| dc.rights.license | CC-BY-NC-ND | |
| dc.contributor.advisor | Van den Bergh, H.H. | |
| dc.contributor.author | Baarspul, M.P. | |
| dc.date.accessioned | 2016-11-16T18:00:34Z | |
| dc.date.available | 2016-11-16T18:00:34Z | |
| dc.date.issued | 2016 | |
| dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/24796 | |
| dc.description.abstract | This paper seeks to explore whether or not an approach following the learner-as-participant observation model as formulated in Rijlaarsdam et al. (2008) proves to be effective when trying to improve secondary school students’ writing proficiency in a L2 instead of a L1. 65 students from a secondary school in the south of the Netherlands participated in this experiment in which they are asked to write an e-mail of complaint to their neighbour. After a feedback session they are required to rewrite their e-mail, after which the e-mails are assessed and the results compared. The results of this research show that there is no significant increase in overall writing quality in the e-mails of students who were part of the experimental condition when compared to those who were part of the control group. | |
| dc.description.sponsorship | Utrecht University | |
| dc.format.extent | 960701 | |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | en | |
| dc.title | Improving Quality in L2 Writing; the effects of implementing a learner-as-participant observation model in a formal foreign language setting. | |
| dc.type.content | Master Thesis | |
| dc.rights.accessrights | Open Access | |
| dc.subject.keywords | Writing Proficiency, L2A, Second Language Acquisition, Writing, Secondary School, English, Third Form, Fifth Form, Ninth Grade, Eleventh Grade, Student as Participant Observation model | |
| dc.subject.courseuu | Engelse taal en cultuur: educatie en communicatie | |
