An Investigation on Self-Reported Writing Problems and Actual Writing Deficiencies of EFL Learners in the Beginners’ Level  

Oleh:

Mojica, Leonisa A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Journal vol. 2 (Jun. 2010), page 24-38.
Topik: Writing instruction; writing problems and writing deficiencies; teaching English as a foreign language; self-reports in language learning
Fulltext: An Investigation.pdf (193.68KB)

Isi artikel

This study was informed by Flavell and Willman?s (1977, in Hacker, Dunlosky, & Graesser, 1998) definitions of metacognition which include “ knowledge of the task and one?s own cognitive resources, and monitoring, or the ability to control and regulate one?s thinking” (p. 94). Points investigated were the following: EFL learners? writing difficulties as reported by them and as identified by the teacher raters; if there is an agreement between self-assessment and raters? assessment of the students? output; aspects of process knowledge considered by the participants when they write; and activities which these students believe can help overcome their difficulties. Participants were twenty-six EFL students from the Center for Language Learning of De La Salle University in the beginners? level, and who belong to different nationalities. An instrument consisting of three parts was used: Part I asked for personal information. Part II required the students to write two or three paragraphs about their writing difficulties; and Part III asked how they thought their difficulties could be overcome. Final task was for the participants to rate their written output using a 0-5 rating scale. Two English professors were invited to interrate. Writing difficulties were categorized as they appeared, making the analysis data-driven. Students? report shows their deep involvement in thinking processes before writing, but it diminishes during the writing stage. Means are lowest in the post-writing stage, their concern being on grammar, vocabulary, and the final output. Students admit that consistently speaking and writing in English, and being given encouragements, as well as more opportunities to interact with foreign nationals, can help them overcome their writing problems.

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