The challenge of good timing: how to schedule assignments to motivate, not to demotivate for writing in task-based and process-oriented syllabi
| Title in English | Title: The challenge of good timing: how to schedule assignments to motivate, not to demotivate for writing in task-based and process-oriented syllabi |
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| Year of publication | 2023 |
| Type | Appeared in Conference without Proceedings |
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| Description | This paper discusses a complementary nature of task-based syllabus and process-oriented syllabus with a special focus on development of communicative competence in academic writing with students enrolled in Ph.D. study programmes in creative arts disciplines. From the first formulation of the problem, collecting information, preparing an outline, drafting and revising, to peer and teacher constructive feedback, students are guided through a process that should have a pragmatic goal. This goal goes beyond establishing the sentence patterns (Hyland, 2006, p. 130). To experience active learning, students need a meaningful motivation while the timing can be one of the key elements. The paper is supplemented with a survey that collected data via students´ reflective writing which focused on their understanding of short term and long term learning goals in academic writing in EAP classes at a graduate level. The use of reflective writing tasks can contribute to the students’ understanding of the learning process. |
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