Students’ Revision Behavior in EFL Writing Project Assignment

DOI

10.2991/assehr.k.200513.004How to use a DOI?

Keywords

revision behavior, writing project, qualitative, grounded theory

Abstract

Writing is a result of a process involving idea development and language competence. This study reports the investigation of the pattern of students’ effort of revising a writing project. This qualitative study used in-depth interviews to collect the data from two classes of advanced level students in the English Education Department. Before the interview, students completed a writing assignment in the form of a one-semester project. They were then interviewed on how they did the writing project assignment. The findings reveal that the completion of the project, which undergoes the process, requires revision several times depending upon the allotted time. This revision process portrays students’ tendency to revising their writing projects such as social media grouping, technology application dependence, in-group dynamics, and learning model preference. These findings seem to be a pivotal contribution for teachers to design students’ projects for language learning purposes.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Mister Gidion Maru
AU  - Nihta Liando
PY  - 2020
DA  - 2020/05/15
TI  - Students’ Revision Behavior in EFL Writing Project Assignment
BT  - Proceedings of the 4th Asian Education Symposium (AES 2019)
PB  - Atlantis Press
SP  - 14
EP  - 17
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200513.004
DO  - 10.2991/assehr.k.200513.004
ID  - Maru2020
ER  -