University Teacher Beliefs on Integrated Writing | ||||
| هرمس | ||||
| Volume 11, Issue 1 - Serial Number 39, January 2022, Page 69-90 PDF (519.14 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/herms.2022.285536 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Marwa Baza | ||||
| Faculty of Arts, English Department Cairo University | ||||
| Abstract | ||||
| This exploratory study aimed at investigating higher education language teachers’ beliefs regarding Reading-to-Write tasks. It primarily focused on task beliefs as well as scoring beliefs. To that end, a questionnaire made up of 13 items was sent to different language teachers working in Egypt at the time of data collection. Also, an interview was held with four experienced writing teachers. Quantitative data were analyzed via SurveyMonkey and interviews were qualitatively analyzed to find common themes and beliefs. Results suggested that there was common trust in Reading-to-Write tasks as a measure of writing abilities with values placed on the students’ reading abilities as well as language proficiency since these aspects were stepping-stones towards writing good integrated essays. Results suggested the need to teach such tasks at lower levels to gain better understanding and training in the area of synthesis. | ||||
| Keywords | ||||
| Reading-to-Write Tasks; Beliefs; Assessment; Writing Abilities; Reading Abilities; Analytic Rubrics; Content; Integration | ||||
|
Statistics Article View: 54 PDF Download: 17 |
||||
