Journal articles: 'College students' writings, Tatar'

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Lee, Hee-Young. "Comparison and Analysis of College Students’ Argumental Writings." Eomunhak 147 (March 31, 2020): 263–87. http://dx.doi.org/10.37967/emh.2020.03.147.263.

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Pokay, Patricia, and Carla Tayeh. "Preservice Elementary Teachers: Building Portfolios Around Students' Writings." Teaching Children Mathematics 2, no. 5 (January 1996): 308–13. http://dx.doi.org/10.5951/tcm.2.5.0308.

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Traditionally, college mathematics courses have rarely asked students to write or to reflect on their learning, concentrating instead on textbook exercises and problem sets in a lecture format. The intent of this study was to model the use of portfolio assessment in a college mathematics course for preservice teachers while focusing on the contributions of the students' writing in the mathematics classroom. In the study, portfolios were the vehicle for organizing the students' writings.

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Zhao, Junqiang. "Strategies of Pragmatic Distance Employed in English Writing by Chinese College Students." Journal of South Asian Studies 9, no. 2 (August 31, 2021): 79–84. http://dx.doi.org/10.33687/jsas.009.02.3332.

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The situation of English writing by Chinese college students is a matter difficult to handle, with some being good and some bad. The flexible processing of pragmatic distance in English writings between authors and readers to ensure effective pragmatic communication deserves too much thought. The appropriate use of strategies of pragmatic distance employed in English writings has a direct impact on writing performance. Therefore, it is necessary to analyze how to use relevance theory to interpret strategies of pragmatic distance employed in English writings, and to find out whether there is a certain relationship between the strategic use of pragmatic distance and gender, thus providing a reference for the research to improve English writing proficiency of Chinese college students.

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Mangila, Benjamin Baguio. "WHEN WALLS BECOME SILENT BATTLEGROUNDS: DECIPHERING COLLEGE STUDENTS’ GRAFFITI WRITINGS ON SCHOOL CAMPUS WALLS." International Journal of Asia Pacific Studies 19, no. 1 (January 18, 2023): 51–70. http://dx.doi.org/10.21315/ijaps2023.19.1.3.

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Although graffiti has become a significant cultural and linguistic phenomenon and has been studied throughout history, there is still room for the exploration of how graffiti in different contexts, particularly in a higher education institution, serves to voice the anonymous student writers’ thoughts and feelings. Thus, this study examines the common themes and the lexical and syntactic features of college students’ graffiti writings on the walls of a state college in Zamboanga del Sur, Mindanao, Philippines. Employing thematic analysis, this study reveals that students’ graffiti writings contain a variety of themes such as love, discrimination, self and group identities, hatred, sex, faith and religion, management, education, and fanaticism, with love and discrimination as the most prevailing social themes. Students’ graffiti writings also exemplify distinct lexical features such as loan and swear words, taboo words/expressions, abbreviations, ironies, acronyms, repetitions, and compound words. Borrowings and using offensive or swear words are the most common lexical features found among these graffiti writings. In addition, students often use brief or terse statements to clearly express their thoughts and feelings to the public. Indeed, graffiti writings are a distinctive and silent way of communication, particularly for students who are in the marginalised section of any society.

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Lim, Sang-bong. "A Study of Grammatical Errors in College Students’ English Writings." Journal of Modern British & American Language & Literature 36, no. 1 (February 28, 2018): 301–28. http://dx.doi.org/10.21084/jmball.2018.02.36.1.301.

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Guce, Ive K. "Mathematical Writing Errors in Expository Writings of College Mathematics Students." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (September 1, 2017): 233. http://dx.doi.org/10.11591/ijere.v6i3.8549.

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Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students’ procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were pre-defined namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students’ curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.

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Kim, Changon. "A Study on ‘-었었-’ Tense Appearing in College Students’ Writings." Journal of Humanities and Social sciences 21 14, no. 3 (June 30, 2023): 5615–30. http://dx.doi.org/10.22143/hss21.14.3.402.

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Hiraldo, Carlos. "Class in the Class: Sharing Bukowski’s Class with Community College Students." Teaching English in the Two-Year College 35, no. 4 (May 1, 2008): 408–15. http://dx.doi.org/10.58680/tetyc20086558.

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The article argues for raising class consciousness among community college students and describes how the author employs the writings of Charles Bukowski to reach an ethnically diverse, but predominantly working-class student population.

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Wang, Min. "A Study on College English Majors’ Writings from the Perspective of Appraisal Theory." Theory and Practice in Language Studies 7, no. 1 (January 1, 2017): 65. http://dx.doi.org/10.17507/tpls.0701.08.

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This paper explores the features of the top 30 appraisal words in students’ essays from the perspective of Appraisal Theory. The distributions of the Appraisal words are not even in the writings. Attitude system comes first followed by Graduation system and Engagement system. With the analysis of the features and distributions of the top 30 appraisal words, it reveals some problems related to usage of appraisal resources in the writings and based on which the paper tries to give some suggestions both for students and teachers.

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Choi, Jungsook. "Analysis of cases of orthographic misuse in college student writing and education on orthography." Research Society for the Korean Language Education 21 (April 30, 2024): 141–61. http://dx.doi.org/10.25022/jkler.2024.21.141.

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The purpose of this paper was to analyze cases of orthographic errors in texts written by students and discuss orthographic education methods. We examined the most frequent cases of students’ orthographic errors by dividing them into ‘spacing, spelling, and punctuation’. And it was confirmed through the secondary school curriculum that students' errors in orthography were due to insufficient education on orthography. In this paper, the writings written by students were analyzed by dividing them into 'spacing errors', 'spelling errors', and 'punctuation errors'. In addition, the secondary school curriculum was reviewed, and guidance measures for each case were presented for education on orthographic errors. Although this paper does not represent all of the writings of college students, it is expected that it will be able to provide the content of orthography education necessary for some students.

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Westefeld, John S., Kimberly A. Whitchard, and Lillian M. Range. "College and University Student Suicide." Counseling Psychologist 18, no. 3 (July 1990): 464–76. http://dx.doi.org/10.1177/0011000090183008.

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Suicide among college and university students is unquestionably an important issue on the nation's college campuses. This is true not only because of the frequency of suicidal attempts/completions, but also because of the severe trauma often precipitated by suicide. Although there are numerous writings discussing the general phenomenon of suicide -and in particular child and adolescent suicide -less has been written concerning suicidal trends specifically among college students. Thus the purpose of this article will be to summarize the prominent literature in the area of college student suicide, provide a critical review, identify relevant themes, and discuss future directions.

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YoungCheol Chung. "Toward Critical Reflection: Levels of Reflection in College Students’ Journal Writings." New Korean Journal of English Lnaguage & Literature 53, no. 3 (August 2011): 283–308. http://dx.doi.org/10.25151/nkje.2011.53.3.013.

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Wang, Ping, and Weiping Wang. "Causes of and Remedies for Chinglish in Chinese College Students’ Writings." Open Journal of Modern Linguistics 02, no. 02 (2012): 71–78. http://dx.doi.org/10.4236/ojml.2012.22009.

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Park, Tae-Sook. "The Positioning of Conditional If-clauses in College Students’ English Writings." Studies in Linguistics 55 (April 30, 2020): 309–25. http://dx.doi.org/10.17002/sil..55.202004.309.

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Li, Huijun, and Christine M. Hamel. "Writing Issues in College Students with Learning Disabilities: A Synthesis of the Literature from 1990 to 2000." Learning Disability Quarterly 26, no. 1 (February 2003): 29–46. http://dx.doi.org/10.2307/1593683.

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This article provides a synthesis of the literature published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD). Thirty-eight articles met the criteria for describing writing difficulties in this cohort of students. Upon reviewing the articles, four major topics emerged: (a) assistive technology for college students with LD/WD; (b) effectiveness of assistive technology for college students with LD/WD; (c) characteristics and error patterns in the writings of college students with LD/WD; and (d) instructional support and methods. The review of the literature shows that there is an urgent need for empirical studies, especially on instructional methods and strategies. Recommendations for future research are presented.

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Madjdi, Achmad Hilal, and Atik Rokhayani. "THE ANALYSIS OF GENERIC STRUCTURE OF DESCRIPTIVE TEXTS PRODUCED BY COLLEGE STUDENTS." Prominent 5, no. 2 (July 31, 2022): 79–87. http://dx.doi.org/10.24176/pro.v5i2.7730.

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Writing is a challenging skill for some English students. Before writing, students must consider the genre. A text type is genre. It's not easy to apply genre theory in writing. The students must comprehend the text's genre, general organization, and lexico-grammatical features. They have lots of ideas but can't put them into a nice writing. This is a big issue for some EFL students. This study examined the impact of genre choice and generic structure on students' writing. The researchers studied the English Class of the Psychology Department of Universitas Muria Kudus. This study is descriptive qualitative. The descriptive qualitative examines the study of students' writings based on genre choice and generic structure. This study was conducted in English class at Universitas Muria Kudus at Psychology Department. Based on the research findings, students' descriptive texts consisted of a generic structure of identification and description. A person's introduction is described in identification. A person is described in a description. Identification and description were well used by all students. Thus, the students consistently used generic structure in their writings. However, there were issues with punctuation, diction, and meaning. This research may help English Education Department, especially students who need to better their texts and think about generic organization and challenges while writing.

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Nho, Eunjoo, and Seonhui Choi. "Analysis of Types of Errors in College Student Writing : Focused on the Students' Text." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 39–52. http://dx.doi.org/10.33645/cnc.2022.12.44.12.39.

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The purpose of this study is to analyze the types of various error cases commonly found in college students' writing, draw problems and guide them, thereby contributing to the future students' correct self-expression through writing and smooth communication with each other.. Therefore, in this paper, the students' writings written by new students through various programs related to writing classes and writing subjects are targeted in this paper. In the writing curriculum of the school's new students in the Class of 2021, errors in vocabulary and sentences including typography were examined. There are a total of 75 error writings, and errors were derived from essays on various topics, and the characteristics were considered by classifying them into typographical and sentence errors.Errors related to notation accounted for 20.7% of the total, and 79.3% of sentence errors appeared.Among sentence errors, colloquial expression errors and research errors were high at 16.6% and 16.2%, respectively.

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Chen, Qingxin. "Cohesion and Coherence in College English Writing Teaching." Advances in Higher Education 3, no. 2 (October 10, 2019): 30. http://dx.doi.org/10.18686/ahe.v3i2.1405.

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Due to the effect of many years of traditional teaching methods, College English writing teaching pays too much attention to grammar and equivalence at word or clause level, but ignores cohesion and coherence of the text as a unified whole. This paper mainly studies the problems concerning cohesion and coherence that most students in Ordos Institute of Technology(OIT) face in writing, reasons, and ways to help students exploit cohesive devices properly to ensure the coherence of the text and improve their writings.

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Baek, Ji-Yeon, and Kyeong-Hee Rha. "Investigating EFL College Students’ English Writings Produced by AI-Based Machine Translation." Foreign Languages Education 30, no. 2 (June 30, 2023): 1–24. http://dx.doi.org/10.15334/fle.2023.30.2.1.

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Inansugan, Kei, Kethelle Sajonia, and Nelson Pastolero. "Discourse Markers in Journalism: A Case in Compostela Valley State College-Maragusan." International Journal of English Literature and Social Sciences 6, no. 5 (2021): 266–77. http://dx.doi.org/10.22161/ijels.65.42.

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This study mainly explored the use of Discourse Markers (DMs) in journalistic writings and the factors that prompted the BSED English students of CVSC Maragusan to commit errors. This study employed the qualitative research. Ten (10) informants were part of the writing assessment and phone interview and were chosen through purposive sampling. For ethical considerations, this study underwent an ethics review before the data were gathered. Furthermore, to adhere to the Data Privacy Act, the identity of the respondents was held confidential. The Coding and thematic analysis were used in data analysis. The study's findings revealed that students have limited knowledge about DMs and their functions in basic writing. Additionally, the limited knowledge about DMs are the factors that prompted the respondents to commit errors in using the DMs in their journalistic writings. These findings imply that students should be taught more about the DMs, their types, and their proper usage in writing. With this, the incorporation of the DMs in the discussion should be given more attention, especially in writing class.

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Zhang, Jinbai. "An Empirical Study of Avoidance of Prepositions in English Writings by Chinese Higher Vocational College Students." English Language and Literature Studies 6, no. 1 (February 26, 2016): 117. http://dx.doi.org/10.5539/ells.v6n1p117.

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This study investigates the avoidance of prepositions in English writings by Chinese higher vocational College students of different English proficiency levels and the main reasons for the avoidance, using English writing tasks and a questionnaire. The result indicates that the students at low English level tend to avoid using English prepositions but the students at high English level do not avoid prepositions. Low English proficiency level is the main cause of avoidance. L2 complexity, L1 and L2 differences, Psychological factors also contribute to the avoidance of English Prepositions by Chinese high vocational College students.

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Koirewoa, Dolfina Costansah, and Edoward Raunsay. "Pelatihan Teknik APA STYLE Bagi Mahasiswa Asal Kawasan Teluk Ampimoi Di Kota Jayapura Provinsi Papua." COMSEP: Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (June 1, 2022): 139–45. http://dx.doi.org/10.54951/comsep.v3i2.267.

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Writing academically not only requires a good understanding but also needs to be trained or accustomed to starting from doing college assignments to making a final writing or thesis for a student. A student in daily lectures has been faced with various scientific writings where each of these writings requires or goes through scientific stages and must be presented logically, according to facts and most importantly must also be systematic. Display systematically requires media or computer/laptop technology devices. Based on the observation that the use of laptop/computer media in making scientific writings is rarely maximized by students, even though computer equipment has been equipped with tools that are very helpful for students/writers. This training activity is very useful in improving the ability of students at the final level in preparing thesis. The service activity of implementing the APA Style system for Students from Ampimoi Bay, Yapen Islands Regency at Several Universities in Jayapura the Education City.

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Bustanov, Alfrid. "On Emotional Grounds: Private Communication of Muslims in Late Imperial Russia." Asiatische Studien - Études Asiatiques 73, no. 4 (April 26, 2020): 655–82. http://dx.doi.org/10.1515/asia-2019-0026.

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AbstractThis article explores the practices of private communication of Muslims at the eclipse of the Russian empire. The correspondence of a young Kazan mullah with his family and friends lays the ground for an analysis of subjectivity at the intersection of literary models and personal experience. In personal writings, individuals selected from a repertoire of available tools for self-fashioning, be that the usage of notebooks, the Russian or Muslim calendar, or peculiarities of situational language use. Letters carried the emotions of their writers as well as evoking emotions in their readers. While still having access to the Persianate models of the self, practiced by previous generations of Tatar students in Bukhara, the new generation prioritized another type of scholarly persona, based on the mastery of Arabic, the study of the Qur’an and the hadith, as well as social activism.

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Shin, Eun-young. "Cohesion Profiles of L2 Writings by Korean EFL College Learners." Convergence English Language & Literature Association 7, no. 3 (December 31, 2022): 91–118. http://dx.doi.org/10.55986/cell.2022.7.3.91.

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This study is to explore the cohesion profiles of L2 writings both quantitatively and qualitatively in the course of process writing by L2 English learners to see if learners exhibit any progress in subsequent drafts. Three students’ writing samples were collected from a course of Logic and Essay Writing offered at a university in Jeollanam-do in Korea. Their three subsequent drafts of English learning autobiographies in the course of recursive process writing were analyzed both quantitatively using Coh-Metrix and qualitatively based on Halliday and Hasan’s (1976) taxonomy of cohesive devices. Coh-Metrix indices relevant to cohesion including descriptive indices, referential cohesion indices, and connective indices of three learners‘ writing samples were examined. In addition to the quantitative analysis between three writings and between the three drafts, qualitatively divergent patterns in the use of respective cohesive devices were discussed.

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오선영. "A Corpus-based Study of Epistemic Modalityin Korean College Students’ Writings in English." English Teaching 62, no. 2 (June 2007): 147–75. http://dx.doi.org/10.15858/engtea.62.2.200706.147.

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Lioni, Shilva, Zulprianto Zulprianto, Dhiant Asri, Iman Sagito, and Novia Irene Zendrato. "Run-on and Fragment Sentences: An Error Analysis in Indonesian English Learners' Writings." Vivid: Journal of Language and Literature 11, no. 2 (December 13, 2022): 132. http://dx.doi.org/10.25077/vj.11.2.132-139.2022.

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Run-on and fragment sentences provide clues as to how English learners understand English sentences and how English learners organize information and shape their essays. This research was based on a group case study of run-on and fragment sentences in English college studentsâ€™ essays, using an English Sentence Completeness approach to investigate how English college students make an error on making a sentence in their English essays and discusses the further pedagogical implications based on the errors pattern found. English college students were found to do run-on in their sentences more often than fragments. They write more than one subject and one verb in a sentence and significantly forget to limit their sentences. The carelessness in punctuation and a period between sentences make the sentence permitted to â€œrun onâ€ into the next. Besides run-on, fragments were also found in studentsâ€™ essays: Missing subject and verb conditions are significantly found in the studentsâ€™ sentences. These findings revealed that English college students lack knowledge of how to make complete sentences in ordering information and building up a textâ€™s structure. Therefore the learning process of English writing should be informed of the importance of English sentence completeness in organizing a text and introduce the strategies for avoiding and making less run-on and fragment sentences through practice activities and writing assignments. This research is qualitative descriptive-explorative research where descriptive and explorative are intended to describe and explain the situation based on collected data and facts, which are then analyzed and arranged systematically to get conclusions in detail to be a hypothesis.

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Gao, Linghui. "Study on Teaching College English Writing Based on Lexical Chunks." English Language Teaching 12, no. 9 (August 5, 2019): 1. http://dx.doi.org/10.5539/elt.v12n9p1.

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College English writing is one of the four basic skills in English learning, which can objectively reflect students’ language ability. Whereas, English writing is considered to be the most difficult part to improve. As we can see, in the essays of the Chinese college students, there often appears Chinglish, correct in grammar but unauthentic in expression. In order to better the situation, the author has introduced the new idea of lexical chunks into the teaching of college English writing. Under this guideline, students should firstly understand the lexical chunks theory, ranging from the definition to the various classifications of lexical chunks. Afterwards, students should learn to recognize and even learn some important chunks by heart. The third step should lie in their daily practice of consciously using chunks they learned in their writings, followed by the final step of appropriate usage of chunks unconsciously. Students are expected to improve their writing ability in the process of identifying and using lexical chunks.

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Lixin, Xia. "An Error Analysis of the Word Class: A Case Study of Chinese College Students." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (June 26, 2015): 41. http://dx.doi.org/10.3991/ijet.v10i3.4563.

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The paper reports a study on the errors in word classes made by Chinese college students in their writings. From the CLEC, all the errors tagged as [wd2] were collected, and then a general overview of the errors among 4 groups of college students was given. After that, the first 100 errors with the greatest frequency were sorted out from all the errors. They were further classified into 8 categories according to the wrongly used word classes. Based on the actual errors in the CLEC, possible causes of these errors were identified and analyzed. Finally, potential implications for English teaching and learning were discussed and suggestions were put forward.

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Wahyuni, Sri. "Peer Correction On Writing Quality Of College Students Having Different Cognitive Styles." INFERENSI: Jurnal Penelitian Sosial Keagamaan 12, no. 2 (January 31, 2019): 259–82. http://dx.doi.org/10.18326/infsl3.v12i2.259-282.

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Correction in writing process is beneficial to improve students’ writing quality. However, different kinds of correction may affect students’ writing quality differently. Furthermore, depending on their cognitive style, students may receive correction differently. This research aims at investigating the effect of peer correction on writing quality of college students’ having different cognitive styles. Two groups of students participated in this study. In the treatment, one group conducted peer correction, and the other group conducted self correction on their writings. To collect the data on students’ cognitive styles, Group Embedded Figure Test (GEFT) was used. To collect the data on students’ writing quality before and after the treatment, writing tests were used. To test the hypotheses, an analysis of covariate (ANCOVA) was used. The results shows that both types of corrections, peer and self corrections, and students’ cognitive styles, field dependent and field independent, significantly affects the students’ writing quality. However, it seems to be no significant interaction between types of corrections and students’ cognitive styles. The types of correction and cognitive styles do not affect students’ writing quality at the same time.

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Bae, Jiyoung, and Sujung Min. "A Corpus-Based Study of Hedging in L2 College Students’ Writings of Different Genres." Journal of Language Sciences 23, no. 4 (November 30, 2016): 175–201. http://dx.doi.org/10.14384/kals.2016.23.4.175.

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Guo, Tong. "A Study on Teacher Feedback and AES Feedback in Chinese College students’ English Writings." English Language Teaching and Linguistics Studies 5, no. 5 (December 5, 2023): p81. http://dx.doi.org/10.22158/eltls.v5n5p81.

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Feedback holds significant importance in second language writing instruction, as evidenced by numerous studies indicating its direct or indirect impact on the quality of learners’ written work. Despite this recognition, there has been a dearth of comprehensive research concerning the distinct influences of teacher feedback and Automated Essay Scoring (AES) feedback on the writing quality of learners. Addressing this gap, the present study employs a mixed-method approach, integrating both qualitative and quantitative methodologies. By meticulously examining AES feedback, teacher feedback, writing revision logs, and conducting interviews, this investigation identifies noteworthy differentials in the multidimensional aspects of writing quality attributed to these two distinct feedback modalities. Primarily, within the realm of syntactic complexity, lexical richness, fluency, and accuracy, the cohort exposed to teacher feedback demonstrated notably superior performance relative to their AES feedback counterparts. Secondarily, an assessment of revised text quality revealed compelling insights. The ultimate version of the text, stemming from the AES feedback group’s iterative revisions, exhibited marked enhancements in terms of accuracy, total word count, and average word length. In contrast, the initial and final drafts of the teacher feedback group unveiled discernible disparities in vocabulary intricacy, accuracy, total word count, and average word length. Evidently, while the ultimate version did not witness a significant surge in average word length or total word count, it showcased heightened vocabulary sophistication and enhanced accuracy in relation to the initial draft. This study underscores the value of judiciously deploying these two categories of feedback within the landscape of writing instruction. The nuanced benefits of each feedback type can be strategically harnessed to suit distinct writing contexts, thereby augmenting the caliber of learners’ written compositions.

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Incandela, Joseph M. "Education for Justice: Stitching a Seamless Garment." Horizons 27, no. 2 (2000): 296–310. http://dx.doi.org/10.1017/s0360966900032576.

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AbstractThis essay aims to present the challenges of teaching Catholic social thought to undergraduates at a Catholic college. It begins with a review of the three foundational principles of the Church's social tradition: dignity, community, and preferential option for the poor. It next moves to three primary obstacles to making these concepts come alive for college students: (1) the prevalence of social and economic stereotypes, (2) a Romanticized reduction of Christianity which emphasizes charity to the neglect of justice, and (3) an unwillingness to allow the resources of one's faith to challenge the policies of one's government. The essay concludes with some reflections on the appropriateness of all of these subjects at a college dedicated to the liberal arts. Throughout this paper, generous use is made of writings by my students that demonstrate the pedagogical principles and pitfalls I narrate.

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Sharma, Seema. "Why I Still Teach Mark Twain in the Twenty-first-Century Indian Classroom." Mark Twain Annual 21 (November 2023): 117–22. http://dx.doi.org/10.5325/marktwaij.21.1.0117.

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Abstract This article explores my journey of teaching Adventures of Huckleberry Finn to first-year undergraduate students in a Mumbai college. It outlines the pedagogical strategies and resources employed to make the text relevant in a “decolonized” classroom environment. It also retraces the path of discovery that Twain’s voice reverberates not only with the present-day U.S. concerns, but also that Indian students can relate to his writings on race, imperialism, social justice, and empathy in their own cultural context.

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Yu, Kyung Ah. "Korean College Students' English Writing Characteristics Based on Feedback from English Writing Clinics." Liberal Arts Innovation Center 12 (July 31, 2023): 327–58. http://dx.doi.org/10.54698/kl.2023.12.327.

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The purpose of this study was to examine what kind of writing feedback the students received when they had a writing conference with a native English-speaking professor in English writing clinics, and to examine the characteristics of students' English writing from the perspective of errors. In addition, this study attempted to investigate how learners' English writing changed after they got the English writing conference. To do this, 402 pieces of student writing feedback checklists obtained through English writing clinics with native English-speaking professors were analyzed for frequency. As a result of the analysis, the total number of English writing clinic feedback provided by native English-speaking professors was 3631, with an average of about 9 per student. The frequency of language use was 1324(36.5%), the frequency of content and organization feedback was 946(26.1%), the frequency of task completion was 804(22.1%), and the frequency of mechanical errors was 557(15.3%). Feedback in language use related to grammar and vocabulary accounted for the most, followed by the feedback on content and organization for writing fluency. The characteristics of the students' English writing, as seen through the feedback received from the native English-speaking professors at the English writing clinic, were that the students generally wrote according to the subject, the length tended to be rather short, and there were minor mistakes in the use of capitalization and punctuation marks. The students still had a lot of lexical and grammatical errors, and in terms of content and organization, they tended to express proper nouns in Korean, and occasionally lacked the topic sentences as well as supporting details. Additionally, in order to find out whether students use the feedback given by the native English-speaking professors when revising their English writings, the scores on the students' first drafts of English writing and the revised drafts were compared and analyzed. The average English writing score of the revised writings was significantly higher than the score of the first drafts. In other words, the feedback offered by the native English-speaking professors during English writing clinics helped students to correct their English writing and led to the improvement of the quality of English writing, showing the usefulness of the English writing clinic.

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Arochman, Taufik, Susanti Malasari, and Sukma Shinta Yunianti. "The Effect of ELITA on English Writing Learning for College Students." VELES: Voices of English Language Education Society 7, no. 1 (April 26, 2023): 75–85. http://dx.doi.org/10.29408/veles.v7i1.7524.

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The development of computers and information technology today has influenced each individual's work patterns and activities in education, especially in the teaching-learning process. This study aimed to find out the effectiveness of an intervention using ELITA to enhance the academic writing of college students. ELITA is a learning management system that Universitas Tidar uses. It tries to reveal whether there is any effect on the writing ability of the students taught using ELITA media. This study was quantitative research. The sample of this research was 32 students in the English study program at Universitas Tidar. Between the study's beginning and end, they were given two months of treatment. It can be seen in the result of the paired sample t-test that the t-observed (6.038) was higher than the t-table (1.697). The t-test showed that the p-value (Sig.) was 0.000, the significance level was 5%, and the degree of freedom was 31. Therefore, the results showed that there was a significant effect on the writing ability of the students taught using ELITA. The use of ELITA media can be alternative media to support the student's practice writings.

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Darmaningrat, Eko Wahyu Tyas, Hanim Maria Astuti, and Fadhila Alfi. "Information Privacy Concerns Among Instagram Users: The Case of Indonesian College Students." Journal of Information Systems Engineering and Business Intelligence 6, no. 2 (October 27, 2020): 159. http://dx.doi.org/10.20473/jisebi.6.2.159-168.

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Background: Teenagers in Indonesia have an open nature and satisfy their desire to exist by uploading photos or videos and writing posts on Instagram. The habit of uploading photos, videos, or writings containing their personal information can be dangerous and potentially cause user privacy problems. Several criminal cases caused by information misuse have occurred in Indonesia.Objective: This paper investigates information privacy concerns among Instagram users in Indonesia, more specifically amongst college students, the largest user group of Instagram in Indonesia.Methods: This study referred to the Internet Users' Information Privacy Concerns (IUIPC) method by collecting data through the distribution of online questionnaires and analyzed the data by using Structural Equation Modelling (SEM).Results: The research finding showed that even though students are mindful of the potential danger of information misuse in Instagram, it does not affect their intention to use Instagram. Other factors that influence Indonesian college students' trust are Instagram's reputation, the number of users who use Instagram, the ease of using Instagram, the skills and knowledge of Indonesian students about Instagram, and the privacy settings that Instagram has.Conclusion: The awareness and concern of Indonesian college students for information privacy will significantly influence the increased risk awareness of information privacy. However, the increase in risk awareness does not directly affect Indonesian college students' behavior to post their private information on Instagram.

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Kim, Bomin, and Haedong Kim. "Korean College EFL Learners’ Task Motivation in Written Language Production." International Education Studies 9, no. 2 (January 25, 2016): 42. http://dx.doi.org/10.5539/ies.v9n2p42.

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The aims of the present study were to explore the effects of two different types of task conditions (topic choice vs. no choice) on the quality of written production in a second language (lexical complexity, syntactic complexity, and cohesion) and to investigate the effects of these two different task conditions on task motivation. This research was conducted by means of a task motivation questionnaire and a collation of the writings of 31 Korean college students learning English as a foreign language. The data was analyzed using Coh-Metrix 3.0. The major findings were as follows: 1) The writings of participants in the topic choice condition were better than those in the no-choice condition in terms of lexical sophistication and temporal cohesion. However, participants’ written production in the no-choice condition was better than that in the topic choice condition in terms of syntactic complexity. 2) The participants’ task motivation levels were higher for the perceived choice domain in the topic choice condition than in the no-choice condition. These findings should help L2 writing instructors, materials developers, and researchers to design L2 writing instruction with a focus on written production specifically for Korean college-level learners.

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Cheng, Qiyue. "Ambiguity in Chinese College Students’ L2 Tertiary-Level Writing: A Thematic Analysis." English Language Teaching 16, no. 9 (August 10, 2023): 40. http://dx.doi.org/10.5539/elt.v16n9p40.

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The current study investigated ambiguity errors that characterise the L2 tertiary-level writing of Chinese college students. Data were drawn from 56 authentic English writings from 11 students of different disciplines across 10 different Chinese institutions. A thematic analysis was conducted to examine the ambiguity error patterns at the lexical and syntactic levels. Lexical ambiguities were found to include Chinglish, ambiguous references, and ambiguous abstractions, and syntactic ambiguities were found to consist of misplaced and dangling modifiers. It was also found that lexical ambiguity far exceeded syntactic ambiguity. The results demonstrate Chinese English as a foreign language (EFL) students’ limited L2 linguistic competence and struggle with accurate L2 production. This study aims to draw attention to the unpreparedness of Chinese EFL students for tertiary-level L2 writing and to the need for linguistic support in their written L2 output. Given the increasing demand for academic writing, writing with clarity is of great significance for EFL students. Whereas ambiguity resolution in L2 input has received much scholarly attention, limited empirical research has been conducted on ambiguity errors that characterise EFL students’ L2 written output. Therefore, the current study aims to fill this gap by examining the ambiguity patterns that characterise the L2 writing of Chinese college students, thus informing future teaching.

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Park, Sunyoung. "A Study on Self-Exploration Writing Education for College Students Using the 'Jonah Complex'." Korean Society of Culture and Convergence 45, no. 11 (November 30, 2023): 1219–37. http://dx.doi.org/10.33645/cnc.2023.11.45.11.1219.

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This study designed and implemented a self-exploration writing instruction model for college students using Bachelard's ‘Jonah Complex’ and examined the perceptions of the mother's womb space in students' writings and its educational effects. This study included a total of 89 students from S University's required liberal arts course “Critical Reading and Writing” opened in the first and second semesters of 2023, and a total of four writing classes were conducted during the second to third weeks of each semester. As a result of the study, the mother's womb spaces of the students were divided into 'inside the house' and 'outside the house' around 'house'. 'Inside the house' were classified into residential space and object space, and 'outside the house' were classified into natural space, learning space, religious space, cultural space, and moving space. Students were searching for their the mother's womb spaces, finding their presence and enhancing their understanding. This study is meaningful in that it provided an opportunity for college students to strengthen their understanding and recognize the importance and value of the mother's womb space.

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Erwin, Elizabeth, and Linda Muzzin. "Aboriginal student strength to persist and Indigenous Knowledges in community colleges." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 53–62. http://dx.doi.org/10.1108/heswbl-07-2014-0032.

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Purpose – The purpose of this paper is to document experiences of Aboriginal students in community colleges from the perspective of Aboriginal communities rather than policymakers and shows how these communities support student persistence in college. Design/methodology/approach – Interviews with 16 Aboriginal college students, staff and community members were undertaken with Aboriginal guidance, and analysis was undertaken informed by the writings of Aboriginal scholars. Findings – The major finding was that First Nations students experience a disconnect between the epistemology of Aboriginal peoples and ways of being in community colleges. Most demonstrate bravery and persistence in their studies as well as resistance to assimilation. Understanding and support is provided by surrounding Aboriginal communities, based on their appreciation of the epistemological roots of the problem. Practical implications – Frequent reference to the absence of Indigenous Knowledges suggests that more must be done to make Aboriginal students feel safe in colleges where they are in the minority. In view of their feeling of “disconnect,” safe Aboriginal centers, or “homes away from home” are one of many ways to support these students. Originality/value – The research challenges assimilationist approaches to Aboriginal college students, and highlights supporting Indigenous peoples, as described in global terms by Indigenous scholars.

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Park, Haengja, and Juri Joeng. "A Narrative Inquiry of Career Development Process of Students at a Science and Technology University." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 11 (June 15, 2023): 133–57. http://dx.doi.org/10.22251/jlcci.2023.23.11.133.

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Objectives The purpose of this study is to provide a foundation for career education and guidance for science gifted students by vividly examining the college life experience and career development process of science gifted college students. Methods This study was conducted using a narrative inquiry method to reveal in-depth detail of the career development experience of the participants. Three college students at a science and technology university in a metropolitan city participated in the study. Transcription data of in-depth interviews centered on semi-structured questionnaires, researcher’s field notes, e-mail and text messages exchanged with the participants, and their writings were collected and analyzed according to the method suggested by Clandinin and Connelly(2000). Results Results indicated that the research participants’ stories were organized in the order of before entering the college, college life, and future career plans. The meaning of their college life experience in their career development process was [overcoming setbacks and moving on my way], [people who help me grow], and [having outlets for stress]. From the researchers’ perspective, it was found that they were actively participating in college life while struggling to discover and solidify their own personal identity to form social and professional identities. Conclusions Based on the results, the personal justification of the researchers, practical justification for the field of career education and guidance for science gifted students, and social justification to create a better social environment were revealed. The implications and limitations of the study were discussed.

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Harper, Robert A. "Geographer, historian and classic French regionalist: The evolution of the writings of Jean Gottmann." Ekistics and The New Habitat 70, no. 418/419 (April 1, 2003): 13–18. http://dx.doi.org/10.53910/26531313-e200370418/419304.

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The author, Professor Emeritus of Geography, University of Maryland, College Park, holds four degrees from the University of Chicago and is the recipient of the University's Distinguished Alumnus award. A close associate of Jean Gottmann, he co-edited two volumes - Metropolis on the Move and Since Megalopolis with him. Harper's urban interest primarily concerns cities as central places and city networks. He also edited Modern Metropolitan Systems with Charles Christian. He has keen interest in geographic education. He is past president of the National Council for Geographic Education and recipient of their George J. Miller Award. He has written world geography texts for students from elementary school to college. He has been a visiting professor at the University of Manchester, University of Sydney, University of Durban-Westville, and Peking University.

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Park, Ji-hak. "Proposed Methods for Enhancing College Students’ Reflective Writing Through the Use of Metaphors." Korean Language and Literature 126 (March 30, 2024): 363–88. http://dx.doi.org/10.21793/koreall.2024.126.363.

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This study underscores the significance of reflective writing as a means to cultivate humanistic thought. It acknowledges the critical role of reflective writing while also recognizing the challenges that have traditionally hindered its practical application, proposing the use of metaphors as a viable solution. The paper posits that in reflective writing, metaphors are viewed as instrumental in enabling an individual to explore their identity. They do this by juxtaposing the concept of ‘I’ against the similarities or dissimilarities with other entities, thereby facilitating a deeper understanding of one’s own existence. The first step involved acquainting oneself with metaphors through a process of listing and connecting them. This approach paved the way for uncovering the potential of reflective writing in offering new viewpoints and future prospects about one’s self. Furthermore, it was observed that the practice of distilling reflective writings into poetry could catalyze an internal epiphany, facilitating a deeper connection and reconciliation with the world.

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Bae, Jiyoung. "The Study of the Latent Structure of Linguistic Features in Korean College Students’ L2 Argumentative Writings." Journal of the Korea English Education Society 17, no. 3 (August 2018): 1–22. http://dx.doi.org/10.18649/jkees.2018.17.3.1.

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GRIGORYAN, Gevorg, and Ning HUICHUN. "CHINESE STUDENTS' WRITING SKILLS: COMMON ENGLISH GRAMMATICAL ERRORS." Foreign Languages in Higher Education 27, no. 1 (34) (July 11, 2023): 94–109. http://dx.doi.org/10.46991/flhe/2023.27.1.094.

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Writing is a key act in the process of foreign language acquisition. The ability to write properly and accurately is essential for effective communication and critical for human employment. Semantically accurate and grammatically proper writing is of paramount importance especially for students in higher educational institutions. Hence, the present research tends to examine the mistakes made by second language learners in writing essays and proposes recommendations how to improve the English writing skills of the Chinese students. The goal of the research is to reveal common and contrastive features of language errors and help Chinese students to improve their grammatical competences. In order to achieve the above-mentioned goals, the following tasks have been set forth: to discuss and specify the characteristic features of common errors made by Chinese college students; to study different types of errors in writing samples provided by Jiangxi Tellhow Animation Vocational College students; to analyze the possible transformative teaching tendencies and methods that will improve second language learners' writings abilities. The practical significance of the paper is deeply supported by the applicability of its content in education. The methods of inquiry, comparative analysis, component analysis, observation, data collection, etc., have been applied to the research to fulfil the tasks of this research.

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Pratiwi, Theodesia Lady. "EFL college students writing anxiety of English language education at Universitas Internasional Batam." ELT Forum: Journal of English Language Teaching 10, no. 2 (July 27, 2021): 100–112. http://dx.doi.org/10.15294/elt.v10i2.42908.

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Writing is considered to be the most difficult skill to master for EFL students. This experience was faced by English Language Education (ELE) students at Universitas Internasional Batam (UIB). Based on the observation, the results of their writings were not satisfying. This study assumed that the students might feel anxious when they were writing in English. Therefore, this study aims to examine the types and causes of writing anxiety of ELE students at UIB. This study employed explanatory design of mixed method research. The research instruments were questionnaires adopted from SLWAI and CWAI developed by Cheng (2004). To extend the deeper analysis, this study conducted interviews to the high- and low-level writing anxiety students. This study found that the most dominant levels of writing anxiety is high-anxiety (71.43%). In terms of writing anxiety, this study found that cognitive anxiety is the most dominant type with the mean of 26.37. Next, when studying the cause of writing anxiety, the most dominant cause was linguistic difficulties. This result was in line with the interviews with high-and low- writing anxiety students. Students with both high and low writing anxiety still found that linguistic difficulties affect their writing anxiety. Therefore, the learning process at English Language Education needs to be equipped with sufficient linguistic competences in the first year, such as vocabulary, grammar, and punctuation.

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Kim, Nammee. "Strengthening the Self-feedback on College Writing Classes." Korean Association of General Education 17, no. 1 (February 28, 2023): 47–62. http://dx.doi.org/10.46392/kjge.2023.17.1.47.

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The purpose of this paper is to seek ways to strengthen self-feedback to develop the writing skills of university students. The goal of self-feedback is to have the ability to recognize and adjust a student’s thinking process to improve the quality of his or her writing. It is necessary to recognize previous thinking patterns through self-feedback, learn coordination strategies for qualitative improvement, and to impart to our students higher cognitive strategies that are transferable. To this end, self-feedback should be focused on elements belonging to the higher hierarchy among writing-related errors. It is necessary to construct a thinking system that leads to further improvements from what has already been completed, focusing on the relationship between higher hierarchical elements such as subject and structure. This process should be repeatedly and developmentally performed not only in the revision of the draft, but also for extended writings such as memos, diaries, mind maps, and PPTs.The actual classroom will be able to improve a learner's ability as an author in a true sense only when it provides an opportunity for them to examine their previous thoughts around the macroscopic structure and train them in the self-checking, self-assessment, and the self-design process with self-feedback.

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Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (January 2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.

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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.

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Murad, Tareq Mitaib, and Mahmood Hasan Khalil. "Analysis of Errors in English Writings Committed by Arab First-year College Students of EFL in Israel." Journal of Language Teaching and Research 6, no. 3 (April 28, 2015): 475. http://dx.doi.org/10.17507/jltr.0603.02.

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Kwon, Soon Koo, and Seungjoon Yoon. "A Study on the Educational Performance Analysis of Classical Education Based on Academic Interest Level." Korean Association of General Education 15, no. 3 (June 30, 2021): 83–95. http://dx.doi.org/10.46392/kjge.2021.15.3.83.

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Recently, in higher education, both the necessity and the importance of a liberal education that contains an element of classical reading have been emphasized. However, it is difficult to find educational performance related with those educational programs. In order to investigate the educational performance of classical reading, surveys were given to students who were taking a ‘Reading Famous Writings’ course established at the Liberal Arts College of A university. Moreover, to investigate the differences in the educational effects of classical education, we conducted additional analysis according to the level of individual interest. To this end, pre and post surveys were conducted, which included a classical education performance scale and an academic interest scale. As a result of this study, we found that students who were taking this course improved certain competencies, namely, reading comprehension, communication, and creativity. In contrast, there was no improvement in academic interest, whether it be on an individual or situational level. However, we did find that the individual interest of students who were categorized as having a lower level of individual interest did indeed improve after taking this course. Through this study, we proved that some positive effects of a liberal education containing a classical reading element, especially as seen in the course called ‘Reading Famous Writings’, were experienced by the students.

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Journal articles on the topic 'College students' writings, Tatar'

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