Nora Lucia Marulanda Angel

3 horas

CODIGO CIE

1-17-6

Luisa Castañeda García

Estudiante

0 Horas

Juan Manuel Martínez García

Estudiante

0 Horas

TIPO DE CONVOCATORIA

2017. Sin Financiación

TIPO DE PROYECTO

Investigación Aplicada

OBJETIVO(S)

General objective: To improve English academic writing skills among students of the Academic Writing course in the Bilingual Teaching Program at Universidad Tecnológica de Pereira through the implementation of a multi-faceted text compositional module. Specific objectives: 1) To analyze how the Process Writing Approach helps students organize, structure and polish their writing products in pre-selected written assignments in the Academic Writing course. 2) To assess the effect of teacher and student feedback on written assignments outcomes. 3) To evaluate how the practice of TOEFL¿s independent tasks improves test-taking skills and regulates students¿ strategic competences when writing about unfamiliar topics. 4) To provide on-going tutoring for students of 7th semester at an Academic Writing Assistance Center (AWAC) where tutors offer guidance on mechanical, syntactical, structural, and style-related features in writing composition assignments of different genres so as to improve the quality of students¿ products and their language proficiency skills. 5) To determine the degree of transferability of writing skills learned in the academic writing course to the subjects of Professional Development (7th semester) based on pre-selected writing tasks carried out in those courses.

RESUMEN

The demands of the academic field and the constraints students have while learning how write appropriately call for better approaches to teach academic writing. This research study examined the effect of a multifaceted academic writing module on pre-service teachers¿ composition skills. Four written samples from eight students of the Academic Writing course, and one written sample from 9 students taking a professional development course, were analyzed throughout the two academic periods of 2017. Analytical rubrics measured preselected writing features and questionnaires and interviews assessed students¿ and teachers¿perceptions regarding the impact of the course¿s strategies in the development of academic writing skills. Results revealed that sample¿s writing features improved throughout the term although aspects such as conventions (grammar, punctuation, capitalization, format) and syntax still require additional support. Furthermore, analysis of the samples collected from the Professional Development course, suggested a level of transferability at the macro level. Learners¿ reception of the systematic support that the Academic Writing course provided was, overall, positive in terms of composition, skill improvement and fostering of test-taking skills. The study concluded that since the development of academic writing skills in a foreign language requires ongoing, systematic support, it is necessary to create an Academic Writing Assistance Center where visitors can be supported in the composition of their academic products.

ESTADO

Concluido

FECHA DE INICIO

15/05/2017

FECHA DE FINALIZACION

15/05/2018

PRODUCTOS

Academic Writing Assistance Center: A mostly required support.

Producción técnica y tecnológica

Improving English Language Learners Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge1

Artículos en revista A1 ó A2

URL