The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientations
Abstract This study investigates how reflection-supported learning of writing affects students' writing attitudes and writing achievement goal orientations. First-year natural sciences students from Jimma University were study participants. In the study, a quasi-experimental design was used. Co...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-08-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-023-00202-8 |
| _version_ | 1797577775199027200 |
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| author | Taddese Deti Tekle Ferede Dagne Tiruneh |
| author_facet | Taddese Deti Tekle Ferede Dagne Tiruneh |
| author_sort | Taddese Deti |
| collection | DOAJ |
| description | Abstract This study investigates how reflection-supported learning of writing affects students' writing attitudes and writing achievement goal orientations. First-year natural sciences students from Jimma University were study participants. In the study, a quasi-experimental design was used. Consequently, from 25 sections in the first year of natural sciences, two sections were selected using lottery method. A coin was flipped to assign them to the control and the experimental groups. In the study, a control group of 49 and an experimental group of 50 participants participated. A questionnaire was administered to both groups before and after treatment to measure writing attitudes and writing achievement goal orientations. A one-way between groups Multivariate Analysis of Variance was calculated using Statistical Package for Social Sciences (SPSS), version 24. The SPSS software was also used to calculate Paired samples t-test in determining the differences in mean scores within each group pre and posttreatment. There was a statistically significant difference between the experimental and control groups in the combined dependent variables, writing attitudes and writing achievement goal orientations. Thus, reflection-supported learning of writing has a positive effect on students’ writing attitudes and writing achievement goal orientations. Hence, EFL instructors are called on to support their writing teaching with students’ guided reflection on the pieces of writing that they produce. |
| first_indexed | 2024-03-10T22:12:47Z |
| format | Article |
| id | doaj.art-d1cd890049554de9b1b8d7b6ec96d4c4 |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-03-10T22:12:47Z |
| publishDate | 2023-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-d1cd890049554de9b1b8d7b6ec96d4c42023-11-19T12:33:12ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692023-08-018112310.1186/s40862-023-00202-8The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientationsTaddese Deti0Tekle Ferede1Dagne Tiruneh2Department of English Language and Literature, Jimma UniversityDepartment of English Language and Literature, Jimma UniversityDepartment of English Language and Literature, Jimma UniversityAbstract This study investigates how reflection-supported learning of writing affects students' writing attitudes and writing achievement goal orientations. First-year natural sciences students from Jimma University were study participants. In the study, a quasi-experimental design was used. Consequently, from 25 sections in the first year of natural sciences, two sections were selected using lottery method. A coin was flipped to assign them to the control and the experimental groups. In the study, a control group of 49 and an experimental group of 50 participants participated. A questionnaire was administered to both groups before and after treatment to measure writing attitudes and writing achievement goal orientations. A one-way between groups Multivariate Analysis of Variance was calculated using Statistical Package for Social Sciences (SPSS), version 24. The SPSS software was also used to calculate Paired samples t-test in determining the differences in mean scores within each group pre and posttreatment. There was a statistically significant difference between the experimental and control groups in the combined dependent variables, writing attitudes and writing achievement goal orientations. Thus, reflection-supported learning of writing has a positive effect on students’ writing attitudes and writing achievement goal orientations. Hence, EFL instructors are called on to support their writing teaching with students’ guided reflection on the pieces of writing that they produce.https://doi.org/10.1186/s40862-023-00202-8Writing attitudeWriting achievement goal orientationWriting apprehensionReflection-supportedWriting performanceLearning through reflection |
| spellingShingle | Taddese Deti Tekle Ferede Dagne Tiruneh The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientations Asian-Pacific Journal of Second and Foreign Language Education Writing attitude Writing achievement goal orientation Writing apprehension Reflection-supported Writing performance Learning through reflection |
| title | The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientations |
| title_full | The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientations |
| title_fullStr | The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientations |
| title_full_unstemmed | The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientations |
| title_short | The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientations |
| title_sort | effect of reflection supported learning of writing on students writing attitude and writing achievement goal orientations |
| topic | Writing attitude Writing achievement goal orientation Writing apprehension Reflection-supported Writing performance Learning through reflection |
| url | https://doi.org/10.1186/s40862-023-00202-8 |
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