Time-setting and delay of the parousia : a case study

Abstract

The purpose of this study was to determine, through action research, the effects of instruction on graduate English Second Language (ESL) student academic writing at the Adventist International Institute of Advanced Studies (AIIAS). Models and trends in second language acquisition were examined for purposes of informing the action research project, and implementing within an academic writing course. Interviews with professors in the Theological Seminary and the School of Graduate Studies provided insight into the difficulties and needs of ESL writers. A 32-hour writing class was conducted over an 8-week period, in which fifteen students new to graduate studies volunteered to participate. Assessment was made of students' writing tasks throughout the course, and results were compared in order to gauge progress in writing in terms of the Structure of Observed Learning Outcomes (SOLO) Taxonomy. The Michigan English Language Assessment Battery (MELAB) was used as a pre- and posttest, and scores in the areas of Grammar, Reading Comprehension, and Composition were compared to determine progress by students. Student journals offered further insight into student perceptions of their own needs and progress during the writing class. Findings revealed the greatest difficulties of ESL writers to be in the areas of grammar, vocabulary, critical thinking and organization. The greatest needs included instruction in writing, continuous help in writing, and more reading in the disciplines. It was also found that instruction improves student academic writing. Analysis of student portfolios showed an overall improvement in cognitive skills. Analysis of Michigan pre- and posttest compositions showed that most students advanced at least one level in cognitive complexity according to the SOLO Taxonomy, and that most students improved their composition scores on the Michigan posttest. The researcher proposes the starting/continuance of an academic writing course in graduate institutions where English is the medium of instruction, and where students are from non-English speaking backgrounds. It is also recommended that teachers in content areas give students regular feedback, not only in the content of their courses but also in academic writing, so that students can recognize the need to continue striving for excellence in this area.