Exploring How Pedagogical Strategies Change Student Perceptions of Writing Apprehension

Autor/inn/en	Fischer, Laura M.; Myers, Courtney A.; Dobelbower, Sinclaire E.
Titel	Exploring How Pedagogical Strategies Change Student Perceptions of Writing Apprehension
Quelle	In: Journal of Agricultural Education, 58 (2017) 4, S.254-268 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Writing Apprehension; Student Attitudes; Self Efficacy; Qualitative Research; Writing Skills; Agricultural Education; Communication Skills; Educational Strategies; Writing Attitudes; Writing Improvement; Writing Instruction; Case Studies; College Students; Writing Teachers; Self Esteem; Texas (Lubbock) + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Qualitative Forschung; Writing skill; Schreibfertigkeit; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Kommunikationsstil; Lehrstrategie; Schreibunterricht; Case study; Fallstudie; Case Study; Collegestudent; Self-esteem; Selbstaufmerksamkeit
Abstract	Writing skills are imperative for students in any career; however, many students have acknowledged avoiding courses that emphasize writing. These same students fail to learn proper mechanics during their post-secondary education. Writing intensive courses have served as a place where students have the opportunity to improve confidence, minimize avoidance-like attitudes, and improve writing techniques. Prior literature has found a relationship between self-efficacy and writing apprehension; additionally, research has suggested how pedagogical strategies can be used to improve self-efficacy. This study sought to explore how the implementation of pedagogical activities changes self-efficacy and the student's level of writing apprehension. A qualitative research design allowed for a thick description of the students' perceptions and reactions to pedagogical activities. The findings suggested pedagogical practices and the role of the instructor played important roles to improve student confidence in writing. Specifically, practicing writing, opportunities to edit and reflect, following a guide, and writing about what matters may be used in courses to improve confidence and writing skills. Additionally, the instructor should provide constructive criticism and serve as a coach during the learning process. In order to improve writing curriculum and student confidence toward writing, instructors should incorporate these recommendations into their curriculum. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01