From assessing to teaching writing: What teachers prioritize

Beck, Sarah W.; Llosa, Lorena; Black, Kristin; Anderson, Alyssa T. G.

doi:10.1016/j.asw.2018.03.003

Cited by 13 publications

(8 citation statements)

References 19 publications

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“…The quality of writing in L2 brings about enormous advantages to students such as showing their academic character, promoting effective communication, advancing their higher-order thinking skills, making logical and convincing arguments, demonstrating their ideas and re-assessing them, and promoting them to their future careers (Beck et al, 2018;Swales & Feak, 2004). Writing is probably the most complex L2 skill to teach and to assess in most EFL contexts such as Iran, unless the L2 teacher is experienced enough to manage the dilemma (Hyland, 2003;Klimova, 2013).…”

Section: Task-based Assessment Of L2 Writingmentioning

confidence: 99%

Experienced and Novice L2 Raters’ Cognitive Processes while Rating Integrated and Independent Writing Tasks

Tavassoli

Bashiri

Pourdana

2022

JLE

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Background. Recently, there has been a growing interest in the personal attributes of raters which determine the quality of cognitive processes involved in their rating writing practice. Purpose. Accordingly, this research attempted to explore how the rating experience of L2 raters might affect their rating of integrated and independent writing tasks. Methods. To pursue this aim, 13 experienced and 14 novice Iranian raters were selected through criterion sampling. After attending a training course on rating writing tasks, both groups produced introspective verbal protocols while they were rating integrated and independent writing tasks which were produced by an Iranian EFL learner. The verbal protocols were recorded and transcribed, and their content was analyzed by the researchers. Results. The six extracted major themes from the content analysis included content, formal requirement, general linguistic range, language use, mechanics of writing, and organization. The results indicated that the type of writing task (integrated vs. independent) is a determining factor for the number of references experienced and novice raters made to the TOEFL-iBT rating rubric. Further, the raters’ rating experience determined the proportions of references they made. Yet, the proportional differences observed between experienced and novice raters in their references were statistically significant only in terms of language use, mechanics of writing, organization, and the total. Conclusion. The variations in L2 raters’ rating performance on integrated and independent writing tasks emphasize the urgency of professional training to use and interpret the components of various rating writing scales by both experienced and novice raters. nced and novice raters.

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Section: Task-based Assessment Of L2 Writingmentioning

confidence: 99%

Experienced and Novice L2 Raters’ Cognitive Processes while Rating Integrated and Independent Writing Tasks

Tavassoli

Bashiri

Pourdana

2022

JLE

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“…Steps that can be taken by leaders are developing strategies for increasing professionalism by encouraging writing, which must be supported by an individual teacher and group literacy (Vansteelandt et al, 2020). Professional development for writing teachers should provide instructional strategies that enable teachers to act in writing (Beck et al, 2018).…”

Section: Actively Write Scientific Papersmentioning

confidence: 99%

Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences

Sholeh

2021

Al-Ta'lim J.

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Various efforts have been made to improve teacher competence, but there are still many institutions that have not optimized teacher capacity development. This study examines the intellectual stimulation of principals in improving teacher competence in two favorite institutions in the East Java region of SDI Qurrota A'yun Tulungagung and MI Perwanida Blitar. This study uses a qualitative descriptive method with a multi-case study design. Data were collected through 16 teachers and one school committee, one student guardian, one community leader, and one employee determined by random purposive sampling. Information was obtained through interviews, documentation, and observation. The results of this study indicate the role of leaders in forming various teacher competency improvement programs; (a) Program in-service education. The leader delegates teachers to improve professional and pedagogical competencies, which consist of advanced study programs, equivalency studies, Teacher Professional Education (PPG), (b) Program in-service training. Leaders delegate teachers to improve pedagogical and professional competencies through training activities, seminars, workshops, and webinars. (c) Leaders conducted program on-service training as a facility to improve teacher competence, (1) Supervision Activities and Teacher Working Groups (KKG), (2) teachers are actively competing, (3) actively writing papers, (4) collaboration activity, (5) social service activities, (6) religious activity (7) Job rotation, (8) Curriculum integration according to the institution's development distinction, (9) Technology-based learning.

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“…Banyak penelitian yang telah mengkaji pembelajaran menulis akademik bahasa Inggris yang telah disesuaikan dengan kebutuhan mahasiswa dan konteks (Matsuda, Saenkhum, & Accardi, 2013). Proses analisis kebutuhan sangat penting, karena banyak pengajar yang mengabaikan analisis kebutuhan sebelum proses pengajaran (Beck, Llosa, Black, & Anderson, 2018). Karena pengetahuan mahasiswa akan mempengaruhi tingkat kemampuan menulis mahasiswa (Cho & Choi, 2018).…”

Section: Pendahuluanunclassified

Persepsi Dosen Terhadap Pengembangan Materi Ajar Menulis Akademik Bahasa Inggris Berbasis Brain-Friendly Strategies [Teachers' Perceptions of an English Academic Writing Material Model Based on Brain-Friendly Strategies]

Meinawati

2019

PJI

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The purpose of this study was to identify teachers’ perceptions of an English academic writing teaching material model based on brain-friendly strategies. The research method used was qualitative. The process of collecting data was interviews and questionnaires. The research findings indicated that the material model of English academic writing was effective and matched teachers' perceptions that it fulfilled the learning needs. This could be seen in the percentage of teachers’ questionnaires. They thought that the teaching material was appropriate for the students’ needs context and the global challenges of their program of study.BAHASA INDONESIA ABSTRAK: Tujuan dari penelitian ini adalah untuk mengidentifikasi persepsi dosen terhadap model materi ajar menulis akademik bahasa Inggris berbasis brain-friendly strategies. Metode penelitian menggunakan kualitatif. Proses pengumpulan data menggunakan wawancara dan kuesioner. Hasil kajian menunjukkan bahwa model materi ajar menulis akademik bahasa Inggris berbasis brain-friendly strategies efektif. Efektifitas tersebut terlihat pada presentase yang cukup baik dari dosen. Menurut para dosen materi ajar yang telah dirancang sesuai dengan konteks pembelajaran menulis akademik bahasa Inggris dikelas dan tantangan global saat ini. Dengan demikian, model materi ajar bisa diterapkan pada program studi Manufaktur.

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From assessing to teaching writing: What teachers prioritize

Cited by 13 publications

References 19 publications

Experienced and Novice L2 Raters’ Cognitive Processes while Rating Integrated and Independent Writing Tasks

Experienced and Novice L2 Raters’ Cognitive Processes while Rating Integrated and Independent Writing Tasks

Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences

Persepsi Dosen Terhadap Pengembangan Materi Ajar Menulis Akademik Bahasa Inggris Berbasis Brain-Friendly Strategies [Teachers' Perceptions of an English Academic Writing Material Model Based on Brain-Friendly Strategies]

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