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dc.contributor.authorEika, Evelyn
dc.date.accessioned2021-09-24T10:30:53Z
dc.date.available2021-09-24T10:30:53Z
dc.date.created2021-08-09T11:49:14Z
dc.date.issued2021
dc.identifier.citationEuropean Journal of English Language and Literature Studies. 2021, 9 (4), 45-62.en_US
dc.identifier.issn2055-0146
dc.identifier.urihttps://hdl.handle.net/11250/2781365
dc.description.abstractDeveloping academic writing skills is an essential part of most advanced-level degrees. Writing can help a student identify structure within a complex domain, organise thoughts, and communicate ideas. This study explores literature review writing by beginner-level research students as their beginning steps to approach research writing. A controlled study involving a class of master students writing literature surveys was designed. Six rubrics (content, structure, text quality, novelty, timeliness, and references) were proposed to help guide students’ writing process accompanied by peer feedback sessions and to assist assessors’ assessing the writing. The results revealed that the use of the six rubrics was beneficial for students’ writing process and valid for assessors’ assessment. Peer feedback showed a positive impact on writing performance. The references rubric was observed as the most effective predictor of grade that may serve as a motivator to engage students in revising for improvement.en_US
dc.language.isoengen_US
dc.publisherEuropean Centre for Research, Training and Developmenten_US
dc.relation.ispartofseriesEuropean Journal of English Language and Literature Studies;Vol 9, Issue 4, 2021
dc.relation.urihttps://www.eajournals.org/journals/european-journal-of-english-language-and-literature-studies-ejells/vol-9-issue-4-2021/literature-review-writing-as-a-learner-centric-process-by-beginner-level-research-students-how-effective-are-rubrics-for-assessing-students-writing/
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Unported*
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB*
dc.subjectAcademic English writingen_US
dc.subjectHigher educationen_US
dc.subjectResearch studentsen_US
dc.subjectLiterature reviewsen_US
dc.subjectText genresen_US
dc.subjectRubricsen_US
dc.subjectPeer feedbacksen_US
dc.titleLiterature review writing as a learner-centric process by beginner-level research students: How effective are rubrics for assessing students’ writing?en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
dc.identifier.doihttps://doi.org/10.37745/ejells.2013
dc.identifier.cristin1924690
dc.source.journalEuropean Journal of English Language and Literature Studiesen_US
dc.source.volume9en_US
dc.source.issue4en_US
dc.source.pagenumber45-62en_US


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Attribution-NonCommercial-NoDerivs 3.0 Unported
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Unported