Loading...
Writing self-efficacy and linguistic diversity of first-year composition students: An exploratory study
Wadman-Goetsch, Ellery Glenn
Wadman-Goetsch, Ellery Glenn
Citations
Altmetric:
Files
Loading...
thesis
Adobe PDF, 1.02 MB
Authors
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2020-12
Type
Thesis
Genre
Keywords
Subjects (LCSH)
Electronic dissertations
Citation
Abstract
This study investigates the potential relationship between student writing self-efficacy and marginalized linguistic identities. A total of sixty-nine first-year composition students across two semesters responded to surveys which asked about linguistic habits and perceptions along with writing skills self-efficacy. Results were limited by sample size, and did not find statistically significant relationships in the data, though a tentative correlation is evident between high writing self-efficacy and tendency to describe one’s dialect of nurture using terms associated with standard language ideology (“normal,” “general,” etc.). All students, both basic writers and mainstreamed writers, reported strongest average writing self-efficacy scores for demonstrating reasoning and evidence to support a claim. Qualitative data also shows the linguistic diversity of first-year composition students in terms of native language and nonstandardized dialects spoken. Results and implications are discussed along with recommendations for future research and the need for instructors to nurture the writing selfbeliefs of all students.
Table of Contents
Description
Thesis (M.A.)-- Wichita State University, College of Liberal Arts and Sciences, Dept. of English
Publisher
Wichita State University
Journal
Book Title
Series
Digital Collection
Finding Aid URL
Use and Reproduction
© Copyright 2020 by Ellery Glenn Wadman-Goetsch
All Rights Reserved