Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance

The process of revision and its essential role in the writing process is universally known. However, students have continuous problem in writing and especially in revising. Practitioners believe that the main problem is lack of instructional attention on revision strategies focused on content and au...

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Main Author:	Piya, Hadis
Format:	Thesis
Language:	English English
Published:	2010
Subjects:	English language - Rhetoric. English language - Writing - Study and teaching - Malaysia. English language - Study and teaching - Foreign speakers.
Online Access:	http://psasir.upm.edu.my/id/eprint/19557/1/FPP_2010_19_F.pdf
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id	my-upm-ir.19557
record_format	uketd_dc
spelling	my-upm-ir.195572013-03-21T09:19:57Z Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance 2010-03 Piya, Hadis The process of revision and its essential role in the writing process is universally known. However, students have continuous problem in writing and especially in revising. Practitioners believe that the main problem is lack of instructional attention on revision strategies focused on content and audience awareness in classrooms, and students’ not setting any clear goals to follow while writing and revising although they are both described as goal‐directed process in cognitive model of composition writing. The purpose of this study was to figure out the effects of revising goals focused on content and audience awareness on aspects of essay writing (i.e., Task Response (TR), Cohesion and Coherence (CC), Lexical Resource (LR), and Grammar Range and Accuracy (GRA)), and overall writing performance of EFL learners. Based on their writing performance in the pretest, all 26 students were systematically assigned to two different goal conditions: a General Goal (GG, that was to improve the essay in general); and a Content plus Audience Awareness Goal (CAG, that was to improve the essay focusing on content and organization of ideas, and communication with the intended audience). After six treatment sessions (within six weeks), they were given a writing test as the posttest. Final drafts of essays in both pretest and posttest were scored for aspects of essay writing and for overall writing performance. As a result of the treatment, students in CAG condition managed to write essays with significantly higher quality compared to students in GG condition (t = 2.137, p = .043). Moreover, those in C*AG condition improved their essays significantly in all aspects of essay writing (t = 6.503, 5.894, 6.936, 5.744, and p = .000 for TR, CC, LR, and GRA respectively) while students’ essays in GG condition scored higher in terms of TR (t = 2.930, p = .013) and GRA (t = 2.713, p = .019) only. Based on the results, it is recommended for English writing teachers to consider revision strategies that focus on content and audience awareness in teaching writing and revising since such strategies can lead students to better performance in all aspects of essay writing. English language - Rhetoric. English language - Writing - Study and teaching - Malaysia. English language - Study and teaching - Foreign speakers. 2010-03 Thesis http://psasir.upm.edu.my/id/eprint/19557/ http://psasir.upm.edu.my/id/eprint/19557/1/FPP_2010_19_F.pdf application/pdf en public masters Universiti Putra Malaysia English language - Rhetoric. English language - Writing - Study and teaching - Malaysia. English language - Study and teaching - Foreign speakers. Faculty of Educational Studies English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
topic	English language - Rhetoric. English language - Writing - Study and teaching - Malaysia. English language - Study and teaching - Foreign speakers.
spellingShingle	English language - Rhetoric. English language - Writing - Study and teaching - Malaysia. English language - Study and teaching - Foreign speakers. Piya, Hadis Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance
description	The process of revision and its essential role in the writing process is universally known. However, students have continuous problem in writing and especially in revising. Practitioners believe that the main problem is lack of instructional attention on revision strategies focused on content and audience awareness in classrooms, and students’ not setting any clear goals to follow while writing and revising although they are both described as goal‐directed process in cognitive model of composition writing. The purpose of this study was to figure out the effects of revising goals focused on content and audience awareness on aspects of essay writing (i.e., Task Response (TR), Cohesion and Coherence (CC), Lexical Resource (LR), and Grammar Range and Accuracy (GRA)), and overall writing performance of EFL learners. Based on their writing performance in the pretest, all 26 students were systematically assigned to two different goal conditions: a General Goal (GG, that was to improve the essay in general); and a Content plus Audience Awareness Goal (CAG, that was to improve the essay focusing on content and organization of ideas, and communication with the intended audience). After six treatment sessions (within six weeks), they were given a writing test as the posttest. Final drafts of essays in both pretest and posttest were scored for aspects of essay writing and for overall writing performance. As a result of the treatment, students in CAG condition managed to write essays with significantly higher quality compared to students in GG condition (t = 2.137, p = .043). Moreover, those in C*AG condition improved their essays significantly in all aspects of essay writing (t = 6.503, 5.894, 6.936, 5.744, and p = .000 for TR, CC, LR, and GRA respectively) while students’ essays in GG condition scored higher in terms of TR (t = 2.930, p = .013) and GRA (t = 2.713, p = .019) only. Based on the results, it is recommended for English writing teachers to consider revision strategies that focus on content and audience awareness in teaching writing and revising since such strategies can lead students to better performance in all aspects of essay writing.
format	Thesis
qualification_level	Master's degree
author	Piya, Hadis
author_facet	Piya, Hadis
author_sort	Piya, Hadis
title	Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance
title_short	Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance
title_full	Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance
title_fullStr	Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance
title_full_unstemmed	Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance
title_sort	effects of content and audience awareness goals for revision on efl learners' writing performance
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Educational Studies
publishDate	2010
url	http://psasir.upm.edu.my/id/eprint/19557/1/FPP_2010_19_F.pdf
_version_	1747811410841174016

Effects of Content and Audience Awareness Goals for Revision on EFL Learners' Writing Performance

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