Voice for Teaching L2 Writing: Affordance or Constraint?

Liu, Jie

doi:10.1080/15348458.2022.2145565

Cited by 2 publications

(1 citation statement)

References 39 publications

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“…These challenges are exacerbated by the limitations of classroom instruction, which often fails to engage students effectively in writing activities, rendering the learning experience monotonous (Liu, 2022;McCarthey & Zhang, 2023). The task of producing a coherent, fluent, and extended piece of writing proves to be especially daunting for second language learners, further exacerbating their struggles.…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Writing Skills in Generating Descriptive Texts: Experiences Learned from English for Specific Purposes (ESP) Contexts in Privates Universities

Saori,

Sugianto,

Christian Badilo

2023

JOLLS. Lang. Liter. Studies

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Writing occupies a paramount role in the conveyance of ideas, demanding a profound comprehension of the nuances integral to crafting impeccable written compositions. The research under consideration was undertaken with the objective of delving into the writing skills of students and discerning the challenges they encounter in composing descriptive texts. Employing a mixed-method approach, the study engaged English learners at STIE AMM Mataram, constituting a cohort of 28 students. To attain a comprehensive understanding of their writing abilities and difficulties, the research employed writing tests and interviews as research instruments. The research outcomes revealed a mean score of 69.92 for the students, indicative of a concerning trend of inadequate proficiency in writing descriptive texts, essentially categorizing their abilities as 'poor.' A closer examination of the data delineated specific performance distributions among the students: 12% garnered scores below 60, designating them as 'poor,' while 40% fell within the 61-70 score range, also categorized as 'poor.' Moreover, 36% secured scores in the 71-80 range, positioning them in the 'average' category, and a mere 12% earned scores designated as 'very good. Vocabulary and organization stood out with ratings categorized as 'good to average,' showcasing relative strengths. Conversely, content, grammar, and mechanics were characterized by a 'fair to poor' categorization, underscoring significant areas of difficulty. In particular, students grappled with challenges concerning grammar, content development, and mechanical aspects of writing. In light of these findings, it is evident that students encounter multifaceted difficulties, particularly in the realms of grammar, content creation, and mechanics. As a viable solution, it is recommended that English teachers prioritize providing students with ample opportunities for writing practice. These opportunities should be designed to specifically enhance content development and grammar proficiency in writing descriptive texts.

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Section: Introductionmentioning

confidence: 99%

Investigating Students’ Writing Skills in Generating Descriptive Texts: Experiences Learned from English for Specific Purposes (ESP) Contexts in Privates Universities

Saori,

Sugianto,

Christian Badilo

2023

JOLLS. Lang. Liter. Studies

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Assessing voice vs. writing quality

Homayounzadeh,

Rahimi

2024

RESLA

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Using a mixed-methods design, the study aimed to distinguish voice features from the criteria considered in most L2 writing rating scales (e. g., topic development, organization, and quality of language use). Accordingly, a sample of 200 argumentative essays written in English was scored for voice, writing quality, and the critical features of academic writing such as text length, lexical sophistication, and grammatical complexity (see Cumming et al., 2005). Multiple regression and structural equation modeling (SEM) were conducted to verify which of and how the critical elements of academic writing interacted to determine the scores for voice and writing quality. Think-aloud protocols (TAPs) of raters scoring voice and writing quality were also compared. Voice was found an indication of genre competence, rated independently of language use and mostly based on the structure of arguments and the quality with which writers employed certain textual voice elements. In assessing writing quality, however, textual voice elements were dismissed, and the writing quality scores mainly reflected the quality of language use rather than the argument structure. The study provides implications for second language writing assessment and instruction, as well as for future research to be conducted.

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Voice for Teaching L2 Writing: Affordance or Constraint?

Cited by 2 publications

References 39 publications

Investigating Students’ Writing Skills in Generating Descriptive Texts: Experiences Learned from English for Specific Purposes (ESP) Contexts in Privates Universities

Investigating Students’ Writing Skills in Generating Descriptive Texts: Experiences Learned from English for Specific Purposes (ESP) Contexts in Privates Universities

Assessing voice vs. writing quality

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