Bibliographic Details
| Title: |
Facilitating the Development of Advanced L2 Academic Writing. |
| Authors: |
Christopher, Adam1 |
| Source: |
JALT Postconference Proceedings. 2024, Issue 2023, p96-102. 7p. |
| Subject Terms: |
*Academic discourse, *College students, Self-efficacy, Self-perception, English language |
| Abstract (English): |
This paper focuses on first-year university students' perceptions of their L2 self-concept and self-efficacy in English academic writing. Data were collected at a Japanese university through 16 learning journals. Student L2 self-concept included positive, mixed, and negative selfconcept descriptions, as well as stories of change. Grades, the learning environment, and social comparisons were all included in students' descriptions. Students' self-efficacy in their academic writing reflected a developmental stage. Students who reported higher levels of positive, emerging self-efficacy described feelings of ease when writing in academic settings. Students who reported low self-efficacy stated that academic writing was unfamiliar to them and that they required more guidance and feedback. Negative L2 self-concept appeared to be more associated with low self-efficacy in academic writing. The findings suggest that positive L2 self-concept can aid in the development of self-efficacy in English academic writing. [ABSTRACT FROM AUTHOR] |
| Abstract (Japanese): |
本論では、英語のアカデミック・ライティングする日本の大学 1 年生の L2 自己概念と自己効力感についての認識を調査し た。16 の学習日誌を通じ 収集されたデータによると、学生の L2 の自己概念には、肯定的、混合的、否定的な説明と、変化の記 述が見られ、そのすべてに成績、学習環境、社会的比較が含まれていた。 アカデミック・ライティングに対する学生の自己効力 感は、発達段階を反映し、より高いレベルの肯定的な自己効力感を報告した学生は、学術的な環境で文章を書くのが楽だと述 べた。一方、自己効力感が低いと報告した学生は、アカデミック・ライティングには馴染みがなく、より多くの指導とフィードバッ クが必要であると述べた。L2 の否定的な自己概念は、アカデミック・ライティングにおける自己効力感の低さと関連しているよ うだ。 結果は、肯定的な L2 自己概念が、英語での論文作成における自己効力感の発達に役立つことを示唆している。 [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
