Expressing Emotions Through Creative Writing

Chamcharatsri, Bee

doi:10.4324/9781003183914-4

Cited by 2 publications

(2 citation statements)

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“…The existing body of literature on writing poetry and teaching poetry writing does not consider multilingual students as part of the student groups and falls short of having empirical data to discuss further research inquiry or course design (see Nobles & Azano, 2016). Studies that do explore the teaching poetry writing empirically focus on writing poetry in a second language and have not investigated how monolingual students perceive writing poetry at university level (see Liao, 2016Liao, , 2017Liao, , 2018aLiao, , 2022Cahnmann-Taylor et al, 2015;Cahnmann-Taylor et al, 2017;Chamcharatsri, 2022;Disney, 2014;Hanauer, 2011Hanauer, , 2014Hanauer, , 2015Hanauer & Liao, 2016;Hauer & Hanauer, 2017;Iida, 2016aIida, , 2016bIida, , 2017Iida, , 2022Jeon & Ma, 2015;Liao & Roy, 2017;Masbuhin & Liao, 2017;Nobles & Azano, 2016).…”

Section: Introductionmentioning

confidence: 99%

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses

Liao

2023

Teach English as a Foreign Lang. J.

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This study offers insights on developing poetry writing assignment in first-year composition courses for translingual orientation. Through a close examination of semi-structured interviews and students’ poems, the study aims to evaluatethe effectiveness of the teaching of poetry writing as translingual pedagogy in college English composition courses for both monolingual and multilingual students. Five monolingual and five multilingual students in this project experienced a three-week curriculum design to compose their poetry project in two different sections. The interview data shows that both monolingual and multilingual students acknowledge positive traits about the translingual pedagogy through a poetry writing assignment toward the end of the semester. The data also demonstrates that five monolingual students in this study value this poetry writing assignment with its invitation for being free and self-expressive, while the five multilingual students stress the practical outcomes, such as a personal breakthrough, poetry book as a concrete record of their life, or negotiation experiences. Furthermore, the study provides implications for developing curriculum design to enact translingual pedagogy based on students’ perceived difficulties and struggles.

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Section: Introductionmentioning

confidence: 99%

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses

Liao

2023

Teach English as a Foreign Lang. J.

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“…This is evident by the numerous studies exploring how English as a Second Language (ESL) and English as a Foreign Language (EFL) learners learn L2 writing and what factors/tools can promote the development of their writing skills. This is because writing holds particular significance to learning and teaching in general (e.g., Bitchener & Ferris, 2012; Canagarajah, 2022; Cho & Schunn, 2007; Gibbs & Simpson, 2004).…”

Section: Introductionmentioning

confidence: 99%

EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia

Alnasser

2022

Sage Open

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Recently, the integration of computer-based feedback (CBF) systems, as assistive tools for instructors, into EFL writing contexts has attracted researchers’ attention. However, EFL learners’ perceptions toward such tools’ application remain under-investigated. Therefore, this study investigates EFL learners’ perceptions toward integrating CBF into writing classrooms in the Saudi higher education level. We adopted a quasi-experimental research design with a mixed-method approach for data collection and purposive sampling as sampling technique. We administered pre-questionnaires to two groups of Saudi male EFL undergraduate students undertaking an English program ( n = 40). The experimental group’s participants developed four multiple draft essays after receiving automated feedback on each essay (i.e., the treatment), after which post-questionnaires were administered to measure shift in their perceptions. The findings suggest that majority of participants held positive views on this tool, and some of their views positively changed at a statistically significant level after practice. However, we identified few student concerns regarding these systems. Thus, although integrating such tools into writing classes provides learners with positive experiences and encourages their engagement in learning, instructors must ensure the students’ access to functional devices and appropriate Internet connections.

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Expressing Emotions Through Creative Writing

Cited by 2 publications

References 0 publications

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses

EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia

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