Correlations of self-perception in reading and in writing, reading and writing performance in web-mediated and conventional writing instruction (original) (raw)
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The present study was undertaken to determine the relationship between students' self-perception and actual performance in reading and in writing. Using self-report questionnaire, reading test, and essay writing test administered to sixty-two university freshman students enrolled in various courses, the study reveals that a positive strong relationship exists between self-perception and actual performance in writing; however, a weak relationship exists between self-perception and actual performance in reading. The outcome indicated an unexpected pattern as studies maintain that students express a higher level of difficulty in writing, hence, an expected lower self-perception. Moreover, though studies reveal a strong relationship between perceived self-efficacy for reading and writing and actual performance in reading and in writing tasks, the result of this study will encourage future researchers to explore other aspects that may have resulted in low correlation between the two ...
Relationship between self perception and online reading20191030 88314 fj52ss
RMUTTO Social Science Journal, 2018
The aim of this study was to investigate the relationship between self-perception and online reading achievement of second-year Thai undergraduate students at a public university in Pathum Thani province, Thailand. The quantitative method was used. The Online Reader Self-Perception Scale (ORSPS) and the online reading test were completed by 400 students. The ORSPS requires the students to judge their own online reading ability using a 5-point Likert-type scale. The online reading test consisted of an article and ten open-ended questions. After analyzing the data, Pearson Product Moment Correlation Coefficient reflected that there was a positive correlation between self-perception and online reading achievement in a moderate range. Additionally, the result from multiple regression analysis indicated that the ORSRS can significantly predict online reading achievement.
This study aimed to find out the students' English language learning with regard to their perception of their writing process, reading proficiency, and exposure to modern technology. The first set of data were gathered from forty-six (46) Bachelor of Arts in English Language (AB-EL) students at the Visayas State University (VSU) using a questionnaire adopted from Mohite (2014). The study followed a descriptive survey method and descriptive statistics were used. Results showed that the respondents were conscious and more focused in checking their grammar and relevance when given a writing task. This implies that they lack understanding of the compositional aspect of writing in English. Findings suggest the need to help students develop meaningful composition and that teaching syllabi in English should include and stress the importance of improving the students' ability to formulate ideas and transform information other than the importance of grammatical correctness of sentences in writing. The second set of data were gathered from forty (40) AB-EL students at VSU using a questionnaire that covered respondents' exposure to modern technology and their purpose (Muduli, 2014), and a reading proficiency test from International English Language Testing System (IELTS, 2017). Data were analyzed using descriptive statistics and Spearman Rho's for correlation analyses. Results showed that the student fell under "intermittent users" with regard to their test scores which means that they are not proficient readers. Findings further revealed that there is a significant and negative relationship between the students' reading proficiency and their use of tablets, internet, and social networking sites. The study suggests that students are to learn more on how to make use of their exposure to modern technology to enhance or facilitate their English language learning.
International Journal of Linguistics and Literature
The influx of Information Communications Technology (ICT) has revolutionized instructional delivery in language courses. This quasi-experiment is an attempt to investigate the impact of ICT via Web-mediated instruction and Conventional instruction on students' reading and writing performance. Two groups of respondents representing two learning conditionsthe experimental group exposed to Web-mediated Instruction and the control group taught using the Conventional Method participated in this study for one term consisting of 13 weeks. Top findings reveal that significant improvements were found in the writing performance of both experimental and control groups but no improvements were noted in their reading performance. Furthermore, both groups posted significant improvements in their writing performance particularly on content and organization. However, there is no significant difference in the reading and writing performance of both groups. Experimental groups perceived that web-mediated instruction, the use of web blog in particular, contributed to the development of their writing skills. Thus, educators can utilize any methods of instruction in teaching ESL writing provided that fundamental concepts in academic writing are thoroughly discussed and adequate opportunities are provided to ensure optimum development of students' academic writing skills.
Comparing Learners’ Writing Self Beliefs: High Achievers versus Low Achievers
Iranian Journal of Applied Language Studies, 2010
The purpose of the present study was to compare writing high achievers and low achievers TEFL (teaching English as foreign language) learners' writing self-beliefs. Subjects, based on their officially recorded scores on the writing course, were assigned in two 22-member groups of high and low achievers. The adapted English version of Mills' and Péron's (2008) questionnaire and the Foreign Language Writing Self-Beliefs Instrument which assesses writing self-efficacy in the areas of organization, expression, content and ...
Self-regulated learning through writing on computers: Consequences for reading comprehension
Computers in Human Behavior, 2007
The overall aim for the present study was to analyze the consequences for reading ability among the children of a computer supported self-regulated learning environment in grade two. By means of a quasi-experimental design in a natural setting, an experimental group (n = 39) was compared to a control group from a national sample (n = 3409) on reading comprehension. The statistical analyses showed that the experimental group achieved better on reading comprehension both as a group (p < .001) as well as girls (p < .001) and boys (p < .05) separately. The proportion of high achievers was higher, and the proportion of low achievers was lower in the experimental group. In order to explain the level of reading comprehension in the experimental group Structural Equation Modelling (SEM) was used. The main explanatory factor for reading comprehension was writing with b = .44. As a tentative conclusion it was suggested that the extended writing in combination with the self-regulated learning environment can promote reading comprehension in grade two, whereas home literacy had no impact on reading comprehension in this context.
2017
Writing can both be considered as social and cognitive activity. Nevertheless, among the four language skills, writing skill is among the least liked by many ESL students. Students find writing a tedious process. Teachers find writing a difficult skill to teach. Writing skill involves planning, writing, editing, and perhaps re-writing and these skills are not easily taught nor learnt. Psychologists believe that expectations play a very important role in students’ success in learning. Writing teachers would agree that among some of the reasons why students cannot write well is because they find ESL academic writing difficult. This research looks into students’ perceived difficulties towards ESL academic writing. 373 students from seven faculties participated in this study. The participants responded to 25 items on 5 Likert-scale (always, very often, sometimes, rarely and never). The questionnaires were analyzed to determine the students’ perceived difficulties on ESL academic writing. Mean score, t-test and one way ANOVA were used to report on the findings. Findings revealed students found writing to be difficult for several reasons.
The Nature of the Reading-Writing Relationship: A Multivariate Approach
1982
Abstract: A study examined the relationship of multiple measures of reading and writing at the second and fifth grade levels. Multiple reading tests (measuring vocabulary, word recognition, sentence comprehension, and passage comprehension) and writing tests (evaluating vocabulary diversity and syntactic complexity, and providing qualitative and quantitative measures of spelling and organization) were administered to 256 second grade and 251 fifth grade students. The relationships of these variables were evaluated through ...
2022
With the large increase in online English language learners, there is a need to explore how those learners practise self-regulated writing in such an autonomous learning context. This article reports on an exploratory study of self-regulated learning strategies used by two writing-proficiency groups (low and high) of Saudi English majors within an online context. Data were collected from a total of 50 (high proficiency = 23 and low proficiency = 27) students using video-stimulated recall of two online writing tasks. Quantitative analysis of the students’ stimulated recall data revealed that students in both proficiency groups used 11 self-regulated strategies to complete the two online writing tasks. Results also revealed a positive correlation between self-regulated learning strategy use and the students’ writing proficiency level. The chi-square test analysis revealed statistically significant differences between the two groups in six strategies overall favouring the high writing proficiency group. Further qualitative analysis of the stimulated recall data within the framework of sociocognitive theory revealed that the high proficiency students stood out from their low proficiency counterparts in how they self-regulated their personal, behavioural, and environmental processes. Implications for writing instruction to improve students’ writing performance in online learning contexts and future self-regulated writing strategy research are discussed.
Self-Regulated Learning and Sociodemographic Factors in Students’ L1/L2 Writing Proficiency
Journal of Language and Education
Background: Academic writing is a complex and demanding activity in which students have to regulate their (meta)cognitive, motivational, and linguistic processes and self-regulatory writing strategies might serve as a tool to accomplish writing tasks. The research was done as part of a verification of Zimmerman & Risemberg’s (1997) model of self-regulation in writing. Previous research on the relationships between students’ self-regulated learning (SRL) and writing performance has suggested their positive impact. Purpose: This paper provides insights into Croatian university students’ first/second language (L1/L2) writing performance regarding the SRL strategy use. Method: Students’ written performance in both L1 (Croatian) and L2 (English) was checked, and the contributions of SRL and sociodemographic factors were explored. A total of 104 students from the initial and final years of teacher education study were included in the research. A quantitative research method was used inclu...