Hirota, T., Okada, T., Okumura, K., & Tokioka, Y. (1995). Daigaku ni okeru eisakubun shido no arikata. Research project on the teaching of writing English under the auspices of the Kansai Chapter of the Japanese Association of College English Teachers (JACET), Writing Research Group.

has been cited by the following article:

• TITLE: Enhancing Students’ Fluency in Writing: Learning to Use Transition Words

  AUTHORS: Yoshihito Sugita

  KEYWORDS: Writing Fluency; Feedback; Transition Words

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.2 No.1, March 21, 2012

  ABSTRACT: This study uses experimental and control group data to investigate whether learning to use transition words results in enhancing students’ fluency in writing. Common sentence connectors, such as moreover, however, thus, etc were chosen in order that students learn the use of transition words in text and improve their writing fluency. 36 first-year university students were placed in an intermediate class: 18 control group students and 18 experimental group students. Over a 12-week period, both groups received equal amounts of writing assignments. During the first half of the period, both groups were given content and form feedback, but the experimental group was given additional marginal comments on the use of sentence connectors. After six weeks, both groups were given identical types of feedback and comments. Fluency was measured by the number of words written and successful connections (SCs). These results were analyzed to determine if there was a significant difference in fluency between the two groups. Findings suggest that writing teachers should teach students the effectiveness of using transition words in EFL writing classes, and this may in part help to improve students’ fluency.