LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:7 July 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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An Appraisal of Awareness and Perceptions of Prior Knowledge Strategies in Pre-writing: A Study of Undergraduate Engineering Students

Ramya Devi Bommanaboina
Rajakumar Guduru, Ph.D.

Abstract

The usefulness of prior knowledge strategies in pre-writing has direct impact on the students’ writing performance in the actual-stage and the post-stage of writing. In the English as Second Language (ESL) context, it is imperative that learners at college level must be competent in academic writing. However, the process of acquiring competency in academic writing is a complex process for the low-proficient ESL learners especially First-Generation Learners (FGLs). These learners’ overall academic performance in writing is average and poor due to lack of understanding of writing process, specifically prior knowledge strategies. For this purpose, to understand the students’ current writing skills, and awareness of prior knowledge strategies, and perceptions on pre-writing, 20 undergraduate engineering students from different streams were chosen as a sample for the study. Data was collected through an essay writing test, a questionnaire, and informal student interviews. The study adopted a qualitative methodology for analyzing and interpreting the data. The findings revealed that majority of the FGLs are unable to generate ideas at pre-writing stage. They are unaware of the prior knowledge strategies and the positive role it in academic writing. In order to improve the writing skills of FGLs in the target language the study recommends a remedial strategy training.

Keywords: prior knowledge strategies; First Generation Learners (FGL); pre-writing; idea generation; academic writing

Introduction

In the global context, English language is indispensable for learners achieving their personal, academic, and professional accomplishments. Hence, learners are expected to acquire English language proficiency which aids in learning the content knowledge of the subjects they study at college level. According to Van Dyk et al. (2009) proficiency in academic literacy encompasses competency in listening, speaking, reading, writing skills and is the main reason for success or lack of academic success among university students. At college level, much of the formal communication is done in writing; therefore, students are expected to use writing skills for multiple purposes (e.g., e-mails, assignments, projects, letters, proposals, memos, reports, applications).

Writing, as a process, involves the following stages: prewriting, drafting, editing, revising, and publishing. In the process of writing learners required to use various cognitive and metacognitive skills like framing an objective, planning a layout, revising, analyzing and synthesizing (Klimova, 2012). The study of (Ridhuan & Lim, 2009) also emphasized the implementation of appropriate writing strategies for producing good piece of writing. Thus, we can understand that writing is a complex and challenging activity comprising a number of processes, skills, and strategies.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ramya Devi Bommanaboina
Ph.D. Research Scholar

Rajakumar Guduru, Ph.D.
School of Humanities, Social Sciences and Management
Indian Institute of Technology, Bhubaneswar
Odisha, India
rb22@iitbbs.ac.in
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