Abstract
As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
Notes
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Graduation Date
2018
Semester
Spring
Advisor
Nutta, Joyce
Degree
Doctor of Philosophy (Ph.D.)
College
College of Education and Human Performance
Degree Program
Education; Teaching English to Speakers of Other Languages
Format
application/pdf
Identifier
CFE0007057
URL
http://purl.fcla.edu/fcla/etd/CFE0007057
Language
English
Release Date
May 2018
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Monroe, Laura, "Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses" (2018). Electronic Theses and Dissertations. 5810.
https://stars.library.ucf.edu/etd/5810