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Student feedback on the effectiveness of prewriting activities
https://doi.org/10.24547/00000242
https://doi.org/10.24547/00000242e4b8a60b-14b2-4d5b-97b1-f01d69492643
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Student Feedback on the Effectiveness of Prewriting Activities (435.0 kB)
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Copyright(c) 2011 by Toyo Gakuen University
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2019-09-10 | |||||||
| タイトル | ||||||||
| タイトル | Student feedback on the effectiveness of prewriting activities | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | EFL Writing | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Action Research | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Process Writing | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Prewriting Activities | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Freewriting | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Brainstorming | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Clustering | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| ID登録 | ||||||||
| ID登録 | 10.24547/00000242 | |||||||
| ID登録タイプ | JaLC | |||||||
| 著者 |
Hardy, Darrel
× Hardy, Darrel
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | Often assumptions are made about the effectiveness of certain activities in the English as a Foreign Language writing class. One such assumption is that prewriting activities used with the process writing approach common in second language writing classes is a key step in helping students to begin compositions. It seems, however, that the usefulness of these activities is sometimes taken for granted without considering student opinion. In this action research project, an EFL writing class of first year university students at Toyo Gakuen University was surveyed on the effectiveness of prewriting activities as the first step in composition writing. The results of the survey provided mostly encouraging results. In general, the students endorsed freewriting, brainstorm, and clustering as useful activities to initiate composition writing especially with a bias towards freewriting. This article will then conclude with a discussion on how to further apply prewriting activities and possibly make them more effective. | |||||||
| 書誌情報 |
東洋学園大学紀要 Bulletin of Toyo Gakuen University 号 19, p. 155-164, 発行日 2011-03-15 |
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| 出版者 | ||||||||
| 出版者 | 東洋学園大学 | |||||||
| 言語 | ja | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 09196110 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN10421432 | |||||||
| 論文ID（NAID） | ||||||||
| 関連タイプ | isIdenticalTo | |||||||
| 識別子タイプ | NAID | |||||||
| 関連識別子 | 110008455751 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
