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http://dx.doi.org/10.5392/IJoC.2019.15.4.097

Direct Instruction and Use of Online English Writing Software on EMI Class-Takers' Self-Efficacy  

Murdoch, Yvette Denise (Department of English Education, College of Education Hongik University)
Kang, Alin (Department of Medical and Computer Health Administration Chungbuk Health and Science University)
Publication Information
International Journal of Contents / v.15, no.4, 2019 , pp. 97-106 More about this Journal
Abstract
EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.
Keywords
English Mediated Instruction; Academic Writing; Self-Efficacy; Direct Instruction; Online Writing Software;
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