EMPOWERING ENGLISH WRITING STUDENTS: REFLECTING ON ASPECTS OF THE PROCESS THAT HELPED ME MOST?

Deron Walker(1*),

(1) California Baptist University, California
(*) Corresponding Author

Abstract


Process-oriented writing instruction has been advocated for both L1 and L2 writing classrooms since the 1960s. Empowering learner autonomymay best occur through non-direct instruction (Rogers & Freiberg, 1994), engaging students in social learning (Vygotsky, 1978) andcreating workshop-like classrooms (Murray, 2004). Any number of techniques can be used, preferably in-sync with each other, to accomplish such an approach. This study will examine the results of some recent action research in the classroom to attempt to ascertain among various process-techniques, designed to accomplish the aforementioned aspects of process-oriented instruction,which techniques (CODA paradigm / rubrics, journals, peer reviews, teacher conferences, etc.) were most useful to developmental students, especially from their own points of view. Student voices were collected through oral presentations, instructor evaluations, and classroom observations in an American classroom where native English speaking and non-native English speaking writers wrestled with freshman level developmental writing side-by-side.

Keywords


journals, peer review, teacher conference

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References


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DOI: https://doi.org/10.24071/llt.v20i2.735

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 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.