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dc.contributor.author Chou, Chengling en_US
dc.date.accessioned 2011-06-09T21:42:53Z en_US
dc.date.available 2011-06-09T21:42:53Z en_US
dc.date.issued 1998 en_US
dc.identifier.uri http://hdl.handle.net/10125/20235 en_US
dc.description.abstract This study evaluates academic needs of ESL graduate students who enrolled in English intensive academic writing course. Specifically, the study intends to answer the followings: 1) what kind of difficulties they have in completing writing tasks, 2) frequent types of writing tasks, 3) their perceived ability in completing tasks, 4) their attitudes towards the course, 5) their perceived solution or improvement for the course. The analysis of the survey data showed that despite their perceived usefulness for the course, there were some needs for improvements in terms of class time, materials, and curriculum design. Further, teachers’ role seemed important in providing appropriate feedback on their writing. The paper concludes with suggestions on research methods for future evaluation. en_US
dc.format.extent 21 pages en_US
dc.subject needs analysis en_US
dc.subject program evaluation en_US
dc.subject academic writing en_US
dc.subject task-based learning en_US
dc.title Evaluation and Needs Analysis of an Academic Writing Course for International Graduate Students: ELI 83 en_US

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