Sessions / Writing
Research shows that reading and writing are closely connected. Students who can read well can be expected to write well. However, repeated observations show that this is not always the case. Students who have developed an advanced reading ability often continue to experience difficulty when they try to express themselves in writing.
In my talk, I first discuss oft-cited sources of students’ writing difficulties, which typically involve difficulties at the linguistic (e.g., grammar and vocabulary) and cognitive levels (e.g., text coherence). I will then explore the relationship between reading and writing in detail, highlighting areas that need to be linked more closely together.
In the last section, I will present an instructional model that can promote more efficient processing of language by the students. The model encourages student writers to engage in writerly reading and readerly writing to further strengthen their writing proficiency. This talk will be of interest to teachers who wish to better understand the link between reading and writing and how they can help students become better writers.
Dr. Willy A Renandya is a language teacher educator with extensive teaching experience in Asia. He currently teaches applied linguistics courses at the National Institute of Education, Nanyang Technological University, Singapore. He is a frequent speaker at international ELT conferences and has published extensively in the area of second language education. His publications include Language Teaching Methodology: An anthology of current practice (CUP 2002, with Jack C Richards) and Student-centred cooperative learning (Springer 2019, With George Jacobs).
This study attempts to reveal the implementation and use of attitude appraisal to enhance students’ critical-review writing skills. The students were asked to write a critical review of a journal they had read; however, before they started to write the text, they were introduced to and trained on how to use appraisal items including affect, judgment, and appreciation. The data of this study were thirty-nine students’ critical-review writings, which were analyzed using the appraisal framework suggested by Martin and White (2005). The results of this study reveal that most students were able to give a critical review of the journal they had read. Judgment was the type of appraisal most used by students. It deals with behavior that students admire or criticize, praise or condemn. In addition, it was seen that students’ perceptions of the journal varied based on the use of affect, judgment, and appreciation.
Language teachers have used various mobile applications in technology-mediated approaches to improve writing skills, both through in-person and remote settings. Recently though, amidst the coronavirus pandemic, teachers have realized the importance of synchronous and asynchronous mobile applications to foster a more responsive learning environment. Specifically, software applications for video self-recordings to assess writing performance have been used as leverage to effectively engage students beyond the classroom through a scrutiny of their own learnings, thoughts, and actions (Ong, 2000). This presentation offers successful, classroom-tested ways to meaningfully use asynchronous scaffolding writing tasks through digital portfolios in promoting more self-directed learning via teacher feedback, peer review, and self-assessment (Flavell, 1979). Practical classroom steps on how to guide students in self-monitoring their own progress, in constructing meaning from content learned and from the process of learning it, and applying learnings to other settings will be highlighted.
This workshop gives attendees hands-on activities for students in the EFL classroom, not only for in-person classes but also for online classes. Regarding writing, input activities are indispensable for students to output their opinions, choices, and ideas; also, the activities should be suitable and practical. To make both input and output activities for writing, what do teachers need? This workshop will include samples of writing activities including stepped-writing, mini-debate, publication platforms such as Padlet, and classroom journals in order to offer audiences practice with such writing input and output activities. In addition, audiences will be able to use the writing activities for their own teaching contexts, either in-person or online, using these concepts. As a result, students can increase their motivation toward writing while being active through input-output activities. Written essays and other work done by students aged 13 to 17 will be shown in this workshop to illustrate the power of this writing concept.
Teachers spend hours reading, correcting, and giving feedback on learner writing. It is widely perceived as being part of a teacher’s job and a valuable form of language input. But how much do learners understand from teacher responses to texts? What do the learners take away from teacher feedback, and how useful is teacher input on student texts for language learning and writing skills development? If teachers are going to invest time and effort in text response, then it is important to identify what writing feedback techniques are impactful and effective for making the next piece of writing better. This presentation focuses on effective, accessible methods of responding to learner writing, the ideas behind them, and how teachers and students perceive feedback in practice. Quantitative data will show which techniques learners and teachers prefer and why. The session will explore tactics for realizing learning through teacher input on student writing.
While all teaching is being reevaluated in light of the experiences of going online during COVID, this presentation will focus on the possibilities embedded in writing instruction. The workshop will discuss experiences with a 2nd-year writing course that was taught in multiple sections to students with varying levels of English ability and computer skills through two different learner management systems. We will discuss the problems faced and how they were managed as well as discuss a framework for conceptualizing writing instruction, tying this into current writing pedagogy discussions. While the process has been tailored to the quirks of the Japanese university system and Japanese students, I hope that the workshop format will allow us to collaborate and develop further ideas.
Vygotsky’s sociocultural theory has important implications for the EFL writing classroom. As students collaborate in the learning process, they contribute to each other’s development and growth. This presentation will explain the application of sociocultural theory in a second language writing classroom where the students used Google Docs to give one another feedback on each other’s academic writing in paragraphs and essays. The research question of this study was the following: What role does the application of sociocultural theory and peer assessment play in helping students write essays? This study took place in an English Education Department composition class at a Korean university. Through a process of reflective practice, scaffolding, and peer feedback coaching, the professor successfully prepared students to write five-paragraph essays on two different topics. This presentation will present the implications of this project for university English composition classes in Korea, as well as for future research in this area.
Most second language learners arrive at university having had little writing tuition at high schools beforehand. Writing thus represents a steep learning curve for these learners. Furthermore, there are significant differences between those in their first or final year; from coherency and paragraph construction in their first year through to academic dissertations in their final year. This presentation will describe a method to help second-year university learners construct an academic text. This approach incorporates both process and product approaches. While specific creative stages utilize the process cycle of self-reflection, production, feedback, and rewriting, other stages are better served by incorporating an ideal for learners to work toward. Both constraints and benefits of this blended approach will be described in this presentation.