Effects of Students' Self-Reflection on Improving Essay Writing Achievement among Ethiopian Undergraduate Students: A Counterbalanced Design

Autor/inn/en	Gebremariam, Hailay Tesfay; Asgede, Dagnew Mache
Titel	Effects of Students' Self-Reflection on Improving Essay Writing Achievement among Ethiopian Undergraduate Students: A Counterbalanced Design
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 8 (2023), Artikel 30 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gebremariam, Hailay Tesfay) ORCID (Asgede, Dagnew Mache)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-023-00203-7
Schlagwörter	Self Evaluation (Individuals); Reflection; Essays; Writing Improvement; Writing Achievement; Foreign Countries; Undergraduate Students; Ethiopia + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Ausland; Äthiopien
Abstract	Reflection in education has seen an upsurge in research interest since as reported by Dewey (How we think, Prometheus Books, Buffalo, 1991) ground-breaking work, which plays an integral role in fostering students' self-reflection and demonstrable learning skills. However there have not been enough studies to determine whether writing instruction from the perspective of self-reflection before action improves undergraduate students' essay writing achievement. This article investigates the effects of Ethiopian university-undergraduate students' self-reflection before action on their essay writing achievement through the mediation of teaching writing instruction. The study's methodology involved two phases of intervention in a counterbalanced design. The participants were 47 male and female students aged 19-22, from Arba Minch University. They were assigned to a control group and an experimental group using the matched sampling technique. During the first phase, the experimental group (Group A) was instructed to engage in self-reflection-based course activities over a period of two months while the control group was not. In the second phase Group B was engaged in self-reflection-based course activities over a period of two months while Group A was kept under control. To collect data, preliminary students' self-reflection was provided using an open-ended questionnaire, and pre- and post-tests of writing were given to both groups. Mean and standard deviation statistics were applied after the thematic analysis of the qualitative data. Additionally, a univariate analysis of variance was performed to answer the query regarding the impact of self-reflection on students' essay writing performance. The findings demonstrated that, despite the students encountering numerous difficulties during their essay-writing exercises, the self-reflection-based instruction had a significant positive impact on the participants' essay-writing achievement. In conclusion, the findings have some implications for teaching essay writing instructions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01