Perceptions of the Qualities of Written Arguments by Japanese Students

Abstract

This study examines how Japanese students perceive the qualities of written arguments that were constructed to have different forms. Based on the theoretical dimensions of verbal communication styles that Gudykunst and Ting-Toomey proposed, the research questions asked whether the respondents would perceive direct arguments to be of higher quality than indirect arguments. They also asked whether they would perceive elaborate arguments to be of higher quality than succinct arguments. Japanese college students voluntarily responded to a questionnaire. The results revealed that they gave higher ratings to direct arguments than to indirect arguments for both of the two indicators, and higher ratings to elaborate arguments than to succinct arguments for two indicators out of the three. The results were discussed and implications were offered

A Profile of an Effective EFL Writing Teacher (A Technology-based Approach)

“…This is even more so in the teaching of writing in ESL/EFL situations. Recent studies in teaching and assessing writing support this conclusion ( e.g., Concha &Paratore, 2011;Hafner, 2010;Kuhi&Behnam, 2011;Laquintano, 2010;Leijten, 2011;Maxwell-Reid, 2011;McCutchen, 2011;Suzuki, 2011;Thompson, 2009;Van Hout, 2011 ). When thinking of an effective EFL teacher in general, one may list a number of features.…”