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http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3325| Título : | Peer Assessment of Online Posting to Improve Writing Descriptive Paragraph |
| Autor: | Lozano Zumba, Cristhel Esperanza |
| Correo electronico del autor: | cristhel.lozano@casagrande.edu.ec |
| Tutor(es): | Ramírez Ávila, María Rossana |
| Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis: | mramirez@casagrande.edu.ec |
| Palabras clave : | TESIS DE MAESTRÍA;WRITING DESCRIPTIVE PARAGRAPH;PEER ASSESSMENT |
| Ciudad: | Guayaquil |
| Fecha de publicación : | oct-2021 |
| Editorial: | Universidad Casa Grande. Departamento de Posgrado |
| Citación : | Lozano Zumba, Cristhel Esperanza. (2020). Peer Assessment of Online Posting to Improve Writing Descriptive Paragraph. Presented as Partial Fulfillment for the Degree of Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. Universidad Casa Grande. Departamento de Posgrado, Guayaquil. 23 p. |
| Codigo Interno : | Tesis;3488 |
| Resumen : | First, learning a second language like English is an essential feature worldwide due to its role as a common language in international relations in technology, education, science, business, and tourism (Rao, 2019a). In today's globalized world, educators' primary aim is to improve students’ English skills, such as writing, which is everyday use to enhance second language awareness (Tapia, 2020). Thus, writing is the crucial language skill learners need for their personal development and academic success (Mukululu, 2006 as cited in Rao, 2019b). However, this skill is recognized as the most difficult language one for students to learn (Buragohain & Wahdan, 2018; Tillema, 2012; Yahwang, 2010; Yusuf, 2019). Ariyanti (2016) described in his research that EFL students' difficulties in writing are differences of L1 and L2 like structural and grammatical terms and styles. Therefore, learners have to translate in order to maintain the sense of the text. In a like manner, White and Hall (2014, p.1) highlighted that "writing is often neglected in the early grades, even though data consistently show that many students struggle in this area". Consequently, it results in having learners who present complications to perform their writing skills in the future. Also, Fareed et al. (2016) stated that some of the problems which arise in writing are "incompetence in syntax, coherence, idea expansion, content selection, topic sentence, rhetorical conventions, mechanics, organization, lack of vocabulary, and inappropriate use of vocabulary" (p. 84). Previous studies pointed out some factors that affect students' writing, such as teacher's incompetence (Haider, 2012; Harmer, 2008), students' lack of interest (Harmer, 2008; Mo, 2012), methodological inappropriacy (Ahmad et al., 2013; Javed et al., 2013) and writing anxiety (Dar & Khan, 2015; Ho, 2016). |
| URI - Direccion electronica alterna: | http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3325 |
| Tipo: | masterThesis |
| Paginas: | 23 p. |
| Grado Academico: | Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés |
| Aparece en las colecciones: | Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| Tesis3488LOZp.pdf | 572.61 kB | Adobe PDF | Visualizar/Abrir | |
| Tesis3488CLAÚ.pdf | 516.92 kB | Adobe PDF | Visualizar/Abrir |
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