English Composition Course Research Articles

Beyond Face Value: Harnessing the Intellect by Looking Past Appearances and Offering Students Multiple Modalities to Participate in Online Discussions

Covid 19 mandatory online teaching brought about insights and paradigm shifts experienced on a global level by educators and learners alike. One example of such a paradigm shift was explored at Al Akhawayn University in Ifrane, Morocco, in the English composition course. It was hypothesized that lower-level English composition freshman students may have had more cognition and confidence in whole-class discussions when offered multiple ways to participate because appearances on camera seemed to impede participation rates, performance and ideation, particularly with female students in the Muslim-majority nation. Subsequent in-class experiments examined the differences between participation rates and performances of students in whole-class discussions whilst online during Covid 19 in three response modes: audio, text and camera, and a follow-up survey collected opinions on using those modes. Findings substantiate the hypothesis that learners experience fewer inhibitions and more accurate English when responding through text compared with audio and camera, especially amongst female participants. Attitudes towards cameras also reveal inhibitions mostly stemming from concerns over appearances. Findings support Krashen’s theory on the affective filter as well as Plato’s theories on the physical senses as an impediment to the acquisition of knowledge. Specific cultural and religious beliefs, namely belief in the evil eye and guarding one’s gaze, may also have played a part in explaining students’ apprehension for using cameras. Recommendations for applications include allowing students multiple modes of participation in a blended learning approach, collecting data using automatic transcription through teleconferencing platforms such as MS Teams for language output analysis, and for educators to use this data to investigate their own implicit biases which may impede instructor performance.

Better learning and practice with teacher corrective feedback in higher education: a lesson from Thailand

ABSTRACT This study examined how the mindsets and feedback preferences of 91 Thai undergraduate students in an English composition course influence their writing skills. Using a mixed-methods approach, the research gathered data on students’ mindsets, feedback preferences, and writing outcomes. While most students displayed a fixed mindset and were reluctant to accept feedback, qualitative results revealed they were generally positive about feedback and believed it could enhance their writing. However, no direct connection was found between their overall mindsets, feedback preferences, and writing outcomes. Yet, qualitative data suggested a positive relationship between their attitudes towards written corrective feedback (WCF) and their writing improvements. These findings suggest that teaching strategies should focus on modifying EFL students’ mindsets and attitudes towards feedback.

Rethinking Plagiarism in the Era of Generative AI

The emergence of generative artificial intelligence (AI) technologies, such as large language models (LLMs) like ChatGPT, has precipitated a paradigm shift in the realms of academic writing, plagiarism, and intellectual property. This article explores the evolving landscape of English composition courses, traditionally designed to develop critical thinking through writing. As AI becomes increasingly integrated into the academic sphere, it necessitates a reevaluation of originality in writing, the purpose of learning research and writing, and the frameworks governing intellectual property (IP) and plagiarism. The paper commences with a statistical analysis contrasting the actual use of LLMs in academic dishonesty with educator perceptions. It then examines the repercussions of AI-enabled content proliferation, referencing the limitation of three books self-published per day in September 2023 by Amazon due to a suspected influx of AI-generated material. The discourse extends to the potential of AI in accelerating research akin to the contributions of digital humanities and computational linguistics, highlighting its accessibility to the general public. The article further delves into the implications of AI on pedagogical approaches to research and writing, contemplating its impact on communication and critical thinking skills, while also considering its role in bridging the digital divide and socio-economic disparities. Finally, it proposes revisions to writing curricula, adapting to the transformative influence of AI in academic contexts.

Implications of dispositions for foreign language writing: The case of the Arabic–English learner

Individual differences matter in foreign language writing. Yet, little information exists on female students in Saudi Arabia, a patriarchal society that is being re-engineered to foster gender equity. This study asked whether particular psychological dispositions can account for the performance in English composition of STEM (science, technology, engineering, and mathematics) and non-STEM Saudi female students (i.e. an understudied population whose first language is Arabic). Examined were dispositions such as anxiety, which was expected to be detrimental to attainment, and self-efficacy and emotional intelligence, which were expected to be beneficial. A sample of 430 Saudi female students for whom English was their second language was surveyed. Students had completed a required English composition course the previous semester. Cluster analysis illustrated three distinct groups of students. Students who did not report anxiety were either STEM or a subsection of non-STEM students. The remaining non-STEM students reported anxiety as well as lower self-efficacy, emotional intelligence, and writing attainment than the other two groups. Findings suggest that, within this particular understudied population, consideration of individual differences can inform the selection of remedies for at-risk students in English composition courses.

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses


 This study offers insights on developing poetry writing assignment in first-year composition courses for translingual orientation. Through a close examination of semi-structured interviews and students’ poems, the study aims to evaluatethe effectiveness of the teaching of poetry writing as translingual pedagogy in college English composition courses for both monolingual and multilingual students. Five monolingual and five multilingual students in this project experienced a three-week curriculum design to compose their poetry project in two different sections. The interview data shows that both monolingual and multilingual students acknowledge positive traits about the translingual pedagogy through a poetry writing assignment toward the end of the semester. The data also demonstrates that five monolingual students in this study value this poetry writing assignment with its invitation for being free and self-expressive, while the five multilingual students stress the practical outcomes, such as a personal breakthrough, poetry book as a concrete record of their life, or negotiation experiences. Furthermore, the study provides implications for developing curriculum design to enact translingual pedagogy based on students’ perceived difficulties and struggles. 

Have you TILTed? Promote Student Success by TILTed Assignments

Transparency in Learning and Teaching (TILT) has been found to result in student success through avenues such as academic confidence, sense of belonging, and motivation. This article discusses the application of TILTed writing assignments in a multilingual, college English composition course designated for English for Academic Purposes (EAP). The author shares the steps involved in transforming existing assignments into transparent TILTed assignments and discusses how TILTed assignments in the classrooms have the potential to promote student engagement and help EAP students succeed in college classrooms.

All Power To All the People: WGS and Feminist Pedagogy in the Era of the Alt-Right

Academic Feminists have long used anti-oppression composition writing as a emancipatory pedagogical tool, but the impact of neoliberalism on higher education and the institutionalization of WGS have impacted how faculty teach these courses. As well the successful implementation of a gender course requirement has changed the demographics of these classes. This essay looks at the pedagogical parallels between teaching the gender studies course and the English composition course. An additional focus is how institutional shifts in WGS and its curriculum impact pre-tenure faculty's ability to offer emancipatory writing and teaching.

Case studies in the classroom: assessing a pilot information literacy curriculum for English composition

PurposeThis mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.Design/methodology/approachParticipants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.FindingsQuantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.Originality/valueThis study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.

Using an Outsourced Online Tutoring Service to Promote Success in Online Composition Courses

For some students enrolled in online courses, receiving tutoring may be a key component to their success. This study sought to determine if the use of an outsourced online tutoring service (OOTS) was associated with course success in online English Composition courses. The authors employed chi-square tests to analyze the relationship between tutoring usage and final grades for students in two different composition courses, English Composition I (n = 888) and English Composition II (n = 1108). The results indicate that in both courses, students who utilized the OOTS passed the course at higher rates than those who did not. For students who utilized the service at least once, 95% passed English Composition I, compared with a 57% passing rate of students who did not utilize the service. Results for English Composition II were similar with 89% of OOTS users passing the course, compared with a 58% passing rate of non-users. This research supports and discusses the importance of online tutoring for students.

“Come and See for Yourself”: Exploration of Mindfulness Practice by First-Year College Students

This grounded theory study aims at explaining how college freshmen develop and stay engaged with a regular mindfulness practice, and the benefits they experience. The authors investigated an intentional effort to integrate mindfulness practices in the curriculum of a First-Year Seminar and English Composition course. The results presented here support existing findings concerning the integration of mindfulness practice in higher education settings. This study also advances unique findings relative to utilizing classroom settings to introduce first-year students to the practice, as a long as the course follows a regular structure (i.e., attendance, homework assignments). The substantive theory presented describes how students developed a practice routine and made the practice relevant for their academic and personal lives. Recommendations for practice and future research are included.

Completing College Writing Assignments on Mobile Phones: Comparing Students’ Attitudes and Engagement Across Disciplines and Age

Large variations in mobile users, mobile devices, and course content make generalizations about mobile learning difficult. Prior to the international pandemic that forced more virtual and mobile instruction, this exploratory study measured how students in one journalism and one English composition course at two universities responded to completing writing assignments using only their phones. Although pre and post differences in student attitudes and engagement between the writing courses were insignificant, further analyses of age differences (freshman vs seniors) revealed significant variance. These results suggest only a 3-year time span could determine how much students embrace mobile assignments.

A Problem-based Learning Approach and Its Effects on the Writing Performance of Nigerian Undergraduates

Writing is considered as an important but a difficult language skill for undergraduates. To develop writing skills, undergraduates need to be given the opportunity to interact with and help one another in the writing process. They also need to be supported by teachers in the process. However, most of the traditional teaching methods adopted by writing instructors in Nigeria do not allow students to interact in the learning process. In this light, this study investigates the effects of a problem-based learning approach (PBL) on the writing performance of Nigerian undergraduates. The study employed a pre- and- post-treatment quasi-experimental research design. The participants (n=18) involved in the study were an intact class of second-year students taking English composition course and two tutors in a college in North-eastern Nigeria. The study was conducted over a period of 12 weeks. To determine the effects of PBL on the participants’ writing performance, a rating scale was used to rate the content, organisation, vocabulary, grammar and mechanical accuracy of the pre- and post-treatment writing scripts. A paired-sample t-test analysis was run to compare the mean scores of the undergraduates’ pre- and post-treatment writing. The results showed significant improvements in all the components (content, organisation, vocabulary, language use and mechanics) of the participants’ writing in the post-treatment. The paper concludes with a discussion on the pedagogical and theoretical contributions of the findings. It provides writing instructors with a student-centred approach that would help to develop their students’ writing skills.

The Role of the Essay Genre and Contextual Influences in Shaping Adult English Learners’ Choices About Sociocultural Resources

In this multiple case study, I examine relationships among the essay genre, contextual influences, sociocultural resources, and choices made by four adult English learners enrolled in an English composition course at a community college. My primary objective is to provide an expanded view of the writing processes used by adult English learners. The research draws heavily on participants’ sociocultural realities before and after their arrival in the United States. The patterns in the data showed that the essay genre along with context significantly contributed to participants’ agentive capacity. The essay genre, in particular, determined the types of competencies they needed to demonstrate, while contextual influences shaped the available resources and their access to those resources.

Exploring the Nature of Undergraduates’ Peer Collaboration in a PBL Writing Process

Despite the importance of writing skills to academic success, many undergraduates face a lot of challenges with writing in English. Studies have shown that engaging and supporting students in a writing process help to improve the students’ writing performance. Therefore, this study used a Problem-based learning approach (PBL) in order to give students opportunities to be engaged and support one another in a writing process through face-to-face interactions. The paper specifically reports what the students do to support their peer in the PBL writing process. An intact class of 18 second-year students in an English Composition course in Nigeria was selected to participate in the study. Data were obtained through audio- and video-recording of the students’ face-to-face interactions. The findings showed that the participants supported theirs peer through various ways in the PBL process such as modelling their facilitators, sharing tasks and responsibilities, clarifying instructions and unclear terms, using dictionary, suggesting other sources to get more information, checking for consensus, creating humour, encouraging others to participate and raise their voices while speaking, restating time given to a session and giving overview of a previous session. The support provided by the peers helped the students to improve their writing. The study has some implications for writing teachers.

Undergraduates’ Experiences and Perceptions of a Problem-based Learning Approach in ESL Writing Classroom

This study investigates Nigerian undergraduates’ experiences of a problem-based learning approach (PBL) in an ESL writing classroom. The study involves an intact class of second-year students (n=18) in an English Composition course. A questionnaire was used to collect data on the participants’ experiences and perceptions of PBL. Semi-structured interview and reflective journal were also employed to substantiate the quantitative data. The overall findings of the study show that the participants had positive experiences and perceptions. They had positive experiences and perception of the ill-structured problem, facilitation and problem-solving process. The findings also show that the approach had a positive impact on the participants’ writing skills as well as other language skills. Other pedagogical implications which would give insight for better implementation of the PBL approach are presented in the study.

Assessing the Quality of Paraphrases Written by Third Year Costa Rican EFL Students


 
 
 The aim of this study was to assess factors affecting the quality of paraphrases written by college level EFL learners. A three-dimensional paraphrasing competence model by McCarthy, Guess, and McNamara (2009) was followed to assess the texts for seman- tic completeness, lexical difference, and syntactic difference. The selected method was a mixed method approach. The quantitative analysis was used to measure the rate of success of each paraphrasing competence whereas the qualitative analysis aimed to de- scribe the perceived difficulty of the competences and the reasons behind it. The subjects were 17 EFL students enrolled in a third year English composition course at the Univer- sity of Costa Rica. The corpus of the study consisted of 51 paraphrases. Following three rounds of examinations and the analysis of students’ perceptions, the lexical dimension emerged as the most challenging area interfering with paraphrase quality, with seman- tic completeness also emerging as difficult. Other factors affecting paraphrase quality were inappropriate use of passive voice, style and register, and inaccurate lexical substi- tutions. The study concluded with recommendations to improve instructional cycles by reinforcing reading comprehension and lexical development, and by assessing the differ- ent dimensions of paraphrasing separately. 
 
 

Tutors’ Experiences and Perceptions of a Problem-based Learning Approach in an ESL Writing Classroom

<em><span>This study investigated tutors’ experiences and perceptions of using a problem-based learning approach (PBL) in an ESL writing classroom. The participants of the study are two Nigerian tutors who facilitated an intact class of 18 second-year students in an English composition course which lasted for 12 weeks. Data were collected through semi-structured interviews. The tutors were interviewed after the implementation of the PBL process. The overall findings of the study show that the tutors have positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the tutors’ positive experiences and perception of the workshop conducted prior to the PBL process, the ill-structured problems presented to the students, tutor facilitation and students’ group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach.</span></em>

Tutor facilitation in a PBL writing classroom through face-to-face group interactions

Proficiency in writing in English has been a very important skill for undergraduates especially English as second language learners (ESL). However, it is the most challenging language skill to be acquired by the students not only in second (L2) or foreign language (FL) but also in the first language (L1). This is due to its complexity. Some scholars describe writing as a cognitive and social process. Various studies have been conducted on how to improve students’ writing skills. It is shown that supporting students in a writing process enhances their writing skills. For example, teachers are expected to give cognitive and social supports to students to allow them to improve their writing. This study reveals the strategies used by tutors in facilitating students’ writing process in a problem-based learning environment (PBL) through face-to-face group interactions. is one of the social media platforms found interesting and used by most of the students to interact with one another in and out of the school environment. It is used to provide social support to the students. An intact class of 18 second-year students in an English Composition course in Nigeria was selected in the study. The students were provided with a guide by tutors during the PBL writing process. Two tutors facilitated the students’ writing process in the PBL process. Tutor facilitation is one of the major components that facilitate meaningful learning in PBL. This is because, without proper guidance, students would end up in unfocused learning. Data were obtained through audio- and video-recording of students’ face-to-face interactions chats. The findings showed that the PBL tutors used various strategies to facilitate the participants’ writing such as open-ended questioning, metacognitive questioning, pushing students for an explanation, revoicing, summarizing, and generating/evaluating hypotheses. The support provided by the tutors helped the students to improve their writing. The findings of the study suggest some ways for teachers to improve students writing skills.

Student Constructions of Authority in the Framework Era: A Bibliometric Pilot Study Using a Faceted Taxonomy

Using bibliometric data and a faceted taxonomy first published by Leeder, Markey, and Yakel, this pilot study examines student constructions of authority generated from a sample of 60 research papers by students in a freshman-level English composition course. The taxonomy classifies each source using subfacet attributes of author identity, editorial process, and publication purpose facets that, in combination, provide insight into how students navigate today’s information ecosystem. The findings suggest that students use a similar array of sources regardless of their demographic background or their academic ability, and that the characteristics of these sources have important implications for information literacy instruction and collection development.

Pakistani undergraduate students’ perceptions of project-based learning in the English composition course

PurposeThe purpose of this paper is to explore how BS first-year students of the computer science department at a private university in Karachi perceive project-based learning (PjBL) implemented in the English composition course. The more specific objectives were to bring to light the benefits and challenges associated with PjBL from the students’ standpoint. Research works on students’ perceptions of project-based learning particularly in English language teaching remains an underresearched area in Pakistan and this makes this study useful and essential.Design/methodology/approachAdopting the lens of constructionism, this study used the qualitative approach for investigation. Thus, to achieve an in-depth insight into students’ perceptions, they were provided an opportunity to reflect and freely report their views regarding the project approach. The participants in this study formulate perceptions about a given phenomenon based on a thoughtful analysis of their experiences with that phenomenon. The qualitative researcher aims to get a deep understanding of these views of the participants, and so this study employed accounts and drawings as data collection tools. The data were then content analyzed.FindingsUpon data analysis, two major themes emerged being the benefits and challenges associated with PjBL. The benefits can be further divided into academic and non-academic benefits. The major academic benefit was that the project approach allowed students to achieve a deeper and more meaningful understanding of the subject matter whereas the non-academic benefits include enhanced communication and negotiation skills, time management, creative and critical thinking skills. The major challenges faced by the students were related to time management and getting along with each other in groups.Originality/valueThe research problem is a scarcely explored area in Pakistani English language teaching in higher education. Moreover, the use of student drawings as a data collection method is an unusual method for this research problem.