Epistemological and writing beliefs in a first-year college writing course: Exploring shifts across a semester and relationships with argument quality

Neely, Michelle E.

doi:10.17239/jowr-2014.06.02.3

Cited by 23 publications

(21 citation statements)

References 43 publications

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“…This result follows the same line as other previous works that likewise did not identify differences between university students in different years (Hakan & Munire, 2012;Jehng, Johnson, & Alexander, 1993). As suggested in some studies, the tuition received throughout a university degree course does not necessarily produce an epistemic change; for this to occur, it appears that specific instruction pursuing this aim is necessary (Kienhues, Bromme, & Stahl, 2008;Neely, 2014).…”

Section: Discussionmentioning

confidence: 93%

Epistemological and reading beliefs profiles and their role in multiple text comprehension

Mar¹,

Isabel²,

Elena³

et al. 2016

EJREP

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Section: Discussionmentioning

confidence: 93%

Epistemological and reading beliefs profiles and their role in multiple text comprehension

Mar¹,

Isabel²,

Elena³

et al. 2016

EJREP

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“…Estas cifras son significativas estadísticamente (p < 0.1). Estos hallazgos son apoyados por los resultados de otras investigaciones internacionales que han constatado que las concepciones afectan el desempeño en escritura (Baaijen, Galbraith y Glopper, 2014;Neely, 2014;Villalón, Mateos y Cuevas, 2013).…”

Section: Gráfico 1 Resultados Escritura De Ensayo Por Mención Y Dimeunclassified

Teorías implícitas sobre los procesos de escritura: Relación de las concepciones de estudiantes de Pedagogía Básica con la calidad de sus textos

Peña

Vergara²,

Cruz

et al. 2016

Estud. pedagóg.

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Esta investigación tiene como objetivo general describir las teorías implícitas sobre escritura que poseen los estudiantes de Pedagogía Básica y su relación con el nivel de desempeño en esta competencia. El estudio y descripción de las teorías implícitas es relevante pues su descripción nos permitió reconstruir la configuración mental, el tipo de teoría implícita que se tiene sobre estos conocimientos, su relación e impacto reflejado en la calidad de la escritura (Miras, Solé y Castells, 2013) y su influencia en la conducta (Hernández, 2008, 2012). El análisis realizado fue cuantitativo y cualitativo, aplicado en una muestra de 19 estudiantes, a partir de la aplicación de un cuestionario, grupos focales y análisis de producción escrita. Los resultados permitieron constatar que los alumnos presentan ambos tipos de concepciones, transmisionales y transaccionales, simultáneamente, y que quienes logran un mejor nivel de desempeño en la escritura construyen preferentemente teorías implícitas transaccionales. Palabras clave: teorías implícitas, pedagogía básica, escritura, formación de profesores.

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“…It is supported that argumentative writing is distinct from the general writing in student's minds and worth further study. Still, though the relationship between students' writing beliefs and the outcome of the writing quality differs from one another to some extent (Baaijen, Galbraith & de Glopper, 2014;Neely, 2014), it is necessary for SLW lecturers to shade a proper and unambiguous understanding of argumentative writing onto student's mind, so that the writing quality can be improved. In the other hand, teachers' orientated beliefs about SLW are studied (McCarthey & Mkhize 2013).…”

Section: Review Of the Literaturementioning

confidence: 99%

A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction

Chen¹

2020

ELT

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Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students’ response are revealed to understand the effects of those instructions accordingly.

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Epistemological and writing beliefs in a first-year college writing course: Exploring shifts across a semester and relationships with argument quality

Cited by 23 publications

References 43 publications

Epistemological and reading beliefs profiles and their role in multiple text comprehension

Epistemological and reading beliefs profiles and their role in multiple text comprehension

Teorías implícitas sobre los procesos de escritura: Relación de las concepciones de estudiantes de Pedagogía Básica con la calidad de sus textos

A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction

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