| Autor: |
Majid N. Al-Amri |
| Rok vydání: |
2016 |
| Předmět: |
|
| Zdroj: |
مجلة العلوم العربية و الإنسانية. 9:1-19 |
| ISSN: |
1658-4058 |
| Popis: |
Effects of implementing the dialogue journal as a bridge from written conversations to the academic argumentative essay with 51 engineering bachelor’s students enrolled in an academic writing course were investigated. During a 15-week semester, the control group (n=26) and the experiential group (n=25) joined a three-semester-hour academic writing course which meets 3 times a week for 50 minutes each period. One 50-minute period each week was assigned for teaching the argumentative essay. Findings indicated that (a) course instructors believed that they had covered the argumentative elements in class; (b) experimental students demonstrated significantly higher levels (p >.01) of perceived knowledge and achieved significantly better (p >.01) than did control students on written and videotaped participation assessments; (c) students and instructors showed positive perceptions of the dialogue journal; and (d) in general there is not too much difference between groups in attitudes towards academic wiring; the apparently slightly more favorable feelings of one group in one assessed area may be reversed in another. Key words: Pedagogy; dialogue journal; argumentative essay; academic writing; EFL learners; English language centers; higher education |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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