Research Paper on Effects of Instructional Approach and Writing Preference on Academic Writing Performance when Learning to Write an Academic Text

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Title: Effects of Instructional Approach and Writing Preference on Academic Writing Performance when Learning to Write an Academic Text

Abstract: As part of our study project, we looked at the many instructional strategies most effectively educate college students on how to produce academic work. We have contrasted the two learning approaches—learning through experience and learning through observation—and looked at how the writing process—planning vs rewriting—affects one’s capacity to write academically. In research involving 145 undergrads, the participants were divided into two groups: one that learned via action and the other that learned through observation. By seeing the writing processes of both powerful and ineffective models, participants in observational learning were able to learn. They were given writing practice exercises as part of the learning by the process they were engaging in. Before the lessons started, participants were categorized as either planners or revisers for this exercise based on their answers to a questionnaire regarding writing styles. The written work sessions’ impacts were investigated using a 2×2 between-subjects design. Research variables include choice (prepare, revise) and the instructional delivery method (observational learning, learning by doing). The opening to an empirical research paper was given to the participants to write so their writing skills could be assessed. Neither the preferred writing style nor the instructional method had any main effects we could identify—simple cause-and-effect tests showed that revisionists benefited significantly more from organizational learning than planners. For planners, learning by doing and learning by observation were helpful methods. However, revisionists who gained knowledge via experience fared better than planners who followed a similar path. Our study’s findings suggest that academic writing programs could benefit from using observational learning. However, more investigation into the teaching approach is needed. It is crucial to building a link between the writing style and the teaching strategy.

Keywords: observational learning, learning by doing, academic writing, writing preference

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

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