Nourishing learner autonomy in English academic writing

Abstract

Studies report that writing skills of many beginner students in Norwegian higher education institutions are not adequately developed, showing a lack of critical thinking and referencing technique and a poor requisite language ability (Wollcheid et al. 2020). Literature also shows that a traditional lecture setting does not help students to enhance their learning autonomy (Rynning, 2014). Consequently, many beginner students may struggle to achieve positive writing. This case study aims to investigate the effects of formative peer assessment (FPA) on students’ perceived learning outcomes in English writing lessons in a preparatory course for engineering studies. After a training session, 25 students were instructed to perform FPA activities that include four major learning activities: assessment criteria creation, peer feedback and assessment, peer-revision and self-revision. This was followed by a questionnaire on students’ evaluation on the learning method and on the impacts of FPA on their learning. The result of the questionnaire indicates that the students perceive that they have made some improvements in writing skills in the areas of grammar, formal language, referencing technique and audience awareness as well as critical thinking and a deeper understanding of what positive writing outcome is (cf. Topping, 1998, Lynch et al, 2012, Carnell, 2016). The result also implies that students perceive that they have enhanced self-regulated learning (cf. Butler and Winnie 1995). The study thus may suggest that FPA is a vital learning form that helps students in a preparatory course to develop English writing skills and helps them to prepare for higher education studies by promoting learner autonomy.