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

Yoshihito Sugita

Foreign Languages, Faculty of Nursing, Yamanashi Prefectural University, Kofu, Japan.

DOI: 10.4236/ojml.2012.21003                

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.

Keywords

Writing Fluency; Feedback; Transition Words

Conflicts of Interest

The authors declare no conflicts of interest.

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