Does Practice Improve Writing Performance: A Case Study in Taiwan
Higher Education Research
Volume 2, Issue 2, April 2017, Pages: 31-34
Received: Dec. 23, 2016;
Accepted: Jan. 10, 2017;
Published: Feb. 20, 2017
Views 2936 Downloads 96
Shan-Shan Kung, The Department of English Studies, Ming-Dao University, Zhanghua, Taiwan R.O.C.
Follow on us
Modern society is highly globalized, making English extraordinarily important in almost all aspects. Taiwan is inevitably affected by this trend because the use of English has been deeply involved in many activities such as economic transactions, textbook translations, development of new techniques, and exchanges of agricultural commodities. The study aims to explore whether students improve their writing skills from the class taught and from intensive practices. To achieve this goal, this study develops a multivariate regression model to evaluate the potential influences of important factors on writing performance. The result could be useful to faculty in class teaching and recruiting process of companies because the influences of crucial factors are quantitatively measured. The data is randomly selected from the university records and the result shows that the data fits the model well. The results indicate that student coming from northern Taiwan do not perform as well as students coming from other regions. However, their improvement in writing skills is much better. Male students perform worse than female students because their strengths in logic is outweighed by the weakness in organization and structuring skills.
College Students, English Writing, Exam Score, Taiwan
To cite this article
Does Practice Improve Writing Performance: A Case Study in Taiwan, Higher Education Research.
Vol. 2, No. 2,
2017, pp. 31-34.
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
N. Modiano, “Linguistic imperialism, cultural integrity, and EIL,” ELT Journal, 2001, 55 (4), 339-346
T. L. Harris and R. E. Hodges, (Eds.). The literacy dictionary: The vocabulary of reading and writing, 1995, Newark, DE: International Reading Association.
B. Street, Literacy in theory and practice, Cambridge: Canbridge University Press, 1995.
R. L. Venezky, D. A. Wagner, and B. S. Ciliberti, (Eds.), Toward defining literacy. Newark, DE: International Reading Association, 1990.
J. Gee, “Learning language as a matter of learning-social languages within discourses”, Paper presented to the annual meeting of the American Educational Research Association, Montreal, Canada, 1999.
N. Fairclough, Critical discourse analysis: The criticalstudy of language. London: Longman, 1995.
E. A. Hanushek, "The economics of schooling: production and efficiency in the public schools," Journal of Economic Lierature, 1986, XXIV (3): 1141-78.
D. G. Dan and J. B. Dominic, “Evaluating the effect of teacher degree level on educational performance.” Reports-Evaluative/Feasibility(142), 1996.
D. H. Monk and J. King, “Multi-level teacher resource effects on pupil performance in secondary mathematics and science: the role of teacher subject matter preparation.” In R. G. Ehrenberg, ed., Choices an Consequences: Contemporary Policy Issues in Education, 1994, pp. 29–58. Ithaca, NY: ILR Press.
R. G. Ehrenberg. and D. J. Brewer, “Do school and teacher characteristics matter? Evidence from High School and Beyond”, Economics of Education Review, 1994, 13 (1): 1-17.