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dc.contributor.authorWalkinshaw, Ian
dc.contributor.authorMilford, Todd
dc.contributor.authorFreeman, Keri
dc.date.accessioned2017-05-25T05:01:27Z
dc.date.available2017-05-25T05:01:27Z
dc.date.issued2015
dc.identifier.issn2158-2440
dc.identifier.doi10.1177/2158244015607936
dc.identifier.urihttp://hdl.handle.net/10072/101752
dc.description.abstractResponding to calls for research into measurable English language outcomes from individual language support consultations at universities, this study investigated the effect of individual consultations (ICs) on the academic writing skills and lexicogrammatical competence of students who speak English as an additional language (EAL). Attendance by 31 EAL students at ICs was recorded, and samples of their academic writing texts before and after a 9-month interval were compared. Participants’ academic writing skills were rated, and lexico-grammatical irregularities were quantified. No statistically significant positive shifts manifested, due to the relatively short research period and limited participant uptake, but there were encouraging predictors of future shifts given continued utilization of the service. First, although a Wilcoxon signed-rank test showed no association between attendance at ICs and shifts in academic writing ability, a Spearman’s rho calculation suggested a tentative relationship to positive pre–post shifts in three academic writing sub-skills: Task Fulfillment, Grammar, and Vocabulary. Second, instances of four common lexico-grammatical irregularities (subject/verb, wrong word, plural/ singular, and punctuation) declined at post-testing. Although only regular, sustained attendance would produce statistically significant shifts, there is a potential association between participants’ use of ICs and improved academic writing skills/lexicogrammatical competence.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherSage
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto9
dc.relation.ispartofjournalSAGE Open
dc.subject.fieldofresearchSociology not elsewhere classified
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchOther Studies in Human Society
dc.subject.fieldofresearchcode160899
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1608
dc.subject.fieldofresearchcode1699
dc.titleIndividual Consultations: Academic Writing Outcomes for International Students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://www.creativecommons.org/licenses/by/3.0/
dc.description.versionPublished
gro.facultyArts, Education & Law Group, School of Languages and Linguistics
gro.rights.copyright© The Author(s) 2015. This article is distributed under the terms of the Creative Commons Attribution 3.0 License (http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
gro.hasfulltextFull Text
gro.griffith.authorFreeman, Keri R.
gro.griffith.authorWalkinshaw, Ian S.


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