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DOI:http://dx.doi.org/10.26855/er.2022.06.005

Japanese EFL Students’ Thesis Statement Production over the Course of a Semester: A Case Study

Date: June 10,2022 |Hits: 365 Download PDF How to cite this paper

Lawrence Knowles

Department of Foreign Studies, Kansai Gaidai University, Hirakata, Osaka, Japan.

*Corresponding author: Lawrence Knowles

Abstract

This paper examines both student production and instructor correction of indirect and direct thesis statements in the ESL classroom. In a longitudinal case study over the course of a semester at a Japanese university, the researcher followed four students as they completed two online essay assignments in English. Using established criteria for a thesis statement, the researcher evaluated each student’s submission and determined whether or not their thesis statement could be considered valid. Results showed that students initially wrote indirect thesis statements that lacked an argument or failed to address the prompt, but that with several rounds of corrective feedback, most were able to produce valid thesis statements. In the second essay, students struggled to write direct thesis statements due to the added syntactic complexity and student-teacher misunderstandings, but by the end, half were able to produce valid thesis statements.

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How to cite this paper

Japanese EFL Students’ Thesis Statement Production over the Course of a Semester: A Case Study

How to cite this paper: Lawrence Knowles. (2022). Japanese EFL Students’ Thesis Statement Production over the Course of a Semester: A Case Study. The Educational Review, USA6(6), 213-224.

DOI: http://dx.doi.org/10.26855/er.2022.06.005

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