{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/98311"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/98311","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A contrastive analysis of individual ESL writing conferences: theory, practice, and perceptions","abstract":"This research project investigates one-on-one and group ESL writing conference practices and instructor and student views on how these collaborative writing conferences help improve students' academic writing skills. Research provides strong evidence for the significant positive impact of writing conferences in improving students’ writing skills, and they have become a core part of most post-secondary ESL writing program curricula. This study seeks to investigate ESL writing conference practices as part of required college-level academic writing courses at a large US university by analyzing video-recorded conference sessions of several both native and non-native teachers employed at the same ESL writing program and the international students enrolled in their writing classes. To understand both teacher and student participants’ perceptions of these conferences, their goals and desired outcomes, ethnographic interviews were conducted. This study provides an account of their self-reported understanding of these individual and group ESL writing conferences. This project compares the data examined according to conversation analysis methodology and ethnographic interview approach with what the current literature suggests as desired practice for conducting successful ESL writing conferences.","abstract_html":"This research project investigates one-on-one and group ESL writing conference practices and instructor and student views on how these collaborative writing conferences help improve students' academic writing skills. Research provides strong evidence for the significant positive impact of writing conferences in improving students’ writing skills, and they have become a core part of most post-secondary ESL writing program curricula. This study seeks to investigate ESL writing conference practices as part of required college-level academic writing courses at a large US university by analyzing video-recorded conference sessions of several both native and non-native teachers employed at the same ESL writing program and the international students enrolled in their writing classes. To understand both teacher and student participants’ perceptions of these conferences, their goals and desired outcomes, ethnographic interviews were conducted. This study provides an account of their self-reported understanding of these individual and group ESL writing conferences. 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