Face to face: Conferencing as ESL writing instruction
Mary Gitzen
- School: Purdue University (0183)
- Degree: Ph.D.
- Date: 2002; pp: 196
- Advisor: Silva, Tony
- Source: DAI-A 64/11, p. 3934, May 2004
- Subjects: Education, Bilingual And Multicultural (0282); Education, Language And Literature (0279); Language, Rhetoric And Composition (0681)
- ProQuest Document Number:
- ISBN: 0-496-61535-1
- UMI Number: AAT 3114042
Abstract:
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The purpose of this study was threefold: first, to investigate whether ESL composition students
would report that conferencing addressed their individual needs, second, to examine conference
interactions for evidence of effective instruction, and third, to interview students and examine
their texts for evidence that they retained and used instructional strategies targeted for
conference discussion. Little study had been done of conference teaching with ESL writing students,
who typically display a wide range of levels of language competence, of purposes and goals for
their study, and of educational and cultural backgrounds. Other research indicated that effective
teaching occurs when expert and novice interact, that higher order thinking is stimulated by
direct tutorial instruction, and that conference teaching enhances development of skills
necessary for independent thinking and learning. Students reported that some of their needs
were effectively met by conference teaching, while others were no more effectively met than
in other writing classes. Analysis of audiotaped conferences suggested that novice-expert
interaction resulted in increased motivation for the writing task, increased student input
and control of the instructional agenda, opportunities for instructor modeling of effective
thinking and strategies, and timely critique and performance shaping. Analysis of audiotaped
interviews further suggested that conferences had enhanced higher order thinking as seen in
acceptance of multiple solutions to problems and of inherent uncertainty in research, attempts
to impose meaning and order on data, and mental effort directed toward elaboration and
judgment-making. Coding of student texts suggested use of higher order thinking skills and
enhancement of independent thinking and learning as seen in attempts to self-regulate learning,
to scaffold on previous learning, and a sense of pride and validation of efforts. Benefits of
conferenced writing instruction may extend beyond its previously theorized capacity as a medium
for individualized instruction and enhanced student participation, to include its effectiveness
for stimulating higher order thinking and fostering independent learning and thinking.
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