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|Title: ||TEACHING WRITING AS A PROCESS AT THE FIRST YEAR LEVEL AT ADDIS ABABA UNIVERSITY WITH SPECIAL REFERENCE TO COLLEGE ENGLISH|
|Authors: ||YONAS, ADAYE|
|Advisors: ||Dr. Hailom Banteyirga|
|Copyright: ||Jun-1996 |
|Date Added: ||7-Nov-2012 |
|Abstract: ||In this descriptive study! an attempt is made to see (1)
the ways the writing abilities are taught in the first year
classes that are currently using the new Freshman English
materials; (2) the effectiveness of the writing tasks in the
new materials in reshaping the students' perceptions about
their writing abilities.
The sample of the study is composed of 198 subjects: 184
students and 14 instructors. 134 students and 14 instructors
answered multiple choice and open-ended questions in the
questionnaires prepared for them. The other 50 students who
were followed for three weeks were given two general
proficiency tests: pre and post test. They were observed in
class along with their instructors and twelve of them were
The responses of the 134 students on their perceptions of
writing in high schools and university were calculated using
the t-test at a significance level of 0.05. The findings show
that students' perceptions about writing abilities changed
significantly in university.
Similarly! the effectiveness of the writing tasks in
improving the students' abilities in writing were assessed. 5
The results indicated that the students showed significant
improvements in their writing abilities. However, these
students did not show prominent changes in specific writing
skills like planning and reviewing.
By the use of questionnaires and classroom observations,
the methods employed by teachers in the teaching of writing
were also studied. According to this study, writing abilities
were not taught as a process as shown in the new materials.
Rather, the methods could be described as gradual
approximations to teaching writing as a process.
Based on these findings, it is recommended that the
instructors need to be given orientations as to how to teach
writing as a process. It is also recommended that more
motivating writing tasks ought to be included to supplement
the writing tasks in the new materials.
Finally, further research is suggested in instructors'
feedback and classroom interaction behaviours during the
writing lessons, and the use of revision in improving the
first year students' writing abilities.|
|Appears in:||Thesis - Teaching English as a Foreign Language|
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