across the Curriculum; Undergraduate Students; Attitude Change; Peer Teaching; Program Effectiveness; Feedback (Response); Statistical Significance; District of Columbia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Schülerverhalten; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Writing skill; Schreibfertigkeit; Attitudinal change; Einstellungsänderung; Peer group teaching; Peer Group Teaching
Abstract	This study examines the writing-related attitudes of L1 and L2 students who receive individual discipline-based writing help from Writing Fellows. It investigates changes in the students' attitudes toward writing through a survey administered at the beginning and end of the semester in which the students worked with their Writing Fellows. Four-hundred-ninety-six (496) students in 23 writing-intensive classes completed the survey at the beginning of the semester, and a smaller subset of these students (363) completed the survey at the end of the semester. In comparison to L1 and monolingual English writers, L2 English and multilingual writers started the semester with more positive writing-related attitudes and were more likely to engage in constructive writing behaviors. In addition, while students from all language groups showed improvement in their writing-related attitudes over the semester, L2 and multilingual writers had significantly greater gains, even after controlling for their more efficacious start. These results suggest that, while Writing Fellows may benefit all students, the program may be particularly effective for L2 and multilingual writers. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01