Many professors note a decline in students’ comfort with and proficiency in academic writing. Students are certainly comfortable communicating via mobile tools or social media networks, but they tend to find academic writing more difficult. To analyze the root of this issue and possible solutions, this study collected data on the following hypotheses: students gain a sense of self-efficacy through positive reinforcement of their writing attempts, writing improves when writing concepts are introduced gradually and students perform better when they repeatedly see evidence of good writing. First, the study verifies the gap between students’ feelings and the actual evaluation of their academic writing. It also explores the relevant factors in students’ backgrounds, such as reading habits. Second, the study examined various methods of introducing academic writing, prioritizing psychological aspects over linguistic ideals. The author used two types of assessment tools during one academic term, combining student self-assessment rubrics and rubrics for teacher assessment of students’ academic writing. However, the results of students’ self-assessment rubrics suggest to the author that teaching academic writing from a psychological and practical viewpoint, as well as a linguistic approach, is effective. The findings of this study suggest the relationship between students and teachers greatly influences academic writing skills.
Misa Otsuka, Jissen Women's Junior College, Japan
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