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ERIC Number: EJ1397072
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2363-5169
Effects of Students' Self-Reflection on Improving Essay Writing Achievement among Ethiopian Undergraduate Students: A Counterbalanced Design
Gebremariam, Hailay Tesfay; Asgede, Dagnew Mache
Asian-Pacific Journal of Second and Foreign Language Education, v8 Article 30 2023
Reflection in education has seen an upsurge in research interest since as reported by Dewey (How we think, Prometheus Books, Buffalo, 1991) ground-breaking work, which plays an integral role in fostering students' self-reflection and demonstrable learning skills. However there have not been enough studies to determine whether writing instruction from the perspective of self-reflection before action improves undergraduate students' essay writing achievement. This article investigates the effects of Ethiopian university-undergraduate students' self-reflection before action on their essay writing achievement through the mediation of teaching writing instruction. The study's methodology involved two phases of intervention in a counterbalanced design. The participants were 47 male and female students aged 19-22, from Arba Minch University. They were assigned to a control group and an experimental group using the matched sampling technique. During the first phase, the experimental group (Group A) was instructed to engage in self-reflection-based course activities over a period of two months while the control group was not. In the second phase Group B was engaged in self-reflection-based course activities over a period of two months while Group A was kept under control. To collect data, preliminary students' self-reflection was provided using an open-ended questionnaire, and pre- and post-tests of writing were given to both groups. Mean and standard deviation statistics were applied after the thematic analysis of the qualitative data. Additionally, a univariate analysis of variance was performed to answer the query regarding the impact of self-reflection on students' essay writing performance. The findings demonstrated that, despite the students encountering numerous difficulties during their essay-writing exercises, the self-reflection-based instruction had a significant positive impact on the participants' essay-writing achievement. In conclusion, the findings have some implications for teaching essay writing instructions.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Grant or Contract Numbers: N/A