Student and Faculty Perceptions of Writing in a Foreign Language Studies Major

Autor/inn/en	Menke, Mandy R.; Anderson, Ana M.
Titel	Student and Faculty Perceptions of Writing in a Foreign Language Studies Major
Quelle	In: Foreign Language Annals, 52 (2019) 2, S.388-412 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Menke, Mandy R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12396
Schlagwörter	Second Language Learning; Second Language Instruction; College Faculty; Faculty Development; Feedback (Response); Writing Instruction; Teaching Methods; Student Attitudes; Teacher Attitudes; College Students; Content Area Writing; Educational Quality; Writing Skills; Process Approach (Writing); Writing Processes; Outcomes of Education + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lehrerverhalten; Collegestudent; Schriftliche Übung; Quality of education; Bildungsqualität; Writing skill; Schreibfertigkeit; Prozessorientiertes Schreiben; Lernleistung; Schulerfolg
Abstract	Writing occupies a central position in university foreign language studies programs, yet little is known about the nature of writing instruction in upper-division content courses. Drawing on quantitative and qualitative data, this study, which was part of an internal program assessment, explores faculty and student perceptions of students' writing abilities as well as students' perceptions of the quality, focus, and components of writing instruction. Findings point to a lack of clarity in expectations and students' uncertainty about the relationship between content and language in writing. In addition, contradicting reports of students' writing abilities suggest that process-oriented instruction that incorporates faculty feedback supports and improves university students' writing within the discipline. Suggestions for improving writing instruction and students' outcomes are discussed in the context of previous scholarship on university curricula and faculty professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01