Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

Tajmirriahi, Tayebeh; Rezvani, Ehsan

doi:10.1155/2021/6074039

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…It is proposed that teachers should provide and trigger learners with relevant topics. Some other reasons related to writing anxiety are academic self-concept [ASC] and academic achievement (Tajmirriahi & Rezvani, 2021). Academic self-concept and academic achievement from the learners affect their motivation in writing.…”

Section: Writing Skillmentioning

confidence: 99%

The effect of project-based learning on English writing skill for EFL learners

Arochman,

Margana,

Ashadi

et al. 2024

JPR

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Many EFL learners believe writing is a hard skill to master. Project-based learning is argued to be an effective solution to the problem. This study is aimed to look at the effect of Project-based learning (PJBL) on English writing skill for Indonesian EFL learners and their perceptions of PJBL. A mixed-method approach was implemented in this study. A pair sample T-test was used in analyzing the quantitative data of the written test while the descriptive-qualitative technique was applied in analyzing the data of the interview. Participants are thirty-nine tertiary students from Universitas Tidar. From the study, Indonesian EFL learners believe project-based learning influenced their writing skill in many ways. The result of this study is that there was a significant difference in project-based learning on English writing skill in pre and post-test for EFL learners which favor the improvement in grammar, vocabulary, organization, and content writing of the text. Project-based learning enhances the learners in linguistics aspects such as vocabulary knowledge, grammatical conventions, and punctuation. Besides, it also enhanced the learners' critical and creative thinking in the process of writing. In addition, project-based learning also motivated the learners to write as they were habituated to the independent learning situations that demand them to follow through all the processes accordingly: not to be left behind. Further studies are suggested to gain a deeper and broader comprehension of project-based learning's effect on student's writing skill.

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Section: Writing Skillmentioning

confidence: 99%

The effect of project-based learning on English writing skill for EFL learners

Arochman,

Margana,

Ashadi

et al. 2024

JPR

View full text Add to dashboard Cite

show abstract

“…Students' complete exercises from the textbook in the classroom and at home, most of which are traditionally performed by International Journal of English Language and Literature Studies tracking. However, Tajmirriahi and Ehsan (2021) examined learner readiness in L2 writing to explore any potential linkages between LA in writing, academic self-concept (ASC), and academic accomplishment. The results revealed that while participants showed positive attitudes towards LA writing practices to some extent, they were not completely ready to employ those practice strategies in such contexts.…”

Section: Introductionmentioning

confidence: 99%

Role of learner autonomy in intrinsic motivation in EFL writing

Al-Shboul

Rababah

Banikalef

et al. 2023

5019

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The researchers investigated students’ perceptions of various autonomous and nonautonomous activities in the writing class through the semester to examine the relationship between two concepts: autonomy and intrinsic motivation. The sample of this study included twenty university students, who were taught by researchers for the whole semester. This article investigated if and to what degree students' intrinsic motivation and satisfaction with these activities were affected by the independent variables of autonomy and non-autonomy. This study aimed to reveal any potential links between learner autonomy (LA) and academic performance in students’ EFL writing classes. A paired sample t-test was used to evaluate whether the differences between the resultant pairs of student perceptions are statistically significant. This study found that students’ perceptions of autonomous activities are positive. Besides, autonomous activities helped their performance in such EFL writing contexts. Based on the results of the present study, it is strongly recommended that instructors, curriculum designers, and policymakers incorporate autonomous activities in the teaching process in EFL writing classes. Consequently, students can have an active rather than passive role in EFL writing classroom, where they can effectively contribute to developing the syllabus and curriculum, and thus their intrinsic motivation can be increased and their academic performance in turn can improve (as this motivation develops a sense of ownership and responsibility in students). The findings offer important insights into the necessity of implementing autonomous policies in such EFL writing contexts where traditional methods are still the predominant mode of teaching.

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Cultivating Iranian IELTS Candidates’ Writing Skills through Online Peer Feedback: A Mixed-Methods Inquiry

Rezai

2022

Education Research International

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Though peer feedback has gained noticeable attention in second-language (L2) education in face-to-face classes, its effects on improving IELTS candidates’ writing performance have remained unexplored in the Iranian EFL context. Thus, the present study aims to reach a two-fold purpose. First, it investigates the effects of online peer feedback (OPF) on improving Iranian IELTS candidates’ writing performance. Second, it explores what the IELTS candidates’ perceptions are about the efficacy of online peer feedback to cultivate their writing performance in the Iranian EFL context. To these aims, having been homogenized through the Oxford Quick Placement Test (OQPT), a total of 35 IELTS candidates were randomly assigned into an experimental group and a control group. The two groups went through pretest, treatment, posttest, and delayed posttest procedures. To collect the required qualitative data, 5 participants of the experimental group participated in a focus group interview. The data were analyzed using a one-way ANCOVA and content analysis. Findings documented that the experimental group outperformed the control group on the posttest and delayed posttest. Additionally, the qualitative results revealed that the participants had positive attitudes toward the potentials of OPF to cultivate writing skills. The study ends with proposing a range of implications and suggestions for further research.

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Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

Cited by 3 publications

References 39 publications

The effect of project-based learning on English writing skill for EFL learners

The effect of project-based learning on English writing skill for EFL learners

Role of learner autonomy in intrinsic motivation in EFL writing

Cultivating Iranian IELTS Candidates’ Writing Skills through Online Peer Feedback: A Mixed-Methods Inquiry

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