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University-level ESL instructors play an important role in the development of students’ academic writing, and yet this is challenging due to different writing perceptions and attitudes instructors and students have developed over time. It is, therefore, useful to determine which gaps related to writing process, writing quality, and overall academic writing proficiency, must be bridged to enhance communication and understanding between students and instructors. This study seeks to investigate and compare the different attitudes held by students (n = 92) and instructors (n = 6) at two different ESL writing levels. Surveys and interviews were collected, and descriptive statistics, Welch’s one-way ANOVA, and Appraisal analysis were performed to analyze participants’ attitudes. Results indicated that students at both the lower- and intermediate-level were generally more positive than their course instructors in terms of assessing their writing process and arguments and details; and the group’s means differences were found to be statistically significant. Qualitative findings also showed that instructors were generally more critical and cautious in their assessment than students were of their academic writing ability. To resolve the misalignment, it is recommended that the importance of academic writing is discussed early in the semester.
목차
ABSTRACT
1. Introduction
2. Literature Review
3. Method
4. Results
5. Discussion and Conclusion
References
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