The Writers’ Workshop Impact to the Writing of English Foreign Language (EFL) Learner in Indonesia
Keywords:
Writer's workshop, mini-lesson, peer editing, drafting, revising
Abstract
The research delved into assessing the impact of the Writers' Workshop approach on the English writing proficiency of students exhibiting diverse writing abilities. The Writers' Workshop is an instructional method that prioritizes cultivating students' writing skills through a sequence of imaginative and reflective activities. Within this approach, students are empowered to become active writers, granted the freedom to explore their ideas, craft their own manuscripts, and engage in collaborative efforts with their peers. In Riau, Indonesia, thirty-five students (19 females and 16 males) participated in English writing instruction grounded in the Writers' Workshop framework. This intervention occurred once a week for a continuous sixteen-week period. As part of the evaluation, students were tasked with composing an opinion essay as both a pre-test and post-test to gauge their writing proficiency. Notably, there was a significant improvement in the writing results across all groups, each displaying distinctive outcomes. The advanced group exhibited more pronounced benefits compared to the intermediate and novice groups, evident in the content of their essays. This disparity underscores the effectiveness of the Writers' Workshop approach, particularly in catering to varying skill levels. The positive strides observed in the students' writing abilities signify the potential of this method to foster holistic development in English writing skills, emphasizing the importance of tailored approaches in heterogeneous learning environments.
References
Al-hroub, A., Shami, G., & Evans, M. (2017). The impact of the ‘ writers ’ workshop ’ approach on the L2 English writing of upper-primary students in Lebanon. The Language Learning Journal, 0(0), 1–13. https://doi.org/10.1080/09571736.2016.1249394
Al-Hroub, A., Shami, G., & Evans, M. (2019). The impact of the ‘writers’ workshop’ approach on the L2 English writing of upper-primary students in Lebanon. Language Learning Journal, 47(2), 159–171. https://doi.org/10.1080/09571736.2016.1249394
Astika, G. G. (1993). Analytical Assessments of Foreign Students’ Writing. RELC Journal, 24(1), 61–70. https://doi.org/10.1177/003368829302400104
Atkinson, D. (2003). Writing and culture in the post-process era. Journal of Second Language Writing, 12(1), 49–63. https://doi.org/10.1016/S1060-3743(02)00126-1
Bacha, N. N. (2002). Developing learners’ academic writing skills in higher education: A study for educational reform. Language and Education, 16(3), 161–177. https://doi.org/10.1080/09500780208666826
Badger, R., & White, G. (2000). A process genre approach to teaching writing. http://eltj.oxfordjournals.org/
Bayer, R. A. (1999). The Effects of a First Grader’s Participation in a Writer’s Workshop On Their Ability To Become More Confident and More Descriptive Writers.
Calkins, L. (1994). The Art of Teaching Writing. https://www.heinemann.com/products/08809.aspx
Calkins, L. (2007). UNITS OF STUDY in Opinion, Information, and Narrative Writing Grade 2 Sampler.
Call, M. E., Hadley, A. O., & Rieken, E. (1994a). Teaching Language in Context. The Modern Language Journal. https://doi.org/10.2307/329265
Call, M. E., Hadley, A. O., & Rieken, E. (1994b). Teaching Language in ContextTeaching Language in Context Workbook. The Modern Language Journal. https://doi.org/10.2307/329265
Carson, J. G., & Nelson, G. L. (1996). Chinese Students’ Perceptions of ESL Peer Response Group Interaction. Journal of Second Language Writing, 5(1), 1–19. https://doi.org/10.1016/S1060-3743(96)90012-0
Christopher, N., Ewald, M., & Giangrasso, S. (2000). IMPROVING INADEQUATE WRITERS.
Clark, I. L. (2019). Concepts in Composition: Theory and Practices in the Teaching of Writing (3rd Edition). https://www.routledge.com/Concepts-in-Composition-Theory-and-Practices-in-the-Teaching-of-Writing/Clark/p/book/9781138088658
Clippard, D., & Nicaise, M. (1998). Efficacy of writers’ workshop for students with significant writing deficits. Journal of Research in Childhood Education, 13(1), 7–26. https://doi.org/10.1080/02568549809594723
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2010). Progress feedback effects on students’ writing mastery goal, self-efficacy beliefs, and performance. Educational Research and Evaluation, 16(1), 53–74. https://doi.org/10.1080/13803611003711393
Dyer, B. (1996). L1 and L2 composition theories: Hillocks’ ‘environmental mode’ and task-based language teaching. ELT Journal, 50(4), 312–317. https://doi.org/10.1093/elt/50.4.312
ERIC - EJ1077107 - The Effect of Using Writer’s Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt, English Language Teaching, 2013. (n.d.).
Fernsten, L. A., & Reda, M. (2011). Helping students meet the challenges of academic writing. Teaching in Higher Education, 16(2), 171–182. https://doi.org/10.1080/13562517.2010.507306
Fletcher, R., & Portalupi, J. (2004). Teaching the Qualities of Writing by Ralph Fletcher, JoAnn Portalupi. https://www.heinemann.com/products/e00629.aspx
Glover, S. (2010). Cohort-based supervision of postgraduate creative writers: The effectiveness of the university-based writers’ workshop. New Writing, 7(2), 123–136. https://doi.org/10.1080/14790726.2010.482670
Graham; Steve; Harris; Karen R. (n.d.). Prevention and Intervention for Struggling Writers. - PsycNET.
Graham, S., & Harris, K. R. (1989). Components Analysis of Cognitive Strategy Instruction: Effects on Learning Disabled Students’ Compositions and Self-Efficacy. Journal of Educational Psychology, 81(3), 353–361. https://doi.org/10.1037/0022-0663.81.3.353
Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207–241. https://doi.org/10.1016/j.cedpsych.2004.08.001
Graves, D. H. (1983). Writing: Teachers and Children at Work. https://eric.ed.gov/?id=ED234430
Hachem, A., Nabhani, M., & Bahous, R. (2008). ‘We can write!’ the writing workshop for young learners. Education 3-13, 36(4), 325–337. https://doi.org/10.1080/03004270701651761
Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support. American Educational Research Journal, 43(2), 295–340. https://doi.org/10.3102/00028312043002295
Helsel, L., & Greenberg, D. (2007). Helping Struggling Writers Succeed: A Self-Regulated Strategy Instruction Program. The Reading Teacher, 60(8), 752–760. https://doi.org/10.1598/rt.60.8.5
Huang, S. C. (2015). Setting Writing Revision Goals after Assessment for Learning. Language Assessment Quarterly, 12(4), 363–385. https://doi.org/10.1080/15434303.2015.1092544
Huang, Y., & Zhang, L. J. (2019). Does a Process-Genre Approach Help Improve Students ’ Argumentative Writing in English as a Foreign Language ? Findings From an Intervention Study Does a Process-Genre Approach Help Improve Students ’ Argumentative Writing in English as a Foreign Language. Reading & Writing Quarterly, 0(0), 1–26. https://doi.org/10.1080/10573569.2019.1649223
Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2017). Peer feedback on college students’ writing: exploring the relation between students’ ability match, feedback quality and essay performance. Higher Education Research and Development, 36(7), 1433–1447. https://doi.org/10.1080/07294360.2017.1325854
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005
Itua, I., Coffey, M., Merryweather, D., Norton, L., & Foxcroft, A. (2014). Exploring barriers and solutions to academic writing: Perspectives from students, higher education and further education tutors. Journal of Further and Higher Education, 38(3), 305–326. https://doi.org/10.1080/0309877X.2012.726966
Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary Knowledge and Vocabulary Use in Second Language Writing. TESOL Journal, 7(3), 700–715. https://doi.org/10.1002/tesj.238
Johnson Rogers, R. (2010). Incorporating Metacognitive Strategy Training in ESP Writing Instruction: English for Lawyers. English Language Teaching, 3(4), p3. https://doi.org/10.5539/elt.v3n4p3
Kim, M., Crossley, S. A., & Kim, B. K. (2020). Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1838434
Lee, S. H., Bernstein, M., & Georgieva, Z. (2019). Online collaborative writing revision intervention outcomes for struggling and skilled writers: An initial finding. Preventing School Failure, 63(4), 297–307. https://doi.org/10.1080/1045988X.2018.1504741
Lo, J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), 219–237. https://doi.org/10.1016/j.jslw.2007.06.002
Louw, H. (2008). The effectiveness of standardised feedback when L2 students revise writing. Language Matters, 39(1), 88–110. https://doi.org/10.1080/10228190802321053
Macarthur, C. A. (1999). Overcoming barriers to writing: Computer support for basic writing skills. Reading and Writing Quarterly, 15(2), 169–192. https://doi.org/10.1080/105735699278251
Macarthur, C. A., Graham, S., & Harris, K. R. (2004). Insights from Instructional Research on Revision with Struggling Writers (pp. 125–137). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1048-1_8
McComiskey, B. (2000). Teaching Composition as a Social Process. All USU Press Publications. https://digitalcommons.usu.edu/usupress_pubs/127
Mujtaba, S. M., Parkash, R., & Nawaz, M. W. (2020). Do Indirect Coded Corrective Feedback and Teachers Short Affective Comments Improve the Writing Performance and Learners Uptake? Reading and Writing Quarterly, 36(1), 34–47. https://doi.org/10.1080/10573569.2019.1616638
Owocki, G. M., & Goodman, Y. M. (1997). The Teaching of Writing. In Encyclopedia of Language and Education (pp. 77–85). Springer Netherlands. https://doi.org/10.1007/978-94-011-4540-4_9
Paltridge, B. (2011). Genre and English for Specific Purposes | Genre Across Borders (GXB). https://genreacrossborders.org/research/genre-and-english-specific-purposes
Polio, C., & Shea, M. C. (2014). An investigation into current measures of linguistic accuracy in second language writing research. https://doi.org/10.1016/j.jslw.2014.09.003
Pollington, M. F., Wilcox, B., & Morrison, T. G. (2001). Self-perception in writing: The effects of writing workshop and traditional instruction on intermediate grade students. Reading Psychology, 22(4), 249–265. https://doi.org/10.1080/02702710127640
Ray, K. (2001). The writing workshop : working through the hard parts (and they’re all hard parts). National Council of Teachers of English.
Salem, A. A. M. S. (2013). The effect of writer’s workshop approach to develop functional writing skills of primary stage pre-service English Language teachers in Egypt. International Journal of Applied Linguistics and English Literature, 2(5), 70–80. https://doi.org/10.7575/aiac.ijalel.v.2n.5p.70
Schrodt, K. E., Elleman, A. M., FitzPatrick, E. R., Hasty, M. M., Kim, J. K., Tharp, T. J., & Rector, H. (2019). An Examination of Mindset Instruction, Self-Regulation, and Writer’s Workshop on Kindergarteners’ Writing Performance and Motivation: A Mixed-Methods Study. Reading and Writing Quarterly, 35(5), 427–444. https://doi.org/10.1080/10573569.2019.1577778
Serna, C. (2009). Autores Bilingues/Bilingual Authors: Writing within Dual Cultural and Linguistic Repertoires. Undefined.
Smagorinsky, P., Johannessen, L., kahn James, eLizabeth B., & Mccann, T. (2010). Portsmouth, NH heinemann A Structured Process Approach for Middle and High School Instructor’s Guide to. www.coe.uga.edu/~smago/VirtualLibrary/Unit
Smithson, M. S. (2008). ACADEMIC EFFECTS OF WRITER’S WORKSHOP.
Suprianti, G. A. P. (2015). WRITING WORKSHOP AND JOURNAL WRITING TECHNIQUES; A COMPARATIVE STUDY IN TEACHING WRITING. In Prasi: Jurnal Bahasa, Seni, dan Pengajarannya (Vol. 10, Issue 20). https://doi.org/10.23887/PRASI.V10I20.8913
Tangpermpoon, T. (2008). Integrated Approaches to Improve Students Writing Skills.
Tortorelli, L. S. (2020). Beyond first grade: examining word, sentence, and discourse text factors associated with oral reading rate in informational text in second grade. Reading and Writing, 33(1), 143–170. https://doi.org/10.1007/s11145-019-09956-5
Vollmer, G. (2000). Praise and stigma: teachers’ constructions of the “typical esl student.” Journal of Intercultural Studies, 21(1), 53–66. https://doi.org/10.1080/07256860050000795
Wolfe-Quintero, K. (1998). Second language development in writing : measures of fluency, accuracy, & complexity. Second Language Teaching & Curriculum Center University of Hawaii at Manoa.
Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (Kay). (2019). The effectiveness of educational technology applications on adult English language learners’ writing quality: a meta-analysis. Computer Assisted Language Learning, 32(1–2), 132–162. https://doi.org/10.1080/09588221.2018.1501069
Al-Hroub, A., Shami, G., & Evans, M. (2019). The impact of the ‘writers’ workshop’ approach on the L2 English writing of upper-primary students in Lebanon. Language Learning Journal, 47(2), 159–171. https://doi.org/10.1080/09571736.2016.1249394
Astika, G. G. (1993). Analytical Assessments of Foreign Students’ Writing. RELC Journal, 24(1), 61–70. https://doi.org/10.1177/003368829302400104
Atkinson, D. (2003). Writing and culture in the post-process era. Journal of Second Language Writing, 12(1), 49–63. https://doi.org/10.1016/S1060-3743(02)00126-1
Bacha, N. N. (2002). Developing learners’ academic writing skills in higher education: A study for educational reform. Language and Education, 16(3), 161–177. https://doi.org/10.1080/09500780208666826
Badger, R., & White, G. (2000). A process genre approach to teaching writing. http://eltj.oxfordjournals.org/
Bayer, R. A. (1999). The Effects of a First Grader’s Participation in a Writer’s Workshop On Their Ability To Become More Confident and More Descriptive Writers.
Calkins, L. (1994). The Art of Teaching Writing. https://www.heinemann.com/products/08809.aspx
Calkins, L. (2007). UNITS OF STUDY in Opinion, Information, and Narrative Writing Grade 2 Sampler.
Call, M. E., Hadley, A. O., & Rieken, E. (1994a). Teaching Language in Context. The Modern Language Journal. https://doi.org/10.2307/329265
Call, M. E., Hadley, A. O., & Rieken, E. (1994b). Teaching Language in ContextTeaching Language in Context Workbook. The Modern Language Journal. https://doi.org/10.2307/329265
Carson, J. G., & Nelson, G. L. (1996). Chinese Students’ Perceptions of ESL Peer Response Group Interaction. Journal of Second Language Writing, 5(1), 1–19. https://doi.org/10.1016/S1060-3743(96)90012-0
Christopher, N., Ewald, M., & Giangrasso, S. (2000). IMPROVING INADEQUATE WRITERS.
Clark, I. L. (2019). Concepts in Composition: Theory and Practices in the Teaching of Writing (3rd Edition). https://www.routledge.com/Concepts-in-Composition-Theory-and-Practices-in-the-Teaching-of-Writing/Clark/p/book/9781138088658
Clippard, D., & Nicaise, M. (1998). Efficacy of writers’ workshop for students with significant writing deficits. Journal of Research in Childhood Education, 13(1), 7–26. https://doi.org/10.1080/02568549809594723
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2010). Progress feedback effects on students’ writing mastery goal, self-efficacy beliefs, and performance. Educational Research and Evaluation, 16(1), 53–74. https://doi.org/10.1080/13803611003711393
Dyer, B. (1996). L1 and L2 composition theories: Hillocks’ ‘environmental mode’ and task-based language teaching. ELT Journal, 50(4), 312–317. https://doi.org/10.1093/elt/50.4.312
ERIC - EJ1077107 - The Effect of Using Writer’s Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt, English Language Teaching, 2013. (n.d.).
Fernsten, L. A., & Reda, M. (2011). Helping students meet the challenges of academic writing. Teaching in Higher Education, 16(2), 171–182. https://doi.org/10.1080/13562517.2010.507306
Fletcher, R., & Portalupi, J. (2004). Teaching the Qualities of Writing by Ralph Fletcher, JoAnn Portalupi. https://www.heinemann.com/products/e00629.aspx
Glover, S. (2010). Cohort-based supervision of postgraduate creative writers: The effectiveness of the university-based writers’ workshop. New Writing, 7(2), 123–136. https://doi.org/10.1080/14790726.2010.482670
Graham; Steve; Harris; Karen R. (n.d.). Prevention and Intervention for Struggling Writers. - PsycNET.
Graham, S., & Harris, K. R. (1989). Components Analysis of Cognitive Strategy Instruction: Effects on Learning Disabled Students’ Compositions and Self-Efficacy. Journal of Educational Psychology, 81(3), 353–361. https://doi.org/10.1037/0022-0663.81.3.353
Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207–241. https://doi.org/10.1016/j.cedpsych.2004.08.001
Graves, D. H. (1983). Writing: Teachers and Children at Work. https://eric.ed.gov/?id=ED234430
Hachem, A., Nabhani, M., & Bahous, R. (2008). ‘We can write!’ the writing workshop for young learners. Education 3-13, 36(4), 325–337. https://doi.org/10.1080/03004270701651761
Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support. American Educational Research Journal, 43(2), 295–340. https://doi.org/10.3102/00028312043002295
Helsel, L., & Greenberg, D. (2007). Helping Struggling Writers Succeed: A Self-Regulated Strategy Instruction Program. The Reading Teacher, 60(8), 752–760. https://doi.org/10.1598/rt.60.8.5
Huang, S. C. (2015). Setting Writing Revision Goals after Assessment for Learning. Language Assessment Quarterly, 12(4), 363–385. https://doi.org/10.1080/15434303.2015.1092544
Huang, Y., & Zhang, L. J. (2019). Does a Process-Genre Approach Help Improve Students ’ Argumentative Writing in English as a Foreign Language ? Findings From an Intervention Study Does a Process-Genre Approach Help Improve Students ’ Argumentative Writing in English as a Foreign Language. Reading & Writing Quarterly, 0(0), 1–26. https://doi.org/10.1080/10573569.2019.1649223
Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2017). Peer feedback on college students’ writing: exploring the relation between students’ ability match, feedback quality and essay performance. Higher Education Research and Development, 36(7), 1433–1447. https://doi.org/10.1080/07294360.2017.1325854
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005
Itua, I., Coffey, M., Merryweather, D., Norton, L., & Foxcroft, A. (2014). Exploring barriers and solutions to academic writing: Perspectives from students, higher education and further education tutors. Journal of Further and Higher Education, 38(3), 305–326. https://doi.org/10.1080/0309877X.2012.726966
Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary Knowledge and Vocabulary Use in Second Language Writing. TESOL Journal, 7(3), 700–715. https://doi.org/10.1002/tesj.238
Johnson Rogers, R. (2010). Incorporating Metacognitive Strategy Training in ESP Writing Instruction: English for Lawyers. English Language Teaching, 3(4), p3. https://doi.org/10.5539/elt.v3n4p3
Kim, M., Crossley, S. A., & Kim, B. K. (2020). Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1838434
Lee, S. H., Bernstein, M., & Georgieva, Z. (2019). Online collaborative writing revision intervention outcomes for struggling and skilled writers: An initial finding. Preventing School Failure, 63(4), 297–307. https://doi.org/10.1080/1045988X.2018.1504741
Lo, J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), 219–237. https://doi.org/10.1016/j.jslw.2007.06.002
Louw, H. (2008). The effectiveness of standardised feedback when L2 students revise writing. Language Matters, 39(1), 88–110. https://doi.org/10.1080/10228190802321053
Macarthur, C. A. (1999). Overcoming barriers to writing: Computer support for basic writing skills. Reading and Writing Quarterly, 15(2), 169–192. https://doi.org/10.1080/105735699278251
Macarthur, C. A., Graham, S., & Harris, K. R. (2004). Insights from Instructional Research on Revision with Struggling Writers (pp. 125–137). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1048-1_8
McComiskey, B. (2000). Teaching Composition as a Social Process. All USU Press Publications. https://digitalcommons.usu.edu/usupress_pubs/127
Mujtaba, S. M., Parkash, R., & Nawaz, M. W. (2020). Do Indirect Coded Corrective Feedback and Teachers Short Affective Comments Improve the Writing Performance and Learners Uptake? Reading and Writing Quarterly, 36(1), 34–47. https://doi.org/10.1080/10573569.2019.1616638
Owocki, G. M., & Goodman, Y. M. (1997). The Teaching of Writing. In Encyclopedia of Language and Education (pp. 77–85). Springer Netherlands. https://doi.org/10.1007/978-94-011-4540-4_9
Paltridge, B. (2011). Genre and English for Specific Purposes | Genre Across Borders (GXB). https://genreacrossborders.org/research/genre-and-english-specific-purposes
Polio, C., & Shea, M. C. (2014). An investigation into current measures of linguistic accuracy in second language writing research. https://doi.org/10.1016/j.jslw.2014.09.003
Pollington, M. F., Wilcox, B., & Morrison, T. G. (2001). Self-perception in writing: The effects of writing workshop and traditional instruction on intermediate grade students. Reading Psychology, 22(4), 249–265. https://doi.org/10.1080/02702710127640
Ray, K. (2001). The writing workshop : working through the hard parts (and they’re all hard parts). National Council of Teachers of English.
Salem, A. A. M. S. (2013). The effect of writer’s workshop approach to develop functional writing skills of primary stage pre-service English Language teachers in Egypt. International Journal of Applied Linguistics and English Literature, 2(5), 70–80. https://doi.org/10.7575/aiac.ijalel.v.2n.5p.70
Schrodt, K. E., Elleman, A. M., FitzPatrick, E. R., Hasty, M. M., Kim, J. K., Tharp, T. J., & Rector, H. (2019). An Examination of Mindset Instruction, Self-Regulation, and Writer’s Workshop on Kindergarteners’ Writing Performance and Motivation: A Mixed-Methods Study. Reading and Writing Quarterly, 35(5), 427–444. https://doi.org/10.1080/10573569.2019.1577778
Serna, C. (2009). Autores Bilingues/Bilingual Authors: Writing within Dual Cultural and Linguistic Repertoires. Undefined.
Smagorinsky, P., Johannessen, L., kahn James, eLizabeth B., & Mccann, T. (2010). Portsmouth, NH heinemann A Structured Process Approach for Middle and High School Instructor’s Guide to. www.coe.uga.edu/~smago/VirtualLibrary/Unit
Smithson, M. S. (2008). ACADEMIC EFFECTS OF WRITER’S WORKSHOP.
Suprianti, G. A. P. (2015). WRITING WORKSHOP AND JOURNAL WRITING TECHNIQUES; A COMPARATIVE STUDY IN TEACHING WRITING. In Prasi: Jurnal Bahasa, Seni, dan Pengajarannya (Vol. 10, Issue 20). https://doi.org/10.23887/PRASI.V10I20.8913
Tangpermpoon, T. (2008). Integrated Approaches to Improve Students Writing Skills.
Tortorelli, L. S. (2020). Beyond first grade: examining word, sentence, and discourse text factors associated with oral reading rate in informational text in second grade. Reading and Writing, 33(1), 143–170. https://doi.org/10.1007/s11145-019-09956-5
Vollmer, G. (2000). Praise and stigma: teachers’ constructions of the “typical esl student.” Journal of Intercultural Studies, 21(1), 53–66. https://doi.org/10.1080/07256860050000795
Wolfe-Quintero, K. (1998). Second language development in writing : measures of fluency, accuracy, & complexity. Second Language Teaching & Curriculum Center University of Hawaii at Manoa.
Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (Kay). (2019). The effectiveness of educational technology applications on adult English language learners’ writing quality: a meta-analysis. Computer Assisted Language Learning, 32(1–2), 132–162. https://doi.org/10.1080/09588221.2018.1501069
Published
2023-12-07
Section
Research
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