Writing Processes of EFL Students in argumentative Essays
A Case Study
Bibliographic Data
| ID | 22299786 |
|---|---|
| Authors | Abdessatar Mahfoudhi (0000-0001-5536-351X, University of Ottawa, corresponding author) |
| Year | 2003 |
| Volume | 139-140 |
| Pages | 153-190 |
| Publication date | 2003-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.2143/itl.139.0.2003202 |
| OpenAlex | W83982425 |
| Language | EN |
| References cited | 28 |
The paper reports on a case study of the writing processes and products of Tunisian EFL university students in an argumentative essay. The data came from (i) audio-taped think-aloud protocols followed by immediate retrospective comments, (ii) experts' comments and grades on the subjects' products, and (iii) a questionnaire administered to the students. Results of the process analysis, using an adapted version of the coding scheme used by A. RAIMES (1985;1987), corroborated by the questionnaire fmdings, showed that students wrote fluently and concerned themselves more with meaning than with granunatical correctness. However, they planned very little, rarely made notes before writing, and rarely rewrote. They faced difficulties especially in fmding the appropriate word and in organizing their ideas. At the local level, products showed inaccurate use of mechanics and granunar. At a more global level, most essays lacked clear thesis statement, substantial support of claims, adequate transitions, and hedged statements. The product problems were partially attributed to little planning, notemaking, and revising. The process strategies were themselves related to writing habits for which the classroom and the exam settings are partly responsible
Argumentative · Coding (social sciences) · Correctness · Linguistics · Mathematics education · Meaning (existential) · Pedagogy · Product (mathematics) · Social science · Sociology · Statement (logic) · Think aloud protocol · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Mathematics · Philosophy · Psychology · Writing and Handwriting Education
Writing across languages
Protocol Analysis
Hedging in academic writing and EAF textbooks
Conjunction in Spoken English and ESL Writing
Thinking and Writing in EFL
Genre Analysis
Writing
Out of the Woods
What Unskilled ESL Students Do as They Write
The Composing Processes of Advanced ESL Students
Student Input and Negotiation of Meaning in ESL Writing Conferences
Explanatory Variables for EFL Students' Expository Writing
Toward an Understanding of the Distinct Nature of L2 Writing
Cultural Thought Patterns in Inter-cultural Education
Writing Expertise and Second-Language Proficiency
Language Proficiency, Writing Ability, and Composing Strategies
Discourse problems in argumentative writing
| Citation velocity | historical |
|---|---|
| Highly cited | No |