Improving English Language Learners' Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge

Autor/inn/en	Marulanda Ángel, Nora Lucía; Martínez García, Juan Manuel
Titel	Improving English Language Learners' Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge
Quelle	In: GIST Education and Learning Research Journal, (2017) 14, S.49-67 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Writing Improvement; Preservice Teachers; Academic Discourse; Syntax; Vocabulary; Teaching Methods; Writing Instruction; State Universities; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Scoring Rubrics; Writing Evaluation; Teacher Education Programs; Instructional Effectiveness; Process Approach (Writing); Feedback (Response); Writing (Composition); Laboratories; Action Research; Tutoring; Peer Evaluation; Teacher Student Relationship; Test Preparation; Language Tests; Essays; Colombia; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Staatliche Universität; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Scoring formulas; Auswertungsbogen; Unterrichtserfolg; Prozessorientiertes Schreiben; Schreibübung; Laboratory; Laboratorium; Projektforschung; Förderkonzept; Nachhilfeunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Language test; Sprachtest; Essay; Aufsatzunterricht; Kolumbien
Abstract	The demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers' composition skills in an English teacher preparation program at a medium sized public university in Colombia. Four written samples from sixteen students were analyzed throughout the two academic periods of 2016. Analytical rubrics measured six writing features quantitatively. Results showed that this multifaceted academic writing module significantly improved pre-service teachers' competences such as discourse, syntax, vocabulary, mechanics and language conventions. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Second Floor, Bogata, Columbia. Tel: +571-2811777 Ext 1291; e-mail:gist@unica.edu.co; Web site: http://www.publicacionesunica.com/gist/index.php/gist/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01