<Reports> Types of Problems in University Students' Essays: Toward a Framework to Promote Collaborative Learning to Improve Academic Writing Skills

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  • OSHIMA, Yayoi
    Faculty of Marine Science, Tokyo University of Marine Science and Technology

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Other Title
  • <実践報告> 大学生の文章に見る問題点の分類と文章表現能力育成の指標づくりの試み : ライティングのプロセスにおける協働学習の活用へ向けて
  • 大学生の文章に見る問題点の分類と文章表現能力育成の指標づくりの試み--ライティングのプロセスにおける協働学習の活用へ向けて
  • ダイガクセイ ノ ブンショウ ニ ミル モンダイテン ノ ブンルイ ト ブンショウ ヒョウゲン ノウリョク イクセイ ノ シヒョウズクリ ノ ココロミ ライティング ノ プロセス ニ オケル キョウドウガクシュウ ノ カツヨウ エ ムケテ

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Abstract

Collaborative learning activities are gradually being introduced in academic writing classes at universities. However, research findings to design an adequate course for various students who have different types of writing problems and tendencies in collaborative activities are rather limited. In order to provide more information to build up the framework of academic writing courses and activities, this study classified five types of problems that frequently occurred in students' essay writing samples. The content analysis of students' interactive questions and comments on the presentations made by them also revealed different tendencies among them. Students with higher essay writing scores showed an obviously stronger tendency for critical thinking in their comments. On the other hand, students with lower scores were likely to serve as audiences who reacted to the writers with regard to the difficulties understanding the outlines of the logical structure of presentations. These findings revealed that a variety of student types should be incorporated into the design of activities for academic writing.

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