Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 20 Sayı: 88, 105 - 120, 20.07.2020

Öz

Kaynakça

  • Bereiter, C. (1980). Development in writing. In Lee W. G., & Erwin R. S. (Eds.), Cognitive processes in writing (pp.73-93). New Jersey: Lawrence Erlbaum Associates.
  • Chaudron, C. (2009). Second language classrooms: research on teaching and learning. New Delhi: Cambridge University Press.
  • Davis, L., & Mckay, S. (1999). Structure and strategies: an introduction to academic writing. Hyderabad: Universities Press (India) Limited.
  • Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
  • Frans, T. H. N. (2014). Students’ English writing skills at the polytechnic of Namibia. Journal of Language and Communication, 8(2), 4-15.
  • Garcia, J., & Fidalgo, R. (2008). Writing self-efficacy changes after cognitive strategy intervention in students with learning disabilities: the mediational role of gender in calibration. The Spanish Journal of Psychology, 11(2), 414-432.
  • Goel, P. V. (2017). Technical and vocational education and training (TVET) system in India for sustainable developments. In UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. Retrieved from https://unevoc.unesco.org/up/India_Country_Paper.pdf.
  • Griffiths, C. (2019). Language learning strategies: is the baby still in the bathwater?. Applied Linguistics, amy024. doi:10.1093/applin/amy024. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing process. In Lee W. G., & Erwin R. S. (Eds.), Cognitive processes in writing (pp.3-30). New Jersey: Lawrence Erlbaum Associates.
  • Hyland, K. (2003). Second language writing. New York: Cambridge University Press.
  • Isnin, S. F. (2017). Exploring the needs of technical writing competency in English among polytechnic engineering students. International Journal of Academic Research in Business and Social Sciences, 7(12), 77-90.
  • Jacobs, H. L., Zinkagraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: a practical approach. Rowley, M A: Newbury House.
  • Khoshnevis, I., & Parvinnejad, S. (2015). The effect of text summarization as a cognitive strategy on the achievement of male and female language learners’ reading comprehension. International Journal of Learning & Development, 5(3), 57-75.
  • Linse, C. T. (2005). Practical English language teaching: young learners. David N. (Ed.). New York: McGraw-Hill.
  • Madhavan, P. (2018). Communication skills among polytechnic students. International Journal of Advance Research, Ideas and Innovations in Technology, 4(4), 899-901.
  • Manousou, A. (2015). L2 writing and L2 written feedback in upper secondary schools as experienced by teachers (Unpublished master’s thesis). University of Jyväskylä, Department of Languages, Finland. Retrieved from https://jyx.jyu.fi/dspace/handle/123456789/47995.
  • Matsuda, P. K. (2003). Second language writing in the twentieth century: a situated historical perspective. In Barbara K. (Ed.), Exploring the dynamics of second language writing (15-34). New York: Cambridge University Press.
  • Pitenoee, M. R., Modaberi, A., & Ardestani, E. M. (2017). The effect of cognitive and metacognitive writing strategies on content of the Iranian intermediate EFL learners’ writing. Journal of Language Teaching and Research, 8(3), 594-600. doi:10.17507/jltr.0803.19
  • Polio, C. (2003). Research on second language writing: an overview of what we investigate and how. In Barbara K. (Ed.), Exploring the dynamics of second language writing (35-65). New York: Cambridge University Press.
  • Pushpanathan, T. (2019). Assessment of grammatical competencies of polytechnic students. THINK INDIA (Quarterly Journal), 22(4), 6092-6097.
  • Ramli, I. V., & Ardiana. (2018). The effectiveness of cognitive strategy instruction in writing (CSIW) to improve students’ writing skill. Elite Journal. 5(2), 201-212.
  • Sarfo-Adu, K. (2015). Investigating paragraph writing skills among polytechnic students: the case of Kumasi polytechnic. International Journal of Language and Linguistics. 3, 145-153. doi:10.11648/j.ijll.20150303.16
  • Scardamalia, M., & Bereiter, C. (1986). Writing. In Ronna F. D., & Robert J. S. (Eds.), Cognition and instruction (pp. 59-81). London: Academic Press.
  • Shabitha, M. P. (2014). Towards developing cohesive writing through integrated writing practice in the ESL context – an experimental study (Unpublished Doctoral Dissertation). National Institute of Technology, Tiruchirappalli.
  • Shawer, S. F., Gilmore, D., & Banks-Joesph, S. R. (2008). Student cognitive and affective development in the context of classroom-level curriculum development. Journal of the Scholarship of Teaching and Learning, 8(1), 1-28.
  • Shi, H. (2017). Learning strategies and classification in education. Institute for Learning Styles Journal, 1, 24-36.
  • Sullivan, G. M., & Feinn, R. (2012). Using effect size – or why the p value is not enough. Journal of Graduate Medical Education, 4(3), 279-282. doi:10.4300/JGME-D-12-00156.1
  • Van Dijk, T. A., & Kintsch, Walter. (1983). Strategies of discourse comprehension. London: Academic Press.

Promoting Cognitive Strategies in Second Language Writing

Yıl 2020, Cilt: 20 Sayı: 88, 105 - 120, 20.07.2020

Öz

Purpose: Polytechnic students lack basic skills, especially the writing skill essential for their employment. They find it difficult to write emails, reports, and other technical documents required at their workplace. Although there are studies to investigate this skill-gap, there is little research to explore the possibilities for enhancing their writing skill. Hence, this study focuses on enhancing the writing skill of the polytechnic students. This study aims to employ cognitive strategies to guide the mental operations entailed in performing a writing task. The paper delineates the experimental study employing cognitive strategies to foster the writing proficiency of the students.

Research Methods: 51 pre-final year diploma students belonging to the Department of Instrumentation and Control Engineering of the autonomous polytechnic institute in Tamil Nadu was chosen as the samples for this study. The teacher-researcher imparted cognitive strategies to the students and has invigorated them to employ it in their writing tasks administered in a graded structure during the course.

Findings: The findings of the study established a strong correlation between students’ cognitive strategy use and their writing. The results corroborated improvement in the students’ writing skill expedited by the employment of cognitive strategies in their writing tasks.

Implications for Research and Practice: The findings obtained in this study suggest the necessity of integrating cognitive strategies in the writing skill of the ESL learners in accordance with the workplace demands of adequate proficiency in writing skills of the employees creating a desideratum for the polytechnic students to enhance proficiency in their writing.

Kaynakça

  • Bereiter, C. (1980). Development in writing. In Lee W. G., & Erwin R. S. (Eds.), Cognitive processes in writing (pp.73-93). New Jersey: Lawrence Erlbaum Associates.
  • Chaudron, C. (2009). Second language classrooms: research on teaching and learning. New Delhi: Cambridge University Press.
  • Davis, L., & Mckay, S. (1999). Structure and strategies: an introduction to academic writing. Hyderabad: Universities Press (India) Limited.
  • Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
  • Frans, T. H. N. (2014). Students’ English writing skills at the polytechnic of Namibia. Journal of Language and Communication, 8(2), 4-15.
  • Garcia, J., & Fidalgo, R. (2008). Writing self-efficacy changes after cognitive strategy intervention in students with learning disabilities: the mediational role of gender in calibration. The Spanish Journal of Psychology, 11(2), 414-432.
  • Goel, P. V. (2017). Technical and vocational education and training (TVET) system in India for sustainable developments. In UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. Retrieved from https://unevoc.unesco.org/up/India_Country_Paper.pdf.
  • Griffiths, C. (2019). Language learning strategies: is the baby still in the bathwater?. Applied Linguistics, amy024. doi:10.1093/applin/amy024. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing process. In Lee W. G., & Erwin R. S. (Eds.), Cognitive processes in writing (pp.3-30). New Jersey: Lawrence Erlbaum Associates.
  • Hyland, K. (2003). Second language writing. New York: Cambridge University Press.
  • Isnin, S. F. (2017). Exploring the needs of technical writing competency in English among polytechnic engineering students. International Journal of Academic Research in Business and Social Sciences, 7(12), 77-90.
  • Jacobs, H. L., Zinkagraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: a practical approach. Rowley, M A: Newbury House.
  • Khoshnevis, I., & Parvinnejad, S. (2015). The effect of text summarization as a cognitive strategy on the achievement of male and female language learners’ reading comprehension. International Journal of Learning & Development, 5(3), 57-75.
  • Linse, C. T. (2005). Practical English language teaching: young learners. David N. (Ed.). New York: McGraw-Hill.
  • Madhavan, P. (2018). Communication skills among polytechnic students. International Journal of Advance Research, Ideas and Innovations in Technology, 4(4), 899-901.
  • Manousou, A. (2015). L2 writing and L2 written feedback in upper secondary schools as experienced by teachers (Unpublished master’s thesis). University of Jyväskylä, Department of Languages, Finland. Retrieved from https://jyx.jyu.fi/dspace/handle/123456789/47995.
  • Matsuda, P. K. (2003). Second language writing in the twentieth century: a situated historical perspective. In Barbara K. (Ed.), Exploring the dynamics of second language writing (15-34). New York: Cambridge University Press.
  • Pitenoee, M. R., Modaberi, A., & Ardestani, E. M. (2017). The effect of cognitive and metacognitive writing strategies on content of the Iranian intermediate EFL learners’ writing. Journal of Language Teaching and Research, 8(3), 594-600. doi:10.17507/jltr.0803.19
  • Polio, C. (2003). Research on second language writing: an overview of what we investigate and how. In Barbara K. (Ed.), Exploring the dynamics of second language writing (35-65). New York: Cambridge University Press.
  • Pushpanathan, T. (2019). Assessment of grammatical competencies of polytechnic students. THINK INDIA (Quarterly Journal), 22(4), 6092-6097.
  • Ramli, I. V., & Ardiana. (2018). The effectiveness of cognitive strategy instruction in writing (CSIW) to improve students’ writing skill. Elite Journal. 5(2), 201-212.
  • Sarfo-Adu, K. (2015). Investigating paragraph writing skills among polytechnic students: the case of Kumasi polytechnic. International Journal of Language and Linguistics. 3, 145-153. doi:10.11648/j.ijll.20150303.16
  • Scardamalia, M., & Bereiter, C. (1986). Writing. In Ronna F. D., & Robert J. S. (Eds.), Cognition and instruction (pp. 59-81). London: Academic Press.
  • Shabitha, M. P. (2014). Towards developing cohesive writing through integrated writing practice in the ESL context – an experimental study (Unpublished Doctoral Dissertation). National Institute of Technology, Tiruchirappalli.
  • Shawer, S. F., Gilmore, D., & Banks-Joesph, S. R. (2008). Student cognitive and affective development in the context of classroom-level curriculum development. Journal of the Scholarship of Teaching and Learning, 8(1), 1-28.
  • Shi, H. (2017). Learning strategies and classification in education. Institute for Learning Styles Journal, 1, 24-36.
  • Sullivan, G. M., & Feinn, R. (2012). Using effect size – or why the p value is not enough. Journal of Graduate Medical Education, 4(3), 279-282. doi:10.4300/JGME-D-12-00156.1
  • Van Dijk, T. A., & Kintsch, Walter. (1983). Strategies of discourse comprehension. London: Academic Press.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mekala Sethuraman Bu kişi benim 0000-0001-9195-689X

Geetha Radhakrıshnan Bu kişi benim 0000-0003-2114-8074

Yayımlanma Tarihi 20 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 20 Sayı: 88

Kaynak Göster

APA Sethuraman, M., & Radhakrıshnan, G. (2020). Promoting Cognitive Strategies in Second Language Writing. Eurasian Journal of Educational Research, 20(88), 105-120.
AMA Sethuraman M, Radhakrıshnan G. Promoting Cognitive Strategies in Second Language Writing. Eurasian Journal of Educational Research. Temmuz 2020;20(88):105-120.
Chicago Sethuraman, Mekala, ve Geetha Radhakrıshnan. “Promoting Cognitive Strategies in Second Language Writing”. Eurasian Journal of Educational Research 20, sy. 88 (Temmuz 2020): 105-20.
EndNote Sethuraman M, Radhakrıshnan G (01 Temmuz 2020) Promoting Cognitive Strategies in Second Language Writing. Eurasian Journal of Educational Research 20 88 105–120.
IEEE M. Sethuraman ve G. Radhakrıshnan, “Promoting Cognitive Strategies in Second Language Writing”, Eurasian Journal of Educational Research, c. 20, sy. 88, ss. 105–120, 2020.
ISNAD Sethuraman, Mekala - Radhakrıshnan, Geetha. “Promoting Cognitive Strategies in Second Language Writing”. Eurasian Journal of Educational Research 20/88 (Temmuz 2020), 105-120.
JAMA Sethuraman M, Radhakrıshnan G. Promoting Cognitive Strategies in Second Language Writing. Eurasian Journal of Educational Research. 2020;20:105–120.
MLA Sethuraman, Mekala ve Geetha Radhakrıshnan. “Promoting Cognitive Strategies in Second Language Writing”. Eurasian Journal of Educational Research, c. 20, sy. 88, 2020, ss. 105-20.
Vancouver Sethuraman M, Radhakrıshnan G. Promoting Cognitive Strategies in Second Language Writing. Eurasian Journal of Educational Research. 2020;20(88):105-20.