SUMMARY/ANALYSIS

International-Student Survey About Writing Strategies

ESL-Program Assessment Plan

Jan. 22, 2002, Tim Conrad

 

This is a two-page summary/analysis of the AInternational-Student Survey About Writing Strategies,@ which was conducted as a part of the overall ESL-Program Assessment Plan during Fall Semester, 2000.  Accompanying this abstract is the detailed 12-page survey report and a copy of the actual survey administered to students.  Through the survey, the ESL Program wanted to hear from our students about how well prepared they were for college-level writing according to their past writing backgrounds and according to writing strategies they normally use to compose essays and other types of writing.  Thirty international students completed the three-page, short-answer survey.  All 30 were recent graduates of the ESL Program; 17 were attending an international section of English 1010, the first freshman writing course at WSU, while the other 13 were attending ESL 2610, a college-level Abridge@ writing course which serves as a prerequisite for English 1010.  The following is a brief summary and analysis of survey results.

Most of the 30 students reported having done similar kinds of formal and informal writing in the past.  Many had been classmates for more than one term at WSU. However, there were also great differences in terms of the number of previous years of study of English and writing (ranging from one to nine years).  Students had studied in many different countries and had entered the ESL Program at WSU at different times and program levels (Levels 1-4 and beyond).  Approximately two-thirds of the students said they liked to write in both their native language and in English.  However, their motivations for writing varied; some focused on career success, others on love of language learning, interest in informal or creative writing, or concern about doing well in school.  A significant number of the students, one third, said they did not like to write in either language.  Again, different reasons were expressed including lack of experience, lack of interest, inability to develop and organize ideas, or being forced to write in ways they did not personally enjoy.  Many students spoke about the challenge and difficulty of expressing ideas fluently in their second language, English.  Based on their personal writing backgrounds, it would probably be expected that students would vary greatly in the kinds of writing they produce as they begin their general education, major, and elective courses at WSU.

Almost all 30 students said that they planned, drafted, and revised their own papers.  However, students varied significantly in the ways they process their papers, mirroring one of the student=s comments: AI have >my own, private= ways of writing papers.@  For example, some students reported using a single planning strategy while others used a combination of strategies.  One student writes her paper in her native language first and then translates it into to English.  Another student uses information from the internet, friends, books, or newspapers.  Only 5 students said that they write just a single draft.  Most describe a variety of interesting ways they carry out multiple drafts, often combining revision & editing work, collaboration with tutors or other helpers, or utilization of computers, dictionaries, and other resources.  Students also described a variety of global as well as local kinds of revising and editing work they carry out on their papers.  Several students mentioned having learned how to revise their papers from their ESL course work.  However, a third of the students stated that they did not know how to write and revise their own papers, especially in terms of grammar and usage. 

Most students reported using print or computer resources to help them with their writing.  But, again, a great variety of resources and strategies were employed by the 30 students.  One preferred getting ideas from magazines and newspapers.  Another read books in order to see models of correct grammar.  Still another looked to the internet for easy access to information for his papers.  Most students said that computer programs and online internet sources helped them with their writing.  Two-thirds of students reported using a bilingual dictionary.  One-third avoided using a bilingual dictionary.  Only 4 students reported using a writing handbook as a resource for writing.  However, two-thirds of students reported using a variety of other reference books, including an English-English dictionary, writing textbooks, and grammar books.  Eight of 30 students described their word-processing skills as Aweak@ and did not think reading helped their writing partly because of the difficulties of understanding what they read.  Students have a lot to offer in terms of the interesting variety of ways they use resources to help them write.  At the same time, there are strong indications that using these resources can be challenging because they are still in the process of learning English as a second language.

Most students go to a variety of people primarily for help with fluency and grammar, indicating the demands students face in expressing their ideas in a new language.  Students reported going not only to teachers and tutors but others including Afriend, classmate, sister, wife, husband, family members, host family, and a retired teacher who is a friend.@  Two thirds of students said that they knew were to find help from tutors and that enough help was available.  However, one third expressed reservations, stating that there were not enough tutors available, that tutors were not available at the hours needed, or that some tutors were not very helpful.  

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ESL-Program Assessment Plan

University-wide Student Outcomes Assessment for Departments & Programs

Weber State University

Survey Results: 1-22-2002; Submitted by Tim Conrad

 

1. Introduction 

The University Committee on Assessment has recently been directing an assessment project which involves the collection of data on the impact of WSU university departments and programs on students, and the use of these data for informed decision-making.  In response to this university-wide assessment project, the ESL Program developed a plan to assess how well our students are prepared for general-education study in eight areas: 1) classroom-lecture listening skills, 2) reading & comprehending college textbooks, 3) college-level writing, 4) asking & answering questions, 5) classroom discussion skills, 6) understanding the dynamics of the American university classroom, 7) understanding American culture and society, and 8) demonstrating an understanding of college-level study habits and standards.

This report focuses on the third assessment area mentioned above: college-level writing.  The AInternational-Student Survey About Writing Strategies@ was developed to investigate A) our students= AWriting Backgrounds@ and also their writing strategies in the areas of B) APersonal Writing Strategies,@ C) AUse of Resources@ (e.g. books and computers), and D) AGetting Help From other People@ (e.g. tutors, classmates, and friends).  The survey draws from recent learning-strategy research about strategies successful learners use to develop their writing skills (Cohen, 1998; Macaro, 2001; Rubin & Thompson, 1994; ). Through the survey, we wanted to hear from our students about how well prepared they felt they were according to their past writing backgrounds and according to writing strategies they normally used to compose essays and other types of writing.  Thirty international students completed the three-page, short-answer survey during Fall Semester, 2000.  All 30 were recent graduates of the ESL Program; 17 were attending an international section of English 1010, the first freshman writing course at WSU, while the other 13 were attending ESL 2610, a college-level Abridge@ writing course which serves as a prerequisite for English 1010.

The following is a summary and discussion of survey results.

 

2. Results

 

A. Writing Backgrounds.  In section A of the survey, students were asked how long they had studied English in their home countries, the United States, and the ESL Program at Weber State University.  They were also asked what kinds of writing they had done in their native language and in English and whether they liked to write in their native language and in English.

Students varied greatly in the number of years they reported having studied English in their own countries.  Two students reported having studied English for 9 years (beginning in elementary school), 14 from 6-8 years (since middle school & high school), 10 from 1-4 years (high school), and 4 students reported not having studied English in their home countries.  Although many students reported a number of years of English study, the actual classroom hours of language-learning exposure may have been limited.  For example, a Korean and a South-American student both explained they only had a one-hour class per school day in middle school and high school.

Students also varied in the number of months or years they reported having studied English in the U.S. or another English-speaking country (e.g. Great Britain and Australia were mentioned): 3 students reported less than three months of English study, 9 from 3 months to 1 year, 8 for 1.5 years, 8 from 2-3 years, and 2 for 4 years.  Twenty of the students had studied English (ESL) only at WSU.  Because of their varied background, these 20 students began their ESL studies at WSU at differing language ability levels.  For Levels 1-4 (beginning through advanced) of the ESL Program, students take a full load of ESL classes.  Two levels can normally be completed in one semester (about 8 weeks per level).  Of the 30 survey respondents, 6 reported having begun at Level 1, 8 at Level 2, 5 at Level 3, six at Level 4, and five with one of the part-time Abridge@ courses beyond Level 4.  Consequently, the 6 students who had begun at Level 1 had studied ESL at WSU for at least 2 semesters (9 months), while those who had started at Level 4 had studied ESL for 3 months or slightly longer (perhaps having also taken one of the college-level ESL bridge courses).

Students did not report major differences between the kinds of writing they had done in their native language and what they had done in English.  For both languages almost all students, 25, listed having done a variety of essays, reports, stories, journals, and poetry.

However, some students wrote more extensive comments comparing the kind of writing they commonly did in school with what they did outside school for both home-country and for ESL writing in the U.S.  For example, 3 students spoke about their home-country, native-language writing experiences:

ALittle bit in formal style in school situations.@

AOutside schoolBpoetry.@

AJournals outside school, papers in school.@

One student wrote a specific explanation about why his home-country writing was more literary or creative:

I wrote essays, journals, and novels because in my country my major was Korean Literature.@

 

Four students compared their in/outside school writing in ESL at WSU:

AIn school, I=ve done essays, journals, reports.  Otherwise, I=ve done poetry and lyrics outside of school.@

AI write the essays, journals and book reports in the classes and I usually write to my friends outside of school.@

AA lot of essays, journals, reaction notes, but not much poems and plays.@

AI always write essays for my homework, and I don=t write for other except school and e-mail.@

For both home-country and WSU contexts, almost all students described in-class writing as more formal and outside-school writing as more informal or creative.

Students were also asked if they liked to write in their native language, and they responded as follows: yes (21), no (8), and with a qualification (1).  For those who responded Ayes,@ they mentioned a greater ease of specific, meaningful, and creative written communication in their native language.  Here are representative comments:

AYes, it=s easier to describe my feelings and thoughts in my native language.@

AYes, because I can express my feelings or opinions more correctly.@

AYes, because if I use my native language, I can explain more detail and specific than English.@

AYes, it is easier to find the right words.@

AYeah!  Because I can play with it.@

Students responding negatively explained that they didn=t like to write or were not proficient in writing in either language (native language or English) or that they needed to concentrate on writing in English since they were studying in the United States.  Here are their comments:

ANot really now because I keep forgetting Japanese, and I don=t write anymore much, so I can=t make sentence.@

ANo!  I do not know how to write it.@

ANo, I don=t.  Because I=m not a good writer in my native language, and I think my native language is harder than English.@

ASometimes also it same my writing in English, poor ideas.@

ANo.  Because I would rather to read.@

AYes or not because it doesn=t make any difference.@

ANo because I don=t like writing.@

ANo. Because I have to learn English writing skill.@

One student explained that he preferred a particular type of writing:

AIt depend what kind of writing.  I like to write diary.  Because it will be interesting when I read it after.@

Fewer students, 19, said that they liked to write in their second language, English, although this was still a majority responding in the affirmative.  Six students did not like writing in English and 5 were ambivalent.  For those responding Ayes,@ they explained that they needed English writing skills to succeed at WSU or in their future careers or that it was fun to learn a new language through writing.  Here are representative comments:

AYes, I do.  Because I have to learn English writing skill.@

AYes, because I can express what I feel and what I=m learning and understanding.@

AYes, help me understand and use English more often.@

AYes, because I love this language.@

AYes, I like because it is a new language!@

AYes, I want to learn how to express my opinions.@

AYes, I like it better than Japanese because most of the time I am using English, so my brain got used to it.  Also, every time I write papers, I use at least new word.  It makes me gain vocabulary and grammar skills.  It seems like I=m improving every time.@

AYes, because it=s also fun to write down my own idea using another language.@

AIt is good for my future career.@

Students responding negatively explained that writing in English takes too long, makes communication difficult, or is a required activity that they don=t enjoy or that stifles creativity:

ANo, I don=t because it takes long time.@

ANot very much because I can=t explain my opinion to American very well.@

ANo, I don=t like writing.@

ANo!  The reason doesn=t matter which use my native language or not.  If I can write anything I want, I would say yes.@

Students responding ambivalently further commented on the difficulty of writing in itself, writing in English as a second language, or writing about topics that are not personally interesting:

ASometimes.  When the topic is one of my interests,  I like to write it.@

ASo-So, because sometimes I like to write but also sometimes the writing in English makes me feel difficult.@

AYes, I do because I want to learn more and more but I don=t like to write when I get stuck in writing.@

ASometimes, but it=s hard to translate my native language and English.@

A final survey question in this section asked, ADo you have other comments about your writing background?@  Twelve of the 30 students answered this question, commenting in a variety of ways, some expressing confidence in their writing interest and ability, others in their lack of interest or ability in writing in any language and need for more practice, and still others who described the type of writing they had done (or had not been exposed to) in the U.S. or their home countries.  Here are their comments:

AI=ve always loved to write.@

ANo, I don=t like writing in both of Korean and English.  Because I need more practice of writing skill and I can=t write anything very well.@

AIn my native language, I don=t need to write a lot.@

AI haven=t tried to write something by myself very much.@

AI would like to learn to write better than most Americans.  I would love to write well enough to write poetry.@

AI didn=t learn about writing in my school days in Japan very much.  So I don=t know how to write essay very well.@

AI think I need more experience and situation to being familiar with English.@

AToo many grammar errors.@

AIt=s easy for me to organize ideas.@

AMost of my Ogden High School classes did required reading, writing.  Also I took Honor English in H.S., so lots of writing such as essay, annotation, short stories.  But honestly, I don=t like doing writing assignments; yet I like keep a journal.  I writing on my own way, and whenever I want to.@

 

 

Summary/Analysis: The 30 international students of this survey were all recent graduates of the ESL Program at WSU.  Most reported having done similar kinds of formal and informal writing in the past.  Many had been classmates for more than one term at WSU. However, there were also great differences in terms of the number of previous years of study of English and writing (ranging from one to nine years).  Students had studied in many different countries and had entered the ESL Program at WSU at different times and program levels (Levels 1-4 and beyond).  Approximately two-thirds of the students said they liked to write in both their native language and in English.  However, their motivations for writing varied; some focused on career success, others on love of language learning, interest in informal or creative writing, or concern about doing well in school.  A significant number of the students, one third, said they did not like to write in either language.  Again, different reasons were expressed including lack of experience, lack of interest, inability to develop and organize ideas, or being forced to write in ways they did not personally enjoy.  Many students spoke about the challenge and difficulty of expressing ideas fluently in their second language, English.  Based on their personal writing backgrounds, it would probably be expected that students would vary greatly in the kinds of writing they produce as they begin their general education, major, and elective courses at WSU.

 

B. Personal Writing Strategies: What you can do by yourself.  There were four questions in this section.  The first asked if students planned their papers before writing them.  All 30 students said that they planned their papers before writing them.  Eight students mentioned a single planning strategy such as mapping or webbing, brainstorming, outlining, listing, or translating.  Here are some characteristic responses:

AYes, I do.  Before I write it, I always thought of the brainstorm about it first.@

AI usually make a outline about my topic.@

AI write a list of ideas for my papers.@

((one student drew a web diagram showing a large circle for the main idea and three circles connected with lines showing supporting points 1, 2, and 3.))

AI write my work in my native language and after translate to English.@

Fourteen students described a combination of essay-planning strategies, rather than just one, for example:

AI plan my paper by outlining, then do the research on the subject and finally write the paper.@

AUsually I ask myself questions about topic, but I make and outline and list of ideas when I write 3-4 pages essays.@

AYes, I plan the type of paper, topics.  Then I make a list of ideas and an outline.@

AIt depends.  Sometimes I use mapping, sometimes I just brainstorm.@

ABrainstorming, develop and outline, I look for personal experiences, my opinion.@

Eight students referred to resources which helped them to plan or commented on the necessity to allow for feelings, thinking time, and problems.  Here are representative responses:

AI having information from Internet, or friend, or book, or newspapers.@

AI always calm myself down before I write and I sometimes will do some reading for my paper.@

AUsually I just read the topic a couple of days before writing it and I ponder it.  I write some ideas down and then compose an essay.@

AFirst I will think about the topic.  Then I=ll going to find something information related with the topic.@

A1. Get the point of the assignment.  2. Think about my topic and write outline.@

AYes, I do plan it.  Sometimes write list of idea but it not working sometimes.@

A second question in this section asked students how many drafts they write before completing a paper.  Five students reported writing a single draft; 5 others did two drafts; 8 carried out several drafts.  Ten students described a variety of other things they tried to accomplish while writing their various drafts, for example:

AI usually write 2 times and correct grammers and spellings.@

AI write one only but I read it next day (aloud!) So that I can hear some mistakes and it=s easier to notice what this essay lacks.@

AWrite in the computer, then go to a tutor to correct the grammar, then rewrite it.@

AI usually just write one simple draft before my final paper, and then I will get more ideas to expand my first simple draft.@

AUsually write a paper one time and check my grammar and spelling.  If I have a time, I go to tutoring to check it.@

Two students related problems they encountered while drafting:

ASometimes I cannot find correct words or sentences to use in my assignments.@

AI usually re-write because I know that my writing in English is not good so, I need to make it up.@

A third question in this section asked students if they revised their own papers?  Only 3 students reported that they did not.  Eleven students specifically reported checking vocabulary, grammar, and spelling.  Two students said they went to a tutor for help; for example, one of these students wrote, AWhen I revise to my papers, I usually get a help from ESL writing tutor (check grammar, vocabulary, reorganize sentences).  The remaining 14 students reported a variety of other kinds of revising strategies.  Here are some representative examples:

ASometimes I have to changes ideas, erase many words, changes words.@

AAll kinds of changes, I add and change ideas, examples etc. as the paper develops.@

AAfter done the first draft, I read my writing and fix some spellings, grammar, and make sentences smooth.@

AEspecially when I have the big homework and when I think that my paper is really not good.@

AI add some ideas before I finish with and see the volume in each paragraphs.@

AAdd new idea or extract unreasonable ideas or examples, get a tutor to find grammatical mistakes.@

AI usually just add more sentences or shorten it if it seems to me that I rambled too much.@

The last question in this section asked students if they knew how to write and revise their own papers.  Ten students said Ano.@  Several gave explanations, for example:

ANo, because mostly when I finish my paper, I always think that=s perfect because I can=t find the mistake by myself@

AI=m not sure how to revise paper, if I can=t get a help from tutor.  Especially at the part to check correct grammar and usages.@

ANo, I don=t because I need somebody who knows because I not sure everything in English.@

AI don=t think I do because I=ve never tried to fix or revise myself.  I just go to someone who can fix and I just retype them.@

AI take to writing tutor or take to my friends.@

Twenty-one students said they knew how to revise their papers.  Here are some characteristic responses:

AYes. Because I learned in this class, but I forgot, so I need to read textbook again.@

AI do, but I usually ask somebodys else opinion.@

AYes, I do revise my own paper by checking spells, grammar and reorganize sentences or paragraphs.@

AYes, but I feel better if I use a tutor like  I was taught in my ESL classes.@

AYes, I do because I learned how to write papers when I was in Level 3 and 4.@

AYes, I learn from the book.  The book tells us how to write and revise paper.@

AI studied English by myself so I have >my own, private= ways of writing papers.  This lets me think that I know how to write.  Also I=ve read lots of books in English and this helps out a lot.@

AUsing tutor, grammar and spell checker, dictionary.@

 

 

Summary/Analysis: Almost all 30 students said that they planned, drafted, and revised their own papers.  However, students varied significantly in the ways they process their papers, mirroring one of the student=s comments: AI have >my own, private= ways of writing papers.@  For example, some students reported using a single planning strategy while others used a combination of strategies.  One student writes her paper in her native language first and then translates it into to English.  Another student uses information from the Internet, friends, books, or newspapers.  Only 5 students said that they write just a single draft.  Most describe a variety of interesting ways they carry out multiple drafts, often combining revision & editing work, collaboration with tutors or other helpers, or utilization of computers, dictionaries, and other resources.  Students also described a variety of global as well as local kinds of revising and editing work they carry out on their papers.  However, a third of the students stated that they did not know how to write and revise their own papers, especially in terms of grammar and usage.

 

C. Use of Resources: What you can do through the help of books and computers.  The first question in this section asked students what kind of reading they do and whether they think it influences their writing.  Nine students responded by mentioning a variety of types of materials they read: newspapers, magazines, novels, textbooks, Internet articles.  Thirteen students also mentioned such reading materials and also explained ways they felt such reading positively influenced their writing.  Here are some characteristic responses:

AI read biographies, magazines newspapers, etc., cause you see the ideas and many ways on how to write a paper.@

AYES, definitely influences my writing.@

AI sometimes read book and try to understand what kind of grammar is right and check the vocabulary.@

AAll of them, newspapers, magazines, science books or articles help me to find theme, main idea, new words.@

AI read novels, stories, nice Internet articles, newspapers and magazines.  I=m positive this helps out my language.  This influenced the enhancement of my vocabulary and grammar constructions (nice sentences, there I learned about negative inversion, etc.).@

AI like to read magazines which are about movies and social issues.  And, I think my reading is really important to write my papers.@

AWith reading I get knowledge, ideas, creativity for writing.@

ASometimes I find my ideas from other writers.@

AReading helps you to increase your vocabulary, grammar, etc.@

Eight students held mixed feelings about whether reading might help their writing or language development, or reported reading had no helpful influence.  Here are some representative examples

:AI read articles, books and textbooks.  They do not influence my writing yet.  But they are good to learn grammor.@

AI read newspaper, magazines.  I think they are helps few, not a lot.@

ANovel, books.  I don=t know! I usually read novels, magazines but I=m not sure what influences I get from them.@

AI read novels, newspapers, magazines.  I don=t think so.  Because of even I read them.  I usually don=t use a dictionary so I understand half of them.