An Investigation into Students' Writing Reluctance During University Writing Courses
| dc.contributor.advisor | Assefa, Kedir (Ass. Pro.), | |
| dc.contributor.author | Abo, Tagesse | |
| dc.date.accessioned | 2021-10-26T08:29:07Z | |
| dc.date.accessioned | 2023-11-09T04:05:24Z | |
| dc.date.available | 2021-10-26T08:29:07Z | |
| dc.date.available | 2023-11-09T04:05:24Z | |
| dc.date.issued | 2009-06 | |
| dc.description.abstract | The purpose of this study was to investigate students' reluctance to writing in ELl' classroom. The study took place in the context of university writing courses. For the purpose, the perspectives of those who are directly experiencing such apathetic academic behaviors were the main subjects of the study. In addition, course instructors, who are close to students, were also the source of information. Moreover, attempts were made to obtain data about the students' disengaged behaviors through systematic observations of classrooms in live situations. The researcher used both deductive and inductive analysis methods. The data collected through instructors' interview and classroom observations were analyzed through content analysis methods. In addition, the responses to the items in the students' questionnaire were analyzed through descriptive statistical techniques. The study went through two stages: describing features that characterize reluctant writers and exploring student beliefs about what hindered their engagement with writing in English classroom. The results of stage one of the study revealed that uncooperativeness in group activities, unwillingness to show their work for proofreading, skipping necessary steps of writing tasks, tending to copy others work, and disorganized and tattered works are among the characterizing features of reluctant writers. Results from stage two of this research suggest that lacle of necessary sub skills, lack of confidence in ucwlemic writing, language teachers' reluctance to read students' works, failure of teachers' to explain appropriate strategies, and students' self-beliefs about future career goals were among the main factors influencing students' engagement. The results of this study implied that reluctant students are a large group of many of our writing classrooms and therefore language teachers in general and writing teachers in particular can identify success factors with these students by focusing on promoting their engagement with the writing process. Thus, understanding who reluctant writers are and what they believe about what hindered their engagement will equip the writing instructors for designing effective intervention strategies to promote the engagement. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/28331 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | An Investigation into Students' Writing | en_US |
| dc.title | An Investigation into Students' Writing Reluctance During University Writing Courses | en_US |
| dc.type | Thesis | en_US |