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Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses
| Title: | Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses. |
 40 views 18 downloads |
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| Name(s): |
Monroe, Laura, Author Nutta, Joyce, Committee Chair Jahani, Shiva, Committee Member Mihai, Florin, Committee Member Bowdon, Melody, Committee Member University of Central Florida, Degree Grantor |
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| Type of Resource: | text | |
| Date Issued: | 2018 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject. | |
| Identifier: | CFE0007057 (IID), ucf:51972 (fedora) | |
| Note(s): |
2018-05-01 Ph.D. Education and Human Performance, Dean's Office EDUC Doctoral This record was generated from author submitted information. |
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| Subject(s): | non-native English speakers -- higher education -- academic subjects -- English as a Second Language -- international students -- faculty preparedness -- academic writing | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0007057 | |
| Restrictions on Access: | public 2018-05-15 | |
| Host Institution: | UCF |
