Book description
This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.
Table of contents
- Donna Bain Butler Developing International EFL/ESL Scholarly Writers
- Studies in Second and Foreign Language Eduction
- Title Page
- Copyright Page
- Dedication
- Foreword
- Preface
- Acknowledgments
- Table of Contents
-
Part I: Combining Research with Instruction
- 1 Making a Difference in the Academic Writing of International Graduate Students
-
2 What We Know About Academic Writer Challenges and Differences
- 2.1 Empirical research and institutional knowledge
- 2.2 Challenges of international graduate students in U.S. law schools
- 2.3 Concerns of EFL/ESL academic legal writers in this research
- 2.4 International legal studies context
- 2.5 Academic legal writing instructional context
- 2.6 Variability in EFL/ESL graduate student writer sampling
- 3 Determining What International Student Writers Know and Can Do
-
Part II: Learner-User Research
- 4 Research Population Representativeness and Research Methods
-
5 Performance Enhancing Measures
- 5.1 How self-report was used to collect data from student participants
- 5.2 Instrumentation validity and reliability
- 5.3 Data collection procedures
- 5.4 Data analysis procedures for mixed methods, concurrent triangulation, multi-stage design
- 5.5 How the methodology relates to theory and development
- 5.6 Summary of the methodology
-
6 Variables Influencing Strategic Competence
- 6.1 Introduction to chapter 6, quantitative research results
- 6.2 Learners’ use of strategies and skills
-
6.3 Learners’ most helpful strategies
- 6.3.1 Overall results for stage 1, pre-writing
- 6.3.2 Overall results for stage 2, drafting
- 6.3.3 Overall results for stage 3, revising
- 6.3.4 Overall results for all 3 stages combined (pre-writing, drafting, and revising)
- 6.3.5 Composite profile of learners’ most helpful strategies
- 6.3.6 Summary of quantitative results for research question 2
-
6.4 Learners’ and teacher’s quality ratings
- 6.4.1 Overall results across all 3 stages (pre-writing, drafting, and revising)
- 6.4.2 Individual Quantitative Results Across All 3 Stages for Case 1- Gee
- 6.4.3 Individual Quantitative Results Across All 3 Stages for Case 2 - Tory
- 6.4.4 Individual Quantitative Results Across All 3 Stages for Case 3 - Ferra
- 6.4.5 Individual Quantitative Results Across All 3 Stages for Case 4 - Liv
- 6.4.6 Individual Quantitative Results Across All 3 Stages for Case 5 - Anyo
- 6.4.7 Individual Quantitative Results Across All 3 Stages for Case 6 - Sam
- 6.4.8 Summary of Results for Research Question 3
-
Part III: Learner-User Perspectives
- 7 Profiles
- 8 Developing Learner-User Agency
-
Part IV: Learner-User Centered Pedagogy
- 9 Connecting Learning with Teaching
- 10 Coda Chapter: Transformation in a Nutshell
- References
- Key Definitions
- Appendix A: Academic English Writing Questionnaire ©
- Appendix B: Beliefs about Academic Writing and Instruction Questionnaire
- Appendix C: Research Writing/Grading Schedule
-
Appendix D: Strategic Competence Questionnaire (SCQ): 4 stages
- STRATEGIC COMPETENCE FOR PROFESSIONAL PROFICIENCY IN SCHOLARLY SECOND LANGUAGE (L2) LEGAL WRITING STAGE1
- STRATEGIC COMPETENCE FOR PROFESSIONAL PROFICIENCY IN SCHOLARLY SECOND LANGUAGE (L2) LEGAL WRITING STAGE 2
- STRATEGIC COMPETENCE FOR PROFESSIONAL PROFICIENCY IN SCHOLARLY SECOND LANGUAGE (L2) LEGAL WRITING STAGE 3.a
- STRATEGIC COMPETENCE FOR PROFESSIONAL PROFICIENCY IN SCHOLARLY SECOND LANGUAGE (L2) LEGAL WRITING STAGE 3.b
- Appendix E: Interview Protocol (IP)
-
Appendix F: Quality Assessment Tools (SQAT/TQAT): 4 stages
- STUDENT’S QUALITY ASSESSMENT TOOL (SQAT) STAGE 1 - PRE-DRAFTING CHECKLIST FOR STUDENTS
- TEACHER’S QUALITY ASSESSMENT (TQAT) STAGE 1 - PRE-DRAFTING EXTERNAL CONTROL FOR TEACHER-RESEARCHER
- STUDENT’S QUALITY ASSESSMENT TOOL (SQAT) STAGE 2 - *OUTLINE → DRAFTING CHECKLIST FOR SEMINAR PAPERS AND LAW REVIEW ARTICLES
- TEACHER’S QUALITY ASSESSMENT TOOL (TQAT) STAGE 2 - *OUTLINE→DRAFTING EXTERNAL CONTROL MEASURE FOR SCHOLARLY LEGAL WRITING
- STUDENT’S QUALITY ASSESSMENT TOOL (SQAT) STAGE 3.a - FOR STUDENTS TO END REVISING PROCESS (based on Ramsfield, 2005)
- TEACHER’S QUALITY ASSESSMENT TOOL (TQAT) STAGE 3.a - TEACHER’S EXTERNAL CONTROL MEASURE OF REVISING PROCESS (based on Ramsfield, 2005)
- STUDENT’S QUALITY ASSESSMENT TOOL (SQAT) STAGE 3.b - STUDENT’S SELF-REPORT ON PROFICIENCY AND INSTRUCTION
- TEACHER’S QUALITY ASSESSMENT TOOL (TQAT) STAGE 3.b - TEACHER OBSERVATION ON PROFICIENCY AND INSTRUCTION
- STUDENT’S QUALITY ASSESSMENT TOOL (SQAT) STAGE 4 - CHECKLIST FOR WHAT MAKES A PAPER PUBLISHABLE
- TEACHER’S QUALITY ASSESSMENT TOOL (TQAT) STAGE 4 - CHECKLIST FOR WHAT MAKES A PAPER PUBLISHABLE
- Appendix G: The Process of Scholarly Writing ©
- Appendix H: Strategies Checklist: Self-Editing for Clarity © - SELF-EDITING STRATEGIES CHECKLIST
- Appendix I: Strategies for Academic English Writers: 3 stages
- Appendix J: Checklists of Goals for Academic English Writers: 3 Stages
- Appendix K: Syllabus with Formative Assessment
- Index
Product information
- Title: Developing International EFL/ESL Scholarly Writers
- Author(s):
- Release date: March 2015
- Publisher(s): De Gruyter Mouton
- ISBN: 9781501500855
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