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L1 Use In L2 Writing: A Case Of Multilingual Undergraduates In A Basic Writing Course, Lal Bahadur Rana
L1 Use In L2 Writing: A Case Of Multilingual Undergraduates In A Basic Writing Course, Lal Bahadur Rana
All Graduate Theses, Dissertations, and Other Capstone Projects
The study entitled "L1 Use in L2 Writing: A Case of Multilingual Undergraduates in a Basic Writing Course" is a qualitative case study research carried out to find out the purposes for which undergraduate students use their L1s in an L2 Basic Writing course in the US university context, their perceptions regarding the effects of their use of L1s in L2 writing, and the ways they utilize their prior experience of writing academic essays while they are writing similar types of texts in L2. To these ends, the data were collected from the students enrolled in the Basic Writing course …
Multilingual Writers’ Perceptions And Use Of L1 In A U.S. Composition Class: A Case Study Of Nepalese Students, Shyam Bahadur Pandey
Multilingual Writers’ Perceptions And Use Of L1 In A U.S. Composition Class: A Case Study Of Nepalese Students, Shyam Bahadur Pandey
All Graduate Theses, Dissertations, and Other Capstone Projects
This thesis shares a qualitative study of multilingual student writers’ perceptions and attitudes toward the use of L1 (i.e., Nepali) in L2 (i.e., English) writing. The research questions include: 1) What are Nepalese students’ attitudes toward using their L1 in a first-year composition class in the U.S.? and 2) How do Nepalese undergraduate students in a U.S. composition class use their L1 for the research writing process? A case study research design was adopted to shed light on the lived experiences multilingual writers in U.S. university writing programs. Nepalese students were recruited from two multilingual sections of English 101 Composition …
Multilingual Students' Perceptions Of And Experiences With Instructor Feedback Methods In A U.S. First-Year Composition Class, Hong Thi Tuyet Vo
Multilingual Students' Perceptions Of And Experiences With Instructor Feedback Methods In A U.S. First-Year Composition Class, Hong Thi Tuyet Vo
All Graduate Theses, Dissertations, and Other Capstone Projects
While instructor feedback has generally been recognized as an essential factor in enhancing writing proficiency for multilingual writers, little known research has focused on students’ perceptions of and their experiences with different modes of instructor feedback. In addition, impacts of various feedback methods on students’ writing have remained debatable. This case study seeks to gain an in-depth understanding of the meaning and significance of three instructor feedback methods, namely written, oral, and audio-visual feedback, from students’ perspectives. Furthermore, it offers additional insights into the impacts of these three instructor feedback methods on students’ writing. To be more precise, this study …