Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices

Crusan, Deborah J.; Plakans, Lia; Gebril, Atta

doi:10.1016/j.asw.2016.03.001

Cited by 178 publications

(140 citation statements)

References 21 publications

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“…These are mostly focused on developing writing or assessment procedures (Crusan, Plakans & Gebril, 2016;Hunter, Mayenga & Gambell, 2006;Ruiz-Funes, 2015;Telçeker & Akcan, 2010;Yoon, 2016). Several studies indicated innovative ways of developing writing.…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Using Writing Templates as Materials to Improve Writing Skills in Intermediate (B1) EFL Classes: An Experimental Study

Akdemir

Eyerci

2016

Mersin EFD

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In this study it was aimed at revealing the findings of an experimental study in which writing templates were used as writing materials to improve writing skills in intermediate (B1) EFL classes as well as reviewing the concepts writing skills, second language writing and writing templates. The study was conducted with 50 students, aged 20-23, of a public university in Turkey. In Writing and Speaking in English II class writing templates were used as writing materials during 12 weeks. The students were asked to fulfil tasks asking them to use some basic writing types for B1 level such as formal and informal letter writing, CV writing, writing business e-mails etc. before and after the study. It was concluded that writing templates can be used as writing materials to improve intermediate (B1) EFL classes. Keywords: Writing, writing templates, L2 writing.Öz: Bu çalışmanın amacı yabancı dil olarak İngilizce öğrenen öğrencilerin yazma becerilerini geliştirmede yazma şablonlarının kullanımının etkililiğini deneysel bir çalışma aracılığıyla belirlemektir. Çalışma, Türkiye'deki bir devlet üniversitesinde eğitim görmekte olan 20-23 yaşları arasındaki 50 öğrencinin katılımıyla gerçekleştirilmiştir. İngilizce Yazma ve Konuşma II dersinde 12 hafta boyunca yazma şablonları kullanılmıştır. Öğrencilerden, çalışma öncesinde ve sonrasında B1 düzeyinde resmi veya özel mektup, özgeçmiş, iş mektubu gibi dokümanlar hazırlamaları istenmiştir. Çalışmanın sonucunda yazma şablonlarının B1 düzeyindeki öğrencilerin yazma becerilerini geliştirmede kullanılabileceği belirlenmiştir. Anahtar Kelimeler: Yazma becerisi, yazma şablonları, yabancı dilde yazma becerisi. IntroductionAs being one of the crucial productive skills, writing in a second language has a key role in individuals' professional lives regarding the challenges of contemporary professional and academic life. It is possible to say that writing must be developed as a skill or a habit but sometimes it may be too late for second language learners. It is undoubtedly a great challenge to select the best approaches, methods and techniques to be used in EFL classes.Writing teachers have a dual challenge: Not only must they help the most reticent and timid writers overcome a potentially crippling writing phobia, but they must also instil in their students the confidence needed to translate their thoughts into correct and acceptable English. Even though the writing product is an expression of one's individuality and personality, it is important to remember that writing is also an endeavour, a way of communicating with others, inform them, persuading them, and debating with them.As a technique, using writing templates in EFL writing classes is suggested to be an effective way of teaching how to write. In the simplest way, templates can be defined as models. Specifically, writing templates are skeletal syntactic frameworks-parts of sentences or paragraphs with blanks to fill in with words of learner's choice.In this study it was aimed at revealing the findings of an experimental ...

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Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Using Writing Templates as Materials to Improve Writing Skills in Intermediate (B1) EFL Classes: An Experimental Study

Akdemir

Eyerci

2016

Mersin EFD

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“…In another study, Lee (2008) concluded that teachers' WCF practices are mediated by contextual factors, namely teachers' beliefs, values, knowledge, cultural, and institutional variables such as WCF philosophies and socio-cultural factors such as teacher autonomy. Crusan et al (2016), in a study of writing assessment literacy which considered the knowledge, beliefs, and practices of 702 writing teachers, found that a quarter of the teachers had little or no training to teach and assess writing. Also, there was a significant difference among teachers in terms of linguistic background and teacher experience.…”

Section: Wcf: Teachers' Proficiencymentioning

confidence: 99%

“…The samples adopted had been assessed by the IELTS examiners and the scores of 4.5 and 6.5 were given to the letter and essay writing tasks, respectively. Lee (2003), Lee (2008Lee ( , 2009), Montgomery and Baker (2007), Junqueira and Payant (2015), Valmori and De Costa (2016), Nassaji (2012), Tavakoli and Howard (2012), Tavakoli (2015), and Crusan et al (2016). Also, we used the WCF typologies suggested by Ellis (2009).…”

Section: Teachers' Writing Assessment and Wcf Strategy Taskmentioning

confidence: 99%

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Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

et al. 2017

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Background: Teachers' writing proficiency and writing assessment ability and their role in improving writing instruction in second language learning classrooms are issues that have not been investigated empirically and rigorously. To bridge the gap, we investigated the writing proficiency, writing assessment ability, and written corrective feedback beliefs and practices of Iranian English teachers who gave feedback on learners' writings.

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“…The learners are needed to go beyond the early writing skills and use target language to write something and communicate (Richards & Rodgers, 2014;Crusan et al, 2016). Language proficiency has been linked with appropriate use of words and expressions to the given task.…”

Section: Introductionmentioning

confidence: 99%

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

Hussain

2017

SSRN Journal

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This study assesses teaching writing skills to the second language learners by utilizing benchmarking strategies of classroom. The study has used mixed approach of qualitative and quantitative analysis to evaluate learning and writing skills of second language among 400 students from different primary and secondary schools in Riyadh. The teachers were instructed to fill an assessment form to evaluate skills of students in learning second language through Benchmarking techniques of brainstorming, fable writing, speed writing, loop writing, and mini saga. The data was analyzed using a statistical software (SPSS) 20.0 version. Cross tabulation technique has been applied on the data collected through questionnaires to observe the appropriate responses of the teachers. The results revealed that 75% of the students were interested in learning writing in second language. Brainstorming technique (56.3%) was found to be most popular among the students and teachers. The majority of the teachers (84.4%) believe that acquiring writing skills is the toughest task for the second language learners. Moreover, brainstorming (p=0.000), narrating fables (p=0.002), and loop writing (0.000) were significant among students for learning second language. It has been concluded that the technique of brainstorming was effective among the students to learn writing skills in second language. Keywords:second language, brainstorming, loop writing, speed writing, mini saga, fable writing IntroductionThe development of second language skills among the students has always been an interesting task. The process of writing suggests that the students are actually taught how to write with coherence, acceptable spellings, and appropriate grammar structure in second language (Freedman et al., 2014).The strategies for classroom refers to the second language learning sense, which has been introduced to the complex shifts made by second language speakers. These strategies can be different in nature, which include cognitive learning strategies and metacognitive learning strategies (Cohen, 2014). Students need to personally get involved in writing exercises to make the learning experience valuable. In the second language learning classrooms student motivation is enhanced by explaining them the steps involved in effective writing (Santangelo& Graham, 2015). The writing activities need to be geared according to the needs and interests of the students. Moreover, these activities should be linked to the real life whenever possible.

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Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices

Cited by 178 publications

References 21 publications

Using Writing Templates as Materials to Improve Writing Skills in Intermediate (B1) EFL Classes: An Experimental Study

Using Writing Templates as Materials to Improve Writing Skills in Intermediate (B1) EFL Classes: An Experimental Study

Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

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