Empowering English Writing Students: Reflecting on Aspects of the Process That Helped Me Most?

Abstract

Process-oriented writing instruction has been advocated for both L1 and L2 writing classrooms since the 1960s. Empowering learner autonomy may best occur through non-direct instruction (Rogers & Freiberg, 1994), engaging students in social learning (Vygotsky, 1978) and creating workshop-like classrooms (Murray, 2004). Any number of techniques can be used, preferably in-sync with each other, to accomplish such an approach. This study will examine the results of some recent action research in the classroom to attempt to ascertain among various process-techniques, designed to accomplish the aforementioned aspects of process-oriented instruction, which techniques (CODA paradigm / rubrics, journals, peer reviews, teacher conferences, etc.) were most useful to developmental students, especially from their own points of view. Student voices were collected through oral presentations, instructor evaluations, and classroom observations in an American classroom where native English speaking and nonnative English speaking writers wrestled with freshman level developmental writing side-by-side.

Providing Corrective Feedback On Esl Students’ Writing During Open And Distance Learning (Odl)

“…Furthermore, providing feedback to the students could enhance their grammatical skills (Westmacott, 2017) and boost their motivation to write better (Hamidun, Hizwari, & Othman, 2013;Zarei, Ahour, & Seifoori, 2020). In terms of psychological implication, it could increase the students' morale because it showed that the teacher checked their essay thoroughly (Glenn & Goldthwaite, 2014;Walker, 2017). This could improve their writing skills when the teacher drew attention to inaccuracies in their writing and asked follow-up questions regarding their points (Saidon, Said, Soh, & Husnin, 2018).…”