Qatar National Convention Centre

Qatar National Convention CentreThe Effect of Focused and Unfocused Direct Corrective Feedback on New Pieces of WritingPresenter: David Frear, Qatar UniversityThis session presents a study that investigated the efficacy of focused and unfocused direct correctivefeedback (CF) on the accuracy of new pieces of writing. The research found that a focused direct CF groupoutperformed both an unfocused direct CF group and a control group (no CF) in the long term.Impact of Locus of Control on Students’ Learning StylesPresenter: Edith Flahive, Abu Dhabi Men’s CollegeThe presenter investigates the learning styles of male Emirati students within the context of locus of control.The internality/externality of a group of students is established and precursors attributable to this orientationare identified. Implications for learning and teaching are examined and discussed.10:30–12:00 Concurrent SessionTransnational Attorneys Learning Advanced U.S. Legal Discourse and WritingPresenters: Michelle Ueland, Georgetown Law School; Michelle Ueland, Georgetown Law; AlexisPaddock, Georgetown LawThis session combines the field of law with advanced writing in English for professional purposes. Presentersdescribe their use of research, including metatext and discourse analysis (Hoffman), classroom-basedresearch (Paddock), and qualitative case study research (Ueland), to inform instructional design anddelivery of a legal writing program for transnational attorneys.11:15–11:35 Concurrent SessionsConnecting Content and Language: Cross-Disciplinary Faculty Learning Communities inHigher Education EAPPresenters: Andrew Meyerhoff, Saga University; Kenzi Watanabe, Saga UniversityFaculties within universities form distinct and, ideally, interdependent cultures. Unfortunately, they oftenbecome insular and isolated. This is especially true in university EAP programs. To overcome this problem,the presenters propose using video to build cross-disciplinary faculty learning communities to shareknowledge and skills. The presenters share their model and developments to date.Academic Literacy Skills and Student AchievementPresenter: Mary Hatakka, The Petroleum InstituteThe first year at a higher education institute can be challenging for students studying in their own language,let alone for students studying in a language other than their mother tongue. The presenter discusses thecomplex relationship between writing in higher education and the acquisition and development of subjectbasedknowledge. She shows how acquiring academic literacy skills at the early stages of higher educationcan ease the students’ transition into academia.11:15–12:00 Concurrent SessionsStudents’ Perceptions of Academic Growth in a University Foundations ProgramPresenter: Christopher Morrow, United Arab Emirates UniversityA factor analysis of student survey results from a large foundations program at UAE University indicatedthat perceived improvements in creative and critical thinking correlated positively with many other importantbehaviors and attitudes. This presentation examines these results in the context of students’ transition fromsecondary to tertiary education.15