EFL College Students’ Experiences and Attitudes Towards Teacher-Student Writing Conferences
Year: 2016
Type: article
Study design: Observational Study
Abstract: A substantial body of research has demonstrated the important role of providing feedback in students’ writing development. Among the various feedback methods, the teacher-student writing conference has often been rated by learners as the most beneficial to writing development, but research on English as a Foreign Language (EFL) students’ perceptions of writing conferences is scant. Aiming to investigate students’ experiences and attitudes towards writing conferences, this study collected data through questionnaires and individual interviews with 34 EFL students from 2 college English writing classes. Findings suggested that the students held high expectations and gave high ratings on the helpfulness and success of the conferences that they experienced. Affectively, the questionnaire results indicated a generally positive experience, but the interviews revealed that attending conferences provoked anxiety in some learners. Most significantly, the study found that although students did not openly reject setting and leading the agenda, most were not enthusiastic about taking on the responsibility of establishing the direction of the conference.
Author: Chun-Chun Yeh
Institution: National Chung Cheng University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Science Council
OpenAlex ID: W2554895452