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The comparative affective impact of ...

Gallagher, Mary Jessica.

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The comparative affective impact of participation in a peer-based writing fellows program on native and non-native English speakers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The comparative affective impact of participation in a peer-based writing fellows program on native and non-native English speakers./
Author:	Gallagher, Mary Jessica.
Description:	217 p.
Notes:	Source: Masters Abstracts International, Volume: 53-02.
Contained By:	Masters Abstracts International53-02(E).
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1558293
ISBN:	9781303976438

The comparative affective impact of participation in a peer-based writing fellows program on native and non-native English speakers.
Gallagher, Mary Jessica.

The comparative affective impact of participation in a peer-based writing fellows program on native and non-native English speakers. - 217 p.

Source: Masters Abstracts International, Volume: 53-02.

Thesis (M.A.)--University of Maryland, Baltimore County, 2014.

This item must not be sold to any third party vendors.

University instructors have limited time and expertise to address cognitive and affective hurdles which influence the writing quality of non-native English speakers (NNES). This mixed-methods study relies on qualitative and quantitative data to investigate the potential of a curriculum-embedded peer tutoring program, Writing Fellows (WFs), as an intervention to sustainably scaffold the writing processes of NNES and multilingual students. Results indicate that the NNES and multilingual participants started with more efficacious writing-related attitudes, but still experienced significant improvement in overall writing-related attitudes (both groups), confidence (multilinguals only), and reliance on writing processes (NNES only) over the intervention period. No change was observed in native English speaking or monolingual students. Additionally, qualitative evaluations of the second drafts of three disparate NNES students suggested improvement in writing quality. These findings present some compelling evidence that a WFs program can positively influence both the writing attitudes and quality of NNES students.

ISBN: 9781303976438Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The comparative affective impact of participation in a peer-based writing fellows program on native and non-native English speakers.
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245 1 4 $a The comparative affective impact of participation in a peer-based writing fellows program on native and non-native English speakers.
300 $a 217 p.
500 $a Source: Masters Abstracts International, Volume: 53-02.
500 $a Adviser: Sarah Shin.
502 $a Thesis (M.A.)--University of Maryland, Baltimore County, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a University instructors have limited time and expertise to address cognitive and affective hurdles which influence the writing quality of non-native English speakers (NNES). This mixed-methods study relies on qualitative and quantitative data to investigate the potential of a curriculum-embedded peer tutoring program, Writing Fellows (WFs), as an intervention to sustainably scaffold the writing processes of NNES and multilingual students. Results indicate that the NNES and multilingual participants started with more efficacious writing-related attitudes, but still experienced significant improvement in overall writing-related attitudes (both groups), confidence (multilinguals only), and reliance on writing processes (NNES only) over the intervention period. No change was observed in native English speaking or monolingual students. Additionally, qualitative evaluations of the second drafts of three disparate NNES students suggested improvement in writing quality. These findings present some compelling evidence that a WFs program can positively influence both the writing attitudes and quality of NNES students.
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