アイテムタイプ |
Article |
ID |
|
プレビュー |
画像 |
|
キャプション |
|
|
本文 |
AA12043414-20180000-0001.pdf
Type |
:application/pdf |
Download
|
Size |
:404.1 KB
|
Last updated |
:Aug 27, 2019 |
Downloads |
: 199 |
Total downloads since Aug 27, 2019 : 199
|
|
本文公開日 |
|
タイトル |
タイトル |
Student and teacher perceptions of individual writing tutorials : a match or a mismatch?
|
カナ |
|
ローマ字 |
|
|
別タイトル |
名前 |
個別ライティングチュートリアルに対する学生と教師の認識 : それらは一致するか否か?
|
カナ |
コベツ ライティング チュートリアル ニ タイスル ガクセイ ト キョウシ ノ ニンシキ : ソレラ ワ イッチスルカ イナカ ?
|
ローマ字 |
Kobetsu raitingu chūtoriaru ni taisuru gakusei to kyōshi no ninshiki : sorera wa itchisuruka inaka?
|
|
著者 |
名前 |
Matikainen, Tiina
|
カナ |
マティカイネン, ティーナ
|
ローマ字 |
|
所属 |
慶應義塾大学環境情報学部訪問講師(招聘)
|
所属(翻訳) |
|
役割 |
|
外部リンク |
|
名前 |
黒松, まり
|
カナ |
クロマツ, マリ
|
ローマ字 |
Kuromatsu, Mari
|
所属 |
成蹊大学国際教育センター常勤講師
|
所属(翻訳) |
|
役割 |
|
外部リンク |
|
|
版 |
|
出版地 |
|
出版者 |
名前 |
慶應義塾大学外国語教育研究センター
|
カナ |
ケイオウ ギジュク ダイガク ガイコクゴ キョウイク ケンキュウ センター
|
ローマ字 |
Keiō gijuku daigaku gaikokugo kyōiku kenkyū sentā
|
|
日付 |
出版年(from:yyyy) |
2018
|
出版年(to:yyyy) |
|
作成日(yyyy-mm-dd) |
|
更新日(yyyy-mm-dd) |
|
記録日(yyyy-mm-dd) |
|
|
形態 |
|
上位タイトル |
名前 |
慶應義塾外国語教育研究
|
翻訳 |
Journal of foreign language education
|
巻 |
15
|
号 |
|
年 |
2018
|
月 |
|
開始ページ |
1
|
終了ページ |
21
|
|
ISSN |
|
ISBN |
|
DOI |
|
URI |
|
JaLCDOI |
|
NII論文ID |
|
医中誌ID |
|
その他ID |
|
博士論文情報 |
学位授与番号 |
|
学位授与年月日 |
|
学位名 |
|
学位授与機関 |
|
|
抄録 |
This study examines first-year Japanese university students and their teachers' perceptions on the benefits and challenges of individual writing tutorials which were a required part of an academic writing course. The most common problems about student writing addressed in these tutorials included supporting details and evidence for body paragraphs, development of a thesis statement, paper organization, development of an outline prior to writing the first draft, development of topic sentences, and coherence/unity within the paper. The study found these tutorials to be beneficial from both teachers' and students' point of view, especially because face-to-face tutorials facilitate higher-quality feedback both in terms of comment generation and comprehension as well as providing personalized scaffolding for students. In addition, the study found that individual tutorials aid in critical thinking and autonomous learning strategy development. Despite the overwhelmingly positive role writing tutorials play in facilitating students' academic writing development, the teachers find them extremely timeconsuming and mentally demanding. The teachers, however, attest to the positive impact attending tutorials have on students' essay assignment grades.
An increasing number of Japanese university students are faced with the need to not only improve their English communicative skills for their global futures but also to become able to handle academic materials in English. Many Japanese universities and their English as a Foreign Language programs are moving towards English for Academic Purposes curricula. As a direct result of this, EFL teachers are given the task of preparing their students to write academic papers in English. This is a huge burden on many of these teachers ; helping to generate students who are able to write coherent and well-developed papers in academic register. While many universities are acknowledging this by providing help to teachers, for example by establishing writing centers, not enough is done to explore the best ways to prepare the students for this demanding task of becoming a proficient academic writer in English.
One successful way of meeting student needs involves writing conferencing. This one-toone strategy has been prominent in L1 writing for a long time but has become more popular in L2 writing as well. As L2 writing instruction transitioned from product-oriented instruction to process-writing instruction, individual writing conferencing also found its place in L2 writing. However, it is still underutilized in the field and not enough research has explored the benefits of including it in L2 writing curricular. Incorporating individual writing conferencing into EFL writing instruction in Japan however has the potential to provide a powerful learning tool for students to develop their academic writing skills.
This study explores one such scenario. It investigates the perceptions of Japanese first-year university students and their writing instructors on individual writing tutorials that are mandatory and part of an academic writing course. Writing tutorials are used synonymously with the expression writing conferences in this paper.
|
|
目次 |
|
キーワード |
|
NDC |
|
注記 |
|
言語 |
|
資源タイプ |
|
ジャンル |
Departmental Bulletin Paper
|
|
著者版フラグ |
|
関連DOI |
|
アクセス条件 |
|
最終更新日 |
|
作成日 |
|
所有者 |
|
更新履歴 |
Mar 14, 2019 | | インデックス を変更 |
Aug 5, 2019 | | 著者 著者ID,出版地 場所,出版者 名前,出版者 カナ,出版者 ローマ字,著者版フラグ を変更 |
Aug 27, 2019 | | 著者 所属 を変更 |
|
|
インデックス |
|
関連アイテム |
|