An Analysis of the Writing Skill of Mexican Learners of English
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| Title: | An Analysis of the Writing Skill of Mexican Learners of English |
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| Language: | English |
| Authors: | Rodríguez-Silva, Luis Humberto (ORCID |
| Source: | MEXTESOL Journal. 2021 45(3). |
| Availability: | MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing Skills, English (Second Language), Second Language Learning, Second Language Instruction, Instructional Effectiveness, Holistic Approach, Accuracy, Difficulty Level, Grammar, Feedback (Response), Error Patterns, Spanish Speaking, Late Adolescents, Undergraduate Students, Foreign Countries |
| Geographic Terms: | Mexico |
| ISSN: | 2395-9908 |
| Abstract: | Analyzing the writing skill of English language learners emerges from understanding the accuracy, fluency, and complexity of texts and classifying written errors according to syntax, morphology, and lexicon. In this quantitative descriptive-analysis study, the participants included thirty one Spanish-speaking, Mexican English language learners who were enrolled in an English skills development course designed for B1-B2 English language learners. The participants had 50 minutes to write a narrative essay based on an image that served as context. Of the 31 texts, the findings show that 901 total errors were classified into three metalinguistic categories (i.e., syntax, morphology, and lexicon) and in terms of written development (i.e., accuracy, fluency, and complexity), suggesting that a holistic approach to instruction and assessment in the English language classroom can provide a clearer context when developing writing skills. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1310920 |
| Database: | ERIC |
| Abstract: | Analyzing the writing skill of English language learners emerges from understanding the accuracy, fluency, and complexity of texts and classifying written errors according to syntax, morphology, and lexicon. In this quantitative descriptive-analysis study, the participants included thirty one Spanish-speaking, Mexican English language learners who were enrolled in an English skills development course designed for B1-B2 English language learners. The participants had 50 minutes to write a narrative essay based on an image that served as context. Of the 31 texts, the findings show that 901 total errors were classified into three metalinguistic categories (i.e., syntax, morphology, and lexicon) and in terms of written development (i.e., accuracy, fluency, and complexity), suggesting that a holistic approach to instruction and assessment in the English language classroom can provide a clearer context when developing writing skills. |
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| ISSN: | 2395-9908 |
