A Comparison of Freshman and Sophomore EFL Students' Written Performance through a Referential Writing Task

Autor/inn/en	Ulkersoy, Namik; Genc, Bilal; Darmaz, Volkan
Titel	A Comparison of Freshman and Sophomore EFL Students' Written Performance through a Referential Writing Task
Quelle	In: Reading Matrix: An International Online Journal, 19 (2019) 1, S.197-205 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Comparative Analysis; Task Analysis; College Freshmen; Undergraduate Students; Writing Skills; Error Patterns; Pictorial Stimuli; Teaching Methods; Writing Instruction; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Writing Evaluation; Taxonomy; Majors (Students); Language Teachers; Teacher Education Programs; Turkey + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Studienanfänger; Writing skill; Schreibfertigkeit; Fehlertyp; Fantasieanregung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Taxonomie; Language teacher; Sprachunterricht; Türkei
Abstract	In teaching writing to foreign or second language learners, one of the issues concerning teachers is the amount and types of errors students make in their writings. This paper aims to obtain a clear understanding of types of errors in the writings of Turkish EFL learners by comparing freshman and sophomore students' writing performance. To this end research questions were formulated to see whether there is any significant difference between the participants' grade and their error types in writing. Data were collected through a picture story task consisting of six pictures. The statistical analyses revealed that a) there was not a statistically significant difference between grade groups on the number of t-units and proportion of words per t-unit they wrote in their picture stories, but b) there was a statistically significant difference between grade groups on the number of words they wrote and errors they made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01