A Program for Improving Undergraduate Psychology Students' Basic Writing Skills

Fallahi, Carolyn R.; Wood, Rebecca; Austad, Carol Shaw; Fallahi, Hamid

doi:10.1207/s15328023top3303_3

Cited by 75 publications

(82 citation statements)

References 24 publications

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“…This finding echoes findings of other ESL research studies (Shaw, 2002;Rollinson, 2005;Wu, 2006;Fallahi, et al, 2006;Zheng, 2007;Gielen et al, 2010;etc.). For example, Shaw (2002) discovered the motivating impact of peer reviewing in the training of writing skills for college students.…”

Section: Discussionsupporting

confidence: 89%

“…Wen-Shuenn (2006) explored positive impacts of blog peer reviews compared to teacher feedback on EFL adult learners' compositions. Besides, Fallahi, et al's (2006) study showed positive impact of peer reviewing on students' writing quality. Zhang's (2007) study found out that peer error feedback is an effective alternative way and an interesting learning process through which students can learn with ease.…”

Section: Discussionmentioning

confidence: 86%

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The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers

Jahin

2012

AJTE

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 86%

The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers

Jahin

2012

AJTE

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“…Faculty are often frustrated with students' poor writing (Fallahi et al, 2006;Goddard, 2003;Granello, 2001;Poe, 1990), yet paradoxically we do not teach students the very writing skills we want them to have. A Writing for Research in Psychology course was developed to help students develop in the discipline generally and write literature reviews specifically.…”

Section: Resultsmentioning

confidence: 99%

“…Like Fallahi et al (2006), 'we believe that writing instruction by psychology professors is worth the time and effort to help undergraduate psychology students develop better writing skills' (p. 171). Our results suggest that we can teach transferable literature review skills, and we believe that given their importance, we should.…”

Section: Resultsmentioning

confidence: 99%

Do Literature Review Skills Transfer from One Course to Another?

Cook

Murowchick

2014

Psychology Learning & Teaching

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Creating literature reviews encompasses skills that are central to psychology students' academic and professional lives, yet writing them consistently challenges students. Research shows that instruction leads to improvement in students' literature reviews within courses (Boscolo, Arfé, & Quarisa, 2007;Granello, 2001), but little work examines how such instruction carries over to other courses. Our study addresses this by comparing literature reviews from two required courses. Students are taught to write reviews in a psychology writing course (PSYC 205), and without additional instruction, students again write reviews in a Statistics and Research Methods course (PSYC 305). Do the skills transfer? A sample of PSYC 305 reviews (n = 17) was drawn and their PSYC 205 literature reviews obtained. All reviews were graded using the same rubric. A within-subjects comparison showed that students' PSYC 305 reviews were significantly improved. For a second between-subjects comparison, these PSYC 305 reviews were compared to the 305 reviews of students who did not have PSYC 205. The reviews of those who had PSYC 205 were significantly better than the reviews of those who did not. These combined results suggest that we can teach transferable literature review skills, and, given their importance, we suggest that psychology programmes should.

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“…In fact, a number of studies revealed a decrease in adult literacy, as well lower quality and quantity of reading, and poor writing quality [Fallahi et al, 2006]. Employers point out that university graduates are often not prepared to work, as their key competencies are inadequate despite possession of essential skills required for challenging professional activities [Brown et al, 2008;Davis, Fisher, Ford, 2009; Saavedra, Saavedra, 2011].…”

Section: Literacy As the Key Piaac Competencymentioning

confidence: 99%

The First Assessment of Adult Competencies in Russia

Podolskiy¹,

Popov²

2014

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Abstract. This paper opens a series of publications based on the Program for the International Assessment of Adult Competencies (PIAAC) data. Among the many tasks PIAAC is aimed on the identification and measurement of differences between citizens and countries in the area of key competencies, evaluation of the impact of skills on individual economic and social achievement, the effectiveness of various national educational and training systems in providing necessary skills as well as the creation of the conditions for lifelong learning. PIAAC draws the first "profile" and pathbreaking results of Russian adults' key competencies on literacy, numeracy and problem solving in technology-rich environment. The central part of the paper is dedicated to a general analysis of the role of competencies and competence-based approach, a description of the research method, sampling and tools used (including test samples) in the PIAAC, and particularly in Russian Federation. Finally, the paper deals with the first results of the adult competencies research in Russian Federation. The results on identified key competencies are presented in accordance with various age groups, and include gender and qualification level differences. PIAAC is a long-term research project. Russia participated in the programme in 2009-2013. Over 5000 adults aged between 16 and 25 from 25 regions and 94 localities participated in the programme in Russia. The total sample included 3800 respondents; it is representative for the whole country except Moscow and Moscow Oblast. The average points Russia obtained in reading and mathematical literacy are comparable to those obtained in OECD countries. Nearly half of working-age adults in Russia either don't have any computer experience or are incompetent users. As compared to OECD citizens, computer skills of Russian adults are more often restricted to doing only simple tasks (like logging in and out of their email boxes). As the level of education grows, so does the level of competencies of adult population in Russia. Similarly, competencies seem to accumulate with ageing, until the peak age of 45-49 years is reached. The discussion of the first PIAAC results and brief statement of research questions for future studies are presented.

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A Program for Improving Undergraduate Psychology Students' Basic Writing Skills

Cited by 75 publications

References 24 publications

The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers

The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers

Do Literature Review Skills Transfer from One Course to Another?

The First Assessment of Adult Competencies in Russia

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