EFL students perception and practices of collaborative writting in tertiary academic writting classrooms
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: EFL students perception and practices of collaborative writting in tertiary academic writting classrooms
EFL students perception and practices of collaborative writting in tertiary academic writting classrooms
MINISTRY OF EDUCATION AND TRAININGQUY NHON UNIVERSITYTRAN THT MY HAOEFT. STUDENTS* PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING LN TERTIARY ACAD EFL students perception and practices of collaborative writting in tertiary academic writting classrooms DEMIC WRITING CLASSROOMSField: I henry and Methodology of English Language l eachingCode:8140111Supervisor: Assoc.Prof.Dr . Nguyen Thi Thu HienBỘ GIÁO DỤC VÀ ĐÀO TẠOTRƯỜNG ĐẠI HỌC Ql Y NHƠNTRẰN THỊ MỸ HAONHẶN THÚC VÀ VIỆC THỤC HÀNH VTÉT LUẬN THEO NHÓM CỦA STNH VIÊN Ờ BẬC ĐẠT HỌCNgành: Lý luận và phư EFL students perception and practices of collaborative writting in tertiary academic writting classrooms ong pháp dạy học bộ môn tiếng Anh Mà số:8140111Người hướng dẫn: PGS.TS Nguyễn Thị Thu HiềnDECLARATION OF AUTHORSHIPThe thesis, entitled "EFL Students9EFL students perception and practices of collaborative writting in tertiary academic writting classrooms
Perceptions and Practices of Collaborative Writing in Tertiary Academic Writing Classrooms” was conducted under (he supervision of Assoc.Prof.Dr. NguMINISTRY OF EDUCATION AND TRAININGQUY NHON UNIVERSITYTRAN THT MY HAOEFT. STUDENTS* PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING LN TERTIARY ACAD EFL students perception and practices of collaborative writting in tertiary academic writting classrooms ort. 1 have used no materials other than those listed in the references. No other person’s work has been used without due acknow ledgement in the main text of the thesis. Also, this thesis has not been partly or fully submitted for the aw ard of any other degree or diploma.Binh Dinh. 2022I ran Thi M EFL students perception and practices of collaborative writting in tertiary academic writting classrooms y 1 lao JiiACKNOWLEDGMENTSThe birth of this thesis was not only my own attempt but also benefited from invaluable assistance from organizations and inEFL students perception and practices of collaborative writting in tertiary academic writting classrooms
dividuals, which 1 received throughout the whole process, to whom I would like to express my sincere thanks.Firstly, I would like to express my deepesMINISTRY OF EDUCATION AND TRAININGQUY NHON UNIVERSITYTRAN THT MY HAOEFT. STUDENTS* PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING LN TERTIARY ACAD EFL students perception and practices of collaborative writting in tertiary academic writting classrooms gement, and infinite patience. Without her taking precious lime to give the instruction, the successful completion of this study work would not have been possible.Secondly. I want to send my thankfulness to all the lecturers that taught me throughout my M.A course for their sensible and professional EFL students perception and practices of collaborative writting in tertiary academic writting classrooms advice, which totally helped me to overcome all the difficulties.Thirdly, 1 would like to extend my special thanks to Quy Nhon University, Post-graduEFL students perception and practices of collaborative writting in tertiary academic writting classrooms
ate Department, and Foreign Languages Department for the administrative assistance.My sincere thanks are also to the instructor, M.A. Tran Thi Da ThaoMINISTRY OF EDUCATION AND TRAININGQUY NHON UNIVERSITYTRAN THT MY HAOEFT. STUDENTS* PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING LN TERTIARY ACAD EFL students perception and practices of collaborative writting in tertiary academic writting classrooms itative and quantitative data to conduct this study.Last but not least. I was blessed to have my beloved family and friends accompany me on this journey. Their support and continuous encouragement throughout the course and the study of this thesis did give me strength and a great source of inspirati EFL students perception and practices of collaborative writting in tertiary academic writting classrooms on.iiiABSTRACTThis study aimed to investigate EFL students* perceptions and practices regarding collaborative writing in tertiary academic writing claEFL students perception and practices of collaborative writting in tertiary academic writting classrooms
ssrooms. To fulfill the aim. the study was carried out at Quy Nhon University with the enthusiastic participation of 120 third-year English Language mMINISTRY OF EDUCATION AND TRAININGQUY NHON UNIVERSITYTRAN THT MY HAOEFT. STUDENTS* PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING LN TERTIARY ACAD EFL students perception and practices of collaborative writting in tertiary academic writting classrooms oth quantitatively and qualitatively. The findings of the study revealed that the students* perceptions regarding the use of collaborative writing in writing classrooms were highly positive. Specifically, they were in favor of the use of collaborative writing in writing classrooms as it significantl EFL students perception and practices of collaborative writting in tertiary academic writting classrooms y contributed to improving their writing performance, motivation, and critical thinking. As for students* practices regarding collaborative writing, tEFL students perception and practices of collaborative writting in tertiary academic writting classrooms
hey followed the writing procedure, which consists of three main stages in general (Pre-writing. Whilewriting. and Post-writing). However, some slightMINISTRY OF EDUCATION AND TRAININGQUY NHON UNIVERSITYTRAN THT MY HAOEFT. STUDENTS* PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING LN TERTIARY ACAD EFL students perception and practices of collaborative writting in tertiary academic writting classrooms llaborative writing as they perceived, there was still a gap between students' perceptions and their classroom practices regarding the level of involvement in the collaborative writing among group members, the time allocated for proofreading and editing the final draft, and the overuse of mother lon EFL students perception and practices of collaborative writting in tertiary academic writting classrooms gue during the discussion.ivT ABLE OF C OM ENTSDECLARATION OF AUTHORSHIP................................................iACKNOWLEDGMENTS..............EFL students perception and practices of collaborative writting in tertiary academic writting classrooms
...........................................iiMINISTRY OF EDUCATION AND TRAININGQUY NHON UNIVERSITYTRAN THT MY HAOEFT. STUDENTS* PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING LN TERTIARY ACADMINISTRY OF EDUCATION AND TRAININGQUY NHON UNIVERSITYTRAN THT MY HAOEFT. STUDENTS* PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING LN TERTIARY ACADGọi ngay
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