Improving English Language Learners’ Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge
DOI:
https://doi.org/10.26817/16925777.367Keywords:
Academic writing, peer review, tutoring, writing lab, systemized feedback, TOEFL practice, Process ApproachAbstract
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.Downloads
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Published
2017-06-29
How to Cite
Marulanda Ángel, N. L., & Martinez García, J. M. (2017). Improving English Language Learners’ Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge. GIST – Education and Learning Research Journal, (14), 49–67. https://doi.org/10.26817/16925777.367
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