Track

Research Proposal / Assessment of Student Learning

Proposal Abstract

Since the 1980s, writing pedagogy has expanded from solely teaching students to concentrate on their written products to writing processes. Writing has been perceived as a recursive process during which writers have the opportunity to plan, draft, revise, and edit their work. Using a mixed method triangulation design, this study examined students’ use of various components of process writing and its impact on students’ writing and learning across the academic term. The study provides important implications by identifying students’ strengths and weaknesses in writing process, documenting the changes of their engagement in process writing, and providing directions for future teaching.

Proposal Description

Since the 1980s, writing pedagogy has expanded from solely teaching students to concentrate on their written products to writing processes. Our institution has selected a Quality Enhanced Plan (QEP) focusing on fostering writing products and processes across all the colleges and in the disciplines. Influenced by Flower’s Social Cognitive Theory of Writing (1994), our QEP considers writing as a recursive process that provides students with the opportunity to plan, draft, edit, and revise their work independently and collaboratively, and classroom instructors have adopted various teaching strategies to foster students’ writing. Using a mixed method triangulation design, this study examined two major research questions: 1) How do students report their use of various components of process writing? 2) How do their use of those components of process writing change as the term progresses?

A survey questionnaire and one-on-one interviews were used to elicit information about students’ engagement in process writing. The survey targeted over 2,000 students who took the writing-enriched courses during 2016 Fall term. The survey was distributed to the target student population during the first two weeks of the term and will be distributed again during the last two weeks before the term ends. One-on-one interviews will be conducted at the second half of the term to collect in-depth information about students’ engagement in process writing. Fourteen participants (two from each college) will be recruited for the in-person interview. The survey and interview data will be analyzed separately and the results will be converged and contrasted during the interpretation stage. Currently, the beginning-of-the-term survey data analyses have been completed and the end-of-the-term survey and interview data collection are in process. The study will provide important pedagogical implications regarding students’ engagement in process writing and equip attendees with in-depth information about the mixed method triangulation design.

Session Format

Presentation Session

Location

Room 4

Publication Type and Release Option

Presentation (Open Access)

 
Mar 31st, 11:00 AM Mar 31st, 11:45 AM

Investigating Students’ Engagement in Process Writing: A mixed method approach

Room 4

Since the 1980s, writing pedagogy has expanded from solely teaching students to concentrate on their written products to writing processes. Writing has been perceived as a recursive process during which writers have the opportunity to plan, draft, revise, and edit their work. Using a mixed method triangulation design, this study examined students’ use of various components of process writing and its impact on students’ writing and learning across the academic term. The study provides important implications by identifying students’ strengths and weaknesses in writing process, documenting the changes of their engagement in process writing, and providing directions for future teaching.