A Three Tiered Evaluation Framework for Effective Writing Instruction in English for Academic Purposes Course
Keywords:
tiered evaluation, framework, feedback, self-reflection, soft skills
Abstract
Academic writing is becoming a matter of concern for the developing countries where English serves as a second or foreign language because of the significant role it plays in the academic as well as professional life of an individual. Excellence in academic writing and communication is among the top ranked expectations from graduates of all disciplines, Pakistani Higher education Commission has listed Technical and Academic communication as second significant competence (2017). Therefore, there is a dire need of a writing instruction framework that could inculcate communicative competence among Pakistani graduates. A framework that will suppress all challenges and ensure success. The consciously chosen methodology meant to determine the effectiveness of 3-Tiered Evaluation Framework in enhancing students’ engagement in writing classes; ensuring their academic success. The study established that the 3-tiered evaluation framework assisted teachers and language learners alike in dealing with language related problems including; large class size, writing in second/foreign language, absence of corrective feedback, students’ passivity and high dependence on easily available notes. The 3-TEF ensured active involvement of students in writing tasks facilitated through collaboration and systematic critical reflection, which ultimately improved students’ writing engagement and achievements. Besides, interpersonal skills, negotiation, critical thinking, autonomous learning, team work, collaboration, and confidence development, surfaced as by-products of the 3-TEF.
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References
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Ariana, S. M. (2010). Some thoughts about writing skills. NO JOURNAL: 134-140.
Arndt, A. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. English Language Teaching Journal, 41(1), 257-67.
Atkinson, D. (2003). L2 writing in the post-process era: Introduction. Journal of Second Language Writing, 12, 3-15.
Atkinson, D. (2003). Writing and culture in the post-process era. Journal of Second Language Writing, 12, pp. 49-63.
Babbie, E. (2010). The Practice of Social Research.12th ed. UK: Wadsworth Cengage Learning.
Badenhorst, C. Moloney, C. Rosales, J. Dyer, J.and L. RU. (2015). Beyond deficit: graduate student research-writing pedagogies, Teaching in Higher Education, 20 (1), 1-11, DOI: 10.1080/13562517.2014.945160
Badger, R. and White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160.
Boud, D. and Lee, A. (2005). ‘Peer learning’ as pedagogic discourse for research education. Studies in Higher Education, 30 (5), 501-516.
Brown, S. (2004- 5). Assessment for learning. Learning and Teaching in Higher Education, 1, 81- 89.
Carroll, L.A. (2002). Rehearsing New Roles: How College Students Develop as Writers. Carbondale and Edwardsville: Southern Illinois University Press.
Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39 (7), 3-7.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. 4 ed. London: SAGE
Dar, M. F., S. Zaki, and H. H. Kazmi. (2014). Peer assessment in EAP writing: An effective strategy for large classes. Journal of Educational Research, 17 (1), 50-67.
Delucchi, M. (2006). The efficacy of collaborative learning groups in an undergraduate statistics course. College Teaching, 54 (2), 244-248.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.
Ekholm, E. Zumbrumm, S. and Conklin. (2015). The relation of college student’s self-efficacy toward writing self-regulation aptitude: Writing feedback perceptions as a mediating variable. Teaching in Higher Education, 20 (2), 197-207 doi: 10.1080/13562517.2014.974026
Ellis, R. (1993). Second Language Acquisition. Oxford: Oxford University Press.
Farrah, M. (2012). The impact of peer feedback on improving the writing skills among Hebron University students. An - Najah Univ. J. Res. (Humanities), 26 (1), 180-210.
Fernandes, F., M. A. Flores, and R. M. Lima. (2012). Students’ Views of Assessment in Project-led Engineering Education: Findings from a Case Study in Portugal. Assessment and Evaluation in Higher Education, 37 (2), pp. 163-178 doi:10.1080/02602938.2010.515015.
Fraser, B. J., Walberg, H. J., Welch, W. W. and Hattie, J. A. (1987). Syntheses of Educational Productivity Research. International Journal of Educational Research, 11 (2), 145–252 doi:10.1016/0883-0355(87)90035-8.
Haggis, T. (2006). Pedagogies for diversity: Retaining critical challenge amidst fears of ‘dumbing down.’ Studies in Higher Education, 31 (5), 521-535.
Harmer, J. (1991). The Practice of English Language Teaching (New ed.). UK: Longman Group. UK Limited.
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), pp. 81-112.
Kessler, G., and Bikowski, D. (2010). Developing collaborative autonomous language learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. Computer Assisted Language Learning, 23, 41-58. doi:10.1080/09588220903467335
Kessler, G., Bikowski, D. and Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16 (1), 91-109.
Kowal, M. & Swain, M. (1994). Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3 (2), 73–93. Retrieved from http://www.tandf.co.uk/ journals/0965-8416
Krashen, S. (1998). Second Language Acquisition and Second Language Learning. UK: Prentice Hall International (UK) Ltd.
Leki, L. (1992). Understanding ESL writers: A guide for teachers. Portsmouth, NH: Hein Hemann.
Lin, G.H.C. and Chein, P.S.C. (2009). An Investigation into Effectiveness of Peer Feedback. Journal of Applied Foreign Languages Fortune Institute of Technology, 3, 79-87.
Linda, A. and Marry, R. (2011). Helping students meet the challenges of academic writing. Teaching in Higher Education, 16 (2), 171-182, DOI: 10.1080/13562517.2010.507306
Liu, N-F and David, C. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11 (3), 279-290, DOI: 10.1080/13562510600680582
Mandernach, B.J. (2006). Thinking critically about critical thinking: Integrating online tools to promote critical thinking. Critical Thinking, 1, 41-50.
McCabe, A. and O'Connor, U. (2014). Student-centered learning: Thee role and responsibility of the lecturer. Teaching in Higher Education, 19 (4), 350-359 doi:10.1080/13562517.2013.860111
McGrath, L. and Kathrin, K. (2016). English for Specific Purposes and Academic Literacies: eclecticism in academic writing pedagogy, Teaching in Higher Education, 21 (8), 933-947, DOI: 10.1080/13562517.2016.1198762
Miles, M. B., Huberman, A. M. and Saldaῆa, J. (2014). Qualitative Data Analysis. A Methods Sourcebook. 3rd ed. Los Angeles: SAGE
Mossaoui, S. (2012). An investigation of the effects of peer evaluation in enhancing Algerian students’ writing autonomy and positive affect. Procedia - Social and Behavioral Sciences, 69, 1775 – 1784.
Murphy, J, J, eds. (2012). A Short History of Writing Instruction: From Ancient Greece to Contemporary America. New York: Routledge.
Nayak, B.and Hazra, A. (2011). How to choose the right statistical test? Indian J Opthalmol, 59 (2), 85-86 doi: 10.4103/0301-4738.77005
Nordin, S. M. and Muhammad, N. (2006). The best of two approaches: Process/ genre-based approach to teaching writing. The English Teacher, 35, 75-85.
Osman, W. H., Ismail, K., and Darus, S. (2014). Written assignments from the eyes of academicians. IPEDR, 72(7), 42-46. DOI: 10.7763/IPEDR. 2014.
Owler, K. (2010). “A ‘Problem’ to be Managed? Completing a PhD in the Arts and Humanities.” Arts and Humanities in Higher Education 9 (3), 289–304. doi:10.1177/ 1474022209356330.
Puegphrom, P. and Chiramanee, T. (2011). The effectiveness of implementing peer assessment in students’ writing proficiency. The 3rd International Conference on Humanities and Social Sciences. In Proceedings- Factors Affecting English Language Teaching and Learning. Faculty of Liberal Arts, Prince of Songkla University.
Rahmat, R. B. (2013). Proceeding of GSE: The Global Summit on Education. Peer feedback: A case study of assessment for learning in a Singaporean classroom, WC: Kuala Lumpur, Malaysia, pp. 275-297.
Raimes, A. (1983). Anguish as a second language? Remedies for composition teachers. In Learning to write: First language/second language, ed. A. Freedman, I. Pringle, and J. Yalden, 258–72. New York: Longman.
Reid, J. and Kroll, B. (1995). Designing and assessing effective classroom writing assignment. Journal of Second Language Writing, 4 (1), 17-41.
Riese, H. Samara, A. and Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25 (5), 601-624 doi: 10.1080/09518398.2011.605078
Rouhi, A. and Azizian, E. 2013. Peer review: Is giving corrective feedback better than receiving it in L2 writing? Procedia - Social and Behavioral Sciences, 93, 1349 – 1354.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-157.
Sommers, N., and Saltz, L. (2004). The novice as expert: writing the freshman year. CCC, 56(1), pp. 15-31.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14, 53–173. doi:10.1016/j.jslw.2005.05.002
Strevens, P. (1988). ESP After Twenty Years: A Re-appraisal. In Flowerdew, J. and Peacock, M. 2001. Research Perspectives on English for Academic Purposes. UK: Cambridge University Press.
Sultana, A. (2009). Peer correction in ESL classrooms. BRAC University Journal, 6(1), 11-19.
Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing, 3 (1), 31-47.
Swain, M. and Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320–337. Retrieved from http://www.wiley.com/bw/journal.asp?ref=0026-7902
Tahir, I. H. (2012). A study on peer evaluation and its influence on college ESL students. Procedia - Social and Behavioral Sciences, 68, 192 – 201.
Tataway, M. EI. Corrective Feedback in Second Language Acquisition.
Tee, D. D. and Ahmed, K. P. (2014). 360 degree feedback: An integrative framework for learning and assessment. Teaching in Higher Education, 19 (6), 579-591 doi: 10.1080/13562517.2014.901961.
Thompson, C. (2011). Critical thinking across curriculum: Process over output. International Journal of Humanities and Social Sciences, 1(9), 1-7.
Topping, K. (2003). Self and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimizing new modes of assessment: In search of qualities and standards (pp. 55-87).Dordrecht: Kluwer Academic Publishers.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Warsi, J. (2004). Conditions in which English language is taught in Pakistan: An Applied Linguistics perspective. Retrieved on November 2, 2014 from http://sarid.net/sarid-journal/2004_Warsi. pdf.
Wass, R. and Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671-684, DOI: 10.1080/13562517.2014.901958
White, H. and Sabarwal, S. (2014). Quasi-Experimental design and methods (Report no. 8). UNICEF.
Willey, K. and Gardner, A. (2010). Investigating the capacity of self and peer assessment activities to engage students and promote learning. European Journal of Engineering Education, 35 (4), 429-443. doi: 10.1080/03043797.2010.490577.
Yang, M. (2015). Promoting self-sustained learning in higher education: The ISEE framework. Teaching in Higher Education, 20 (6), 601-613 doi: 10.1080/13562517.2015.1052785
Zaki, S. (2010). Enhancing students’ learning through 3-Tiered Self Evaluation Framework: successful implementation at a public-sector engineering university. Instruction and Learning in Engineering Education, 148- 159.
Zaki, S., Rashidi, Z. & Kazmi, H.H. (2013). Improving instructional practices, where to begin? Journal of Research and Reflection in Education, 7(1), 65-76.
Ariana, S. M. (2010). Some thoughts about writing skills. NO JOURNAL: 134-140.
Arndt, A. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. English Language Teaching Journal, 41(1), 257-67.
Atkinson, D. (2003). L2 writing in the post-process era: Introduction. Journal of Second Language Writing, 12, 3-15.
Atkinson, D. (2003). Writing and culture in the post-process era. Journal of Second Language Writing, 12, pp. 49-63.
Babbie, E. (2010). The Practice of Social Research.12th ed. UK: Wadsworth Cengage Learning.
Badenhorst, C. Moloney, C. Rosales, J. Dyer, J.and L. RU. (2015). Beyond deficit: graduate student research-writing pedagogies, Teaching in Higher Education, 20 (1), 1-11, DOI: 10.1080/13562517.2014.945160
Badger, R. and White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160.
Boud, D. and Lee, A. (2005). ‘Peer learning’ as pedagogic discourse for research education. Studies in Higher Education, 30 (5), 501-516.
Brown, S. (2004- 5). Assessment for learning. Learning and Teaching in Higher Education, 1, 81- 89.
Carroll, L.A. (2002). Rehearsing New Roles: How College Students Develop as Writers. Carbondale and Edwardsville: Southern Illinois University Press.
Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39 (7), 3-7.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. 4 ed. London: SAGE
Dar, M. F., S. Zaki, and H. H. Kazmi. (2014). Peer assessment in EAP writing: An effective strategy for large classes. Journal of Educational Research, 17 (1), 50-67.
Delucchi, M. (2006). The efficacy of collaborative learning groups in an undergraduate statistics course. College Teaching, 54 (2), 244-248.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.
Ekholm, E. Zumbrumm, S. and Conklin. (2015). The relation of college student’s self-efficacy toward writing self-regulation aptitude: Writing feedback perceptions as a mediating variable. Teaching in Higher Education, 20 (2), 197-207 doi: 10.1080/13562517.2014.974026
Ellis, R. (1993). Second Language Acquisition. Oxford: Oxford University Press.
Farrah, M. (2012). The impact of peer feedback on improving the writing skills among Hebron University students. An - Najah Univ. J. Res. (Humanities), 26 (1), 180-210.
Fernandes, F., M. A. Flores, and R. M. Lima. (2012). Students’ Views of Assessment in Project-led Engineering Education: Findings from a Case Study in Portugal. Assessment and Evaluation in Higher Education, 37 (2), pp. 163-178 doi:10.1080/02602938.2010.515015.
Fraser, B. J., Walberg, H. J., Welch, W. W. and Hattie, J. A. (1987). Syntheses of Educational Productivity Research. International Journal of Educational Research, 11 (2), 145–252 doi:10.1016/0883-0355(87)90035-8.
Haggis, T. (2006). Pedagogies for diversity: Retaining critical challenge amidst fears of ‘dumbing down.’ Studies in Higher Education, 31 (5), 521-535.
Harmer, J. (1991). The Practice of English Language Teaching (New ed.). UK: Longman Group. UK Limited.
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), pp. 81-112.
Kessler, G., and Bikowski, D. (2010). Developing collaborative autonomous language learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. Computer Assisted Language Learning, 23, 41-58. doi:10.1080/09588220903467335
Kessler, G., Bikowski, D. and Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16 (1), 91-109.
Kowal, M. & Swain, M. (1994). Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3 (2), 73–93. Retrieved from http://www.tandf.co.uk/ journals/0965-8416
Krashen, S. (1998). Second Language Acquisition and Second Language Learning. UK: Prentice Hall International (UK) Ltd.
Leki, L. (1992). Understanding ESL writers: A guide for teachers. Portsmouth, NH: Hein Hemann.
Lin, G.H.C. and Chein, P.S.C. (2009). An Investigation into Effectiveness of Peer Feedback. Journal of Applied Foreign Languages Fortune Institute of Technology, 3, 79-87.
Linda, A. and Marry, R. (2011). Helping students meet the challenges of academic writing. Teaching in Higher Education, 16 (2), 171-182, DOI: 10.1080/13562517.2010.507306
Liu, N-F and David, C. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11 (3), 279-290, DOI: 10.1080/13562510600680582
Mandernach, B.J. (2006). Thinking critically about critical thinking: Integrating online tools to promote critical thinking. Critical Thinking, 1, 41-50.
McCabe, A. and O'Connor, U. (2014). Student-centered learning: Thee role and responsibility of the lecturer. Teaching in Higher Education, 19 (4), 350-359 doi:10.1080/13562517.2013.860111
McGrath, L. and Kathrin, K. (2016). English for Specific Purposes and Academic Literacies: eclecticism in academic writing pedagogy, Teaching in Higher Education, 21 (8), 933-947, DOI: 10.1080/13562517.2016.1198762
Miles, M. B., Huberman, A. M. and Saldaῆa, J. (2014). Qualitative Data Analysis. A Methods Sourcebook. 3rd ed. Los Angeles: SAGE
Mossaoui, S. (2012). An investigation of the effects of peer evaluation in enhancing Algerian students’ writing autonomy and positive affect. Procedia - Social and Behavioral Sciences, 69, 1775 – 1784.
Murphy, J, J, eds. (2012). A Short History of Writing Instruction: From Ancient Greece to Contemporary America. New York: Routledge.
Nayak, B.and Hazra, A. (2011). How to choose the right statistical test? Indian J Opthalmol, 59 (2), 85-86 doi: 10.4103/0301-4738.77005
Nordin, S. M. and Muhammad, N. (2006). The best of two approaches: Process/ genre-based approach to teaching writing. The English Teacher, 35, 75-85.
Osman, W. H., Ismail, K., and Darus, S. (2014). Written assignments from the eyes of academicians. IPEDR, 72(7), 42-46. DOI: 10.7763/IPEDR. 2014.
Owler, K. (2010). “A ‘Problem’ to be Managed? Completing a PhD in the Arts and Humanities.” Arts and Humanities in Higher Education 9 (3), 289–304. doi:10.1177/ 1474022209356330.
Puegphrom, P. and Chiramanee, T. (2011). The effectiveness of implementing peer assessment in students’ writing proficiency. The 3rd International Conference on Humanities and Social Sciences. In Proceedings- Factors Affecting English Language Teaching and Learning. Faculty of Liberal Arts, Prince of Songkla University.
Rahmat, R. B. (2013). Proceeding of GSE: The Global Summit on Education. Peer feedback: A case study of assessment for learning in a Singaporean classroom, WC: Kuala Lumpur, Malaysia, pp. 275-297.
Raimes, A. (1983). Anguish as a second language? Remedies for composition teachers. In Learning to write: First language/second language, ed. A. Freedman, I. Pringle, and J. Yalden, 258–72. New York: Longman.
Reid, J. and Kroll, B. (1995). Designing and assessing effective classroom writing assignment. Journal of Second Language Writing, 4 (1), 17-41.
Riese, H. Samara, A. and Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25 (5), 601-624 doi: 10.1080/09518398.2011.605078
Rouhi, A. and Azizian, E. 2013. Peer review: Is giving corrective feedback better than receiving it in L2 writing? Procedia - Social and Behavioral Sciences, 93, 1349 – 1354.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-157.
Sommers, N., and Saltz, L. (2004). The novice as expert: writing the freshman year. CCC, 56(1), pp. 15-31.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14, 53–173. doi:10.1016/j.jslw.2005.05.002
Strevens, P. (1988). ESP After Twenty Years: A Re-appraisal. In Flowerdew, J. and Peacock, M. 2001. Research Perspectives on English for Academic Purposes. UK: Cambridge University Press.
Sultana, A. (2009). Peer correction in ESL classrooms. BRAC University Journal, 6(1), 11-19.
Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing, 3 (1), 31-47.
Swain, M. and Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320–337. Retrieved from http://www.wiley.com/bw/journal.asp?ref=0026-7902
Tahir, I. H. (2012). A study on peer evaluation and its influence on college ESL students. Procedia - Social and Behavioral Sciences, 68, 192 – 201.
Tataway, M. EI. Corrective Feedback in Second Language Acquisition.
Tee, D. D. and Ahmed, K. P. (2014). 360 degree feedback: An integrative framework for learning and assessment. Teaching in Higher Education, 19 (6), 579-591 doi: 10.1080/13562517.2014.901961.
Thompson, C. (2011). Critical thinking across curriculum: Process over output. International Journal of Humanities and Social Sciences, 1(9), 1-7.
Topping, K. (2003). Self and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimizing new modes of assessment: In search of qualities and standards (pp. 55-87).Dordrecht: Kluwer Academic Publishers.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Warsi, J. (2004). Conditions in which English language is taught in Pakistan: An Applied Linguistics perspective. Retrieved on November 2, 2014 from http://sarid.net/sarid-journal/2004_Warsi. pdf.
Wass, R. and Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671-684, DOI: 10.1080/13562517.2014.901958
White, H. and Sabarwal, S. (2014). Quasi-Experimental design and methods (Report no. 8). UNICEF.
Willey, K. and Gardner, A. (2010). Investigating the capacity of self and peer assessment activities to engage students and promote learning. European Journal of Engineering Education, 35 (4), 429-443. doi: 10.1080/03043797.2010.490577.
Yang, M. (2015). Promoting self-sustained learning in higher education: The ISEE framework. Teaching in Higher Education, 20 (6), 601-613 doi: 10.1080/13562517.2015.1052785
Zaki, S. (2010). Enhancing students’ learning through 3-Tiered Self Evaluation Framework: successful implementation at a public-sector engineering university. Instruction and Learning in Engineering Education, 148- 159.
Zaki, S., Rashidi, Z. & Kazmi, H.H. (2013). Improving instructional practices, where to begin? Journal of Research and Reflection in Education, 7(1), 65-76.
Published
2019-05-01
How to Cite
Arif, M., Zaki, S. and Ali, H. (2019) “A Three Tiered Evaluation Framework for Effective Writing Instruction in English for Academic Purposes Course”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(2), pp. 68 - 79. doi: 10.47405/mjssh.v4i2.185.
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