College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

Philippakos, Zoi A. Traga; MacArthur, Charles A.; Munsell, Sarah

doi:10.1002/jaal.897

Cited by 9 publications

(12 citation statements)

References 22 publications

(35 reference statements)

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“…No other study thus far had attempted to follow teacher practitioners. A study conducted with adult postsecondary students followed up with students to examine their adaptations (Traga Philippakos, et al, 2018b), but no such work has been done with classroom teachers.…”

Section: Current Study and Research Questionsmentioning

confidence: 99%

“…Finally, those instructional units were evaluated in experimental studies to examine the effects of this approach when used with primary students and their teachers. Results in these latter studies showed that students who used genre-based instruction, wrote papers of better quality compared to controls (Traga Philippakos, 2020, 2020b, Traga Philippakos et al, 2018a, 2018b; Traga Philippakos & MacArthur, 2020). Teachers also positively commented on the approach, on students’ growth, and on their own understanding about writing.…”

Section: Introductionmentioning

confidence: 98%

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Teachers’ Use and Modification of Genre-based Reading and Writing Strategies After the Completion of Experimental Research Studies

Philippakos

2022

Journal of Education

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The purpose of this study was to follow-up primary-grades teachers who had participated in experimental studies on genre-based strategy instruction to examine whether they continued to teach the strategies they learned, and how they adapted them. Participants were three primary grades’ teachers who participated in interviews and shared instructional videos. Results showed that teachers modified the time allotted to instruction, and the font/size of the materials, but did not eliminate components of the approach. Further, they incorporated writing in response to reading and problem solving in mathematics. Implications for practice, research, and professional development are discussed.

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Section: Current Study and Research Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Teachers’ Use and Modification of Genre-based Reading and Writing Strategies After the Completion of Experimental Research Studies

Philippakos

2022

Journal of Education

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“…Acquiring audience awareness that leads to the production of easy-to-understand texts might be a particularly complex undertaking for L2 writers/revisers, who tend to overly focus on surface-level errors when reading texts to evaluate and to revise them (Traga Philippakos et al, 2018 ). Low proficiency levels in L2 are particularly detrimental to considerations about the reader and to the development of global revision skills (Barkaoui, 2007 ).…”

Section: Literature Reviewmentioning

confidence: 99%

It's not just a phase: Investigating text simplification in a second language from a process and product perspective

Rossetti¹,

Waes²

2022

Front. Artif. Intell.

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Text simplification involves making texts easier to understand, usually for lay readers. Simplifying texts is a complex task, especially when conducted in a second language. The readability of the produced texts and the way in which authors manage the different phases of the text simplification process are influenced by their writing expertise and by their language proficiency. Training on audience awareness can be beneficial for writers, but most research so far has devoted attention to first-language writers who simplify their own texts. Therefore, this study investigated the impact of text simplification training on second-language writers (university students) who simplify already existing texts. Specifically, after identifying a first and a second phase in the text simplification process (namely, two distinct series of writing dynamics), we analyzed the impact of our training on pausing and revision behavior across phases, as well as levels of readability achieved by the students. Additionally, we examined correlations between pausing behavior and readability by using keystroke logging data and automated text analysis. We found that phases of text simplification differ along multiple dimensions, even though our training did not seem to influence pausing and revision dynamics. Our training led to texts with fewer and shorter words, and with syntactically simpler sentences. The correlation analysis showed that longer and more frequent pauses at specific text locations were linked with increased readability in the same or adjacent text locations. We conclude the paper by discussing theoretical, methodological, and pedagogical implications, alongside limitations and areas for future research.

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“…The course was an intensive English academic writing course (35 classroom hours in eight weeks) with nine students, ages 19-35, four males and five females representing five nationalities. The instructional method was adapted from "Supporting Strategic Writers" (SSW; MacArthur et al, 2015), a curriculum which had proven success in a quasi-experimental study with 13 instructors and 276 students at two universities (MacArthur et al, 2015;Traga Philippakos et al, 2018).…”

Section: Constructivism and Sociocultural Theorymentioning

confidence: 99%

Empowering Language Learning Strategies Online

Aberle-Grasse

2020

GATESOL in Action Journal

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English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. Language learning strategies (LLS), which are proven strategies for improving language learning as well as building self-efficacy and peer support (MacArthur et al., 2015; Rose et al., 2018), are presented here as tools to navigate this new challenge. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings. Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting

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College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

Cited by 9 publications

References 22 publications

Teachers’ Use and Modification of Genre-based Reading and Writing Strategies After the Completion of Experimental Research Studies

Teachers’ Use and Modification of Genre-based Reading and Writing Strategies After the Completion of Experimental Research Studies

It's not just a phase: Investigating text simplification in a second language from a process and product perspective

Empowering Language Learning Strategies Online

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