Investigating the Discourse Competence in Essay Writing with Reference to the Third Level EFL Students

Table of Contents

• Dedication
• Acknowledgements
• Abstract
• Chapter 1: Introduction
• Background of the Study
• Statement of the Problem
• Research Questions
• Significance of the Study
• Limitations of the Study
• Definition of Terms
• Chapter 2: Literature Review
• Chapter 3: Methodology
• Chapter 4: Results and Discussion
• Chapter 5: Conclusion and Recommendations

Objectives and Key Themes

This thesis investigates the discourse competence of third-level EFL students in essay writing at the Department of English, Faculty of Education/Radfan, University of Aden. The study aims to explore the causes of discourse errors in student writing and the extent to which these errors negatively impact their writing. The research employed a mixed-methods approach using teacher questionnaires and student essay writing samples to gather data.

• Discourse competence in EFL essay writing
• Types and causes of discourse errors in student writing
• Impact of discourse errors on overall essay quality
• Analysis of student writing samples to identify prevalent errors
• Teacher perspectives on student writing challenges

Chapter Summaries

Chapter 1: Introduction: This chapter sets the stage for the research by providing background information on the challenges of writing in a foreign language, particularly essay writing. It clearly defines the problem the study addresses – the difficulties faced by third-level EFL students in writing coherent and well-structured essays – and articulates the research questions that guide the investigation. The chapter also outlines the significance of the study, its limitations, and key terms used throughout the research.

Chapter 2: Literature Review: This chapter would delve into existing research on discourse competence, focusing on the specific challenges faced by EFL learners in essay writing. It would explore different theoretical frameworks related to discourse analysis and second language acquisition, providing a comprehensive overview of previous studies on similar topics. This review would establish a context for the current study, highlighting gaps in the existing literature and positioning the present research within the broader field of applied linguistics.

Chapter 3: Methodology: This chapter details the research design and methods employed to collect and analyze data. It describes the two instruments used: a teacher questionnaire and a student writing task. The chapter explains the sampling procedure, the specific questions included in the questionnaire, the instructions given to students for the essay writing task, and the methods used to analyze the data gathered from both instruments. It justifies the chosen methodology and discusses its limitations.

Chapter 4: Results and Discussion: This chapter presents the findings of the study, drawing on the data collected from the teacher questionnaires and student essays. It would systematically present the results, using descriptive statistics and qualitative analysis to showcase patterns and trends observed in the data. The chapter would interpret these findings in relation to existing literature, discussing the implications of the research and providing explanations for the observed results. It would connect the findings from the two data sources to create a holistic understanding of the problem.

Keywords

Discourse competence, EFL writing, essay writing, discourse errors, third-level students, applied linguistics, qualitative research, teacher perspectives, writing assessment, error analysis.

Frequently Asked Questions: A Comprehensive Language Preview

What is the main focus of this thesis?

This thesis investigates the discourse competence of third-level EFL (English as a Foreign Language) students in essay writing. Specifically, it explores the causes of discourse errors in their writing and how these errors affect the overall quality of their essays.

What methodology was used in this research?

The study employed a mixed-methods approach. Data was collected using teacher questionnaires to gather perspectives on student writing challenges and student essay writing samples to analyze discourse errors directly. Both qualitative and quantitative analysis methods were used.

What are the key themes explored in this research?

Key themes include discourse competence in EFL essay writing, the types and causes of discourse errors, the impact of these errors on essay quality, analysis of student writing samples to identify prevalent errors, and teacher perspectives on student writing challenges.

What are the key chapters and their contents?

Chapter 1: Introduction sets the context, defines the problem, outlines research questions, and details the significance and limitations of the study. Chapter 2: Literature Review examines existing research on discourse competence and EFL essay writing. Chapter 3: Methodology describes the research design and data collection methods. Chapter 4: Results and Discussion presents and interprets the findings from the teacher questionnaires and student essays. Chapter 5: Conclusion and Recommendations (not fully detailed in the preview) will likely summarize the findings, draw conclusions, and offer recommendations for improving EFL essay writing instruction.

What are the keywords associated with this research?

Keywords include: Discourse competence, EFL writing, essay writing, discourse errors, third-level students, applied linguistics, qualitative research, teacher perspectives, writing assessment, error analysis.

What type of audience is this preview intended for?

This preview is intended for an academic audience, likely those interested in applied linguistics, second language acquisition, and English language teaching. It provides a structured overview of the thesis's content for academic review or analysis.

What is the overall aim of the study?

The study aims to understand the challenges faced by third-level EFL students in essay writing, identify the root causes of discourse errors, and ultimately contribute to improved teaching and assessment practices in EFL writing.

Where can I find the complete thesis?

The complete thesis is not included in this preview. Further information on accessing the full text would need to be provided separately.

What are the limitations of the study (as mentioned in the preview)?

The specific limitations of the study are not detailed in this preview but are mentioned as a component of Chapter 1.