Differences in Less Proficient and More Proficient ESL College Writing in the Philippine Setting

Autor/in	Gustilo, Leah E.
Titel	Differences in Less Proficient and More Proficient ESL College Writing in the Philippine Setting
Quelle	16 (2016), S.27-45 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1718-2298
Schlagwörter	Language Proficiency; English (Second Language); Second Language Learning; Foreign Countries; Second Language Instruction; College Students; Writing Skills; Writing Processes; Translation; Revision (Written Composition); Essays; Scores; Interrater Reliability; Comparative Analysis; Statistical Analysis; Vocabulary Skills; Self Efficacy; Student Attitudes; Writing Evaluation; Likert Scales; Philippines + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Fremdsprachenunterricht; Collegestudent; Writing skill; Schreibfertigkeit; Korrektur; Essay; Aufsatzunterricht; Interrater-Reliabilität; Statistische Analyse; Aktiver Wortschatz; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Likert-Skala; Philippinen
Abstract	The present study aimed at characterizing what skilled or more proficient ESL college writing is in the Philippine setting through a contrastive analysis of three groups of variables identified from previous studies: resources, processes, and performance of ESL writers. Based on Chenoweth and Hayes' (2001; 2003) framework, the resource level variables are represented by linguistic and content knowledge, writing experience, and writing approach; the process variables are represented by "proposer" (idea generation), "translator" (idea encoding), "transcriber" (idea transcription), and "reviser" (idea revision/evaluation). Writing performance was represented by length of essay and writing fluency. Essay score, also a measure of writing performance, was used to group the writers into less proficient and more proficient writers. Means and standard deviations of the items were obtained. The internal consistencies for tests using scales were obtained using Cronbach's Alpha; for tests with right and wrong answers, Kuder Richardson #21 was used. Inter-rater agreement for essay scores was tested using Kendall's Tau coefficient of concordance. To compare the mean scores between the less proficient and more proficient writers, independent samples t-test was used. Results indicated that there are significant differences between the two proficiency groups in content knowledge, vocabulary, elaborative writing approach, school writing experience and confidence in writing, and in all the measures of text production processes. Due to methodological limitations, conclusions made in the present study are restricted to the sample under study and to the genre of writing selected (viz., argumentative essay). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01