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Evoking Visual Imagination in Teaching Writing: ESL Students' Perspectives


Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/12861

Evoking Visual Imagination in Teaching Writing: ESL Students' Perspectives

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dc.contributor.author Kovarzina, Izabella
dc.date.accessioned 2011-07-02T16:53:39Z
dc.date.available 2011-07-02T16:53:39Z
dc.date.issued 2011-07-02
dc.date.submitted May 2011
dc.identifier.uri http://hdl.handle.net/1928/12861
dc.description.abstract This study examines the relationship between encouraging visual imagination and ESL (English as a Second Language) writing performance. It was designed as a onesemester case study of two groups: high-intermediate and intermediate ESL writers, using a series of pre-writing activities designed to stimulate visual imagination. As an investigation of imagination across different cultures and languages, this study is intended to shed new light on the role of visual imagination in ESL writing instruction. The data collected in this qualitative research study included four principal methods: 1) participants’ essay assignments exploring different writing topics throughout the 16-week semester; 2) participants’ reflection reports with one or two questions exploring their thought process during writing; 3) the researcher’s observation notebook with descriptions of her observations during class instruction; and 4) participants’ audiotaped interviews designed to explore their perspectives on the instruction in general, and the usefulness of the pre-writing exercises in particular. The data in this study was analyzed, first, by finding common themes; and second, by using cross-analysis of all viii codes from all data. In addition, the researcher used contextual analysis of the participants’ narratives and content analysis of their essays. The research findings show that participants in this study found pre-writing exercises emphasizing visual imagination very helpful in their writing process. The overwhelming majority of the participants expressed that they were able to visualize the writing topic during these exercises, and that these exercises provided them with more ideas to write about. The majority of participants also reflected on the relationship between their past or personal experience and their writing process, and used words “see”, “saw”, “something I see”, or “look” when asked to describe this process. The participants’ perception that pre-writing exercises emphasizing visual imagination were helpful is supported by the rich content and overall improvement in their essay writing during the course of this 16-week intensive ESL writing course. In the absence of significant research in the area of ESL writing instruction and visual imagination, the findings of this study have important implications for the development of hypotheses which may be tested with other populations of ESL students. This may lead to better theories about the role of visual imagination in ESL writing instruction. en_US
dc.language.iso en en_US
dc.subject ESL writing en_US
dc.subject visual imagination en_US
dc.subject.lcsh English language--Study and teaching--Foreign speakers
dc.subject.lcsh English language--Writing--Study and teaching
dc.subject.lcsh Imagery (Psychology)
dc.subject.lcsh Visualization
dc.title Evoking Visual Imagination in Teaching Writing: ESL Students' Perspectives en_US
dc.type Dissertation en_US
dc.description.degree Bilingual Education en_US
dc.description.level Doctoral en_US
dc.description.department University of New Mexico. Division of Language, Literacy and Sociocultural Studies en_US
dc.description.advisor Mahn, Holbrook
dc.description.committee-member Pence, Lucretia
dc.description.committee-member Celedon-Pattichis, Sylvia
dc.description.committee-member Neville, Bernard

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