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1.
Alberth 《Technology, Pedagogy and Education》2019,28(1):21-36
The study aimed to scrutinise how incorporating Facebook into a conventional writing class might impact on students’ intrinsic motivation, self-efficacy and writing performance, and to uncover how best to provide corrective feedback on students’ writing posted on Facebook. Sixty-four subjects from an intact group were recruited by means of purposive sampling. All participants sat the pre-test measuring intrinsic motivation to study writing, writing self-efficacy and writing performance. Following the pre-test, participants attended a regular conventional writing class incorporating Facebook for four months. At the conclusion of the study, participants sat the post-test and were interviewed regarding their learning experience. Participants were also requested to indicate which type of feedback provided on FB is preferred and to justify their responses. It was found that students’ intrinsic motivation and self-efficacy, as well as writing performance, improved markedly in the post-test and that direct corrective feedback is more favoured by students. Overall, the study suggests that not only does incorporating Facebook into a conventional writing class benefit students academically, but it also helps boost their intrinsic motivation to study writing and writing self-efficacy – two critical variables that dictate success in foreign language learning. 相似文献
2.
Zhang Chenyi Bingham Gary E. Zhang Xiao Schmitt Sara A. Purpura David J. Yang Fuyi 《Reading and writing》2020,33(5):1263-1294
Reading and Writing - Despite a growing body of literature in English-speaking contexts documenting associations among children’s early reading, executive function (EF), and early writing... 相似文献
3.
The multifaceted nature of writing makes it one of the most challenging school subjects for English-as-a-foreign-language (EFL) students. Despite its importance and wide attention attracted, primary school students’ unsatisfactory writing performance has been little researched. As an optimal way of learning, self-regulated learning (SRL) has gained surging popularity in various academic disciplines but the field of second language (L2) writing is still underexplored. To fill the gap, the study investigated 291 upper-grade (4th-6th grades) Hong Kong primary students’ use of SRL writing strategies, and explored whether the students’ strategy use varied between genders, and across English writing proficiency groups and grade levels. A three-way MANOVA was performed and results showed that the students’ SRL writing strategy use varied significantly between genders, and across different writing proficiency groups and grade levels. Interaction effects of grade level and gender were also discovered. Important implications are drawn. 相似文献
4.
Wijekumar Kay Graham Steve Harris Karen R. Lei Pui-Wa Barkel Ashley Aitken Angelique Ray Amber Houston Julia 《Reading and writing》2019,32(6):1431-1457
Reading and Writing - A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners’ knowledge,... 相似文献
5.
Lu��s Filipe Barbeiro 《Reading and writing》2011,24(7):813-834
This article presents pupils?? awareness of writing as elicited through a metawriting task, in other words a task in which pupils from the third, fourth and sixth forms (grades) were required to write about writing. The analysis of the texts revealed the pupils?? increasing ability to write texts focusing on writing and on the subject??s relationship to writing. There are significant differences concerning the number of processes mobilised by the pupils to describe the writing process and the operations that take place within it. The increase in awareness is particularly salient in the case of planning during pre-writing. The pupils from the sixth form also mobilise a significantly higher number of processes concerned with the components of textualising (translating) and revising. The results for awareness of text and of reader do not present significant differences or any gradual increase. On the textual dimension, attention is given predominantly to the formal aspects of the texts, especially in the lower forms, while the emergence of other factors, such as genre, is still limited. As for the reader, this aspect of awareness receives the lowest number of associated processes when pupils write about their writing. The results revealed the dimensions and factors to which pupils in different school forms have conscious access when reflecting on their writing. The outcomes support the strategy of using metawriting as consciousness raising tool to increase pupils?? writing skills. 相似文献
6.
Kjell Lars Berge Synnøve Matre Randi Solheim Lars S. Evensen Hildegunn Otnes 《Assessment in Education: Principles, Policy & Practice》2019,26(1):6-25
This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects. 相似文献
7.
Poetry is one of the most feared and least understood literary genres in our public schools. Boys, in particular, are frequently perceived to be resistant to poetry instruction; a view that often stems from a limited vision of what poetry is and a misread of masculinity. Nevertheless, the study of poetry provides many benefits in the journey to becoming a competent and expressive writer. In this study, the writing practices of 20 fourth- and fifth-grade boys in a low socioeconomic US urban school were investigated as they engaged in the writing and performance of poetry across a 4-week poetic genre study. Audio-recordings of interview responses, video-recordings of poetry performances, drafts of participants’ original poems, and other relevant classroom artifacts were analysed using interpretive analytic methods to identify themes in and across data sources. Analyses revealed that it was possible to create an environment in which these elementary-aged boys were willing (and sometimes even eager) to engage with poetry. This engagement with and enjoyment of poetry appeared to originate from several sources. First, through the freedom and choice afforded by poetry, participants were able to give voice to those experiences, thoughts, and feelings that were important to them. Second, through the use of mentor texts and role models of visiting poets, participants appropriated and transformed the voices around them to create poems which arguably incorporated some sophisticated language and literary devices. Third, through poetry performance, participants found a space in which their voices could be heard and valued. 相似文献
8.
Do colleges cultivate critical thinking, problem solving, writing and interpersonal skills? 总被引：1，自引：0，他引：1
We investigate how much value college enrollment adds to students’ critical thinking, problem-solving and communication skills, and the role college inputs play in developing these competencies, using data from a 2009 collegiate assessment pilot study in Colombia. Relative to observationally similar first year students, students in their final year of college score about half of a standard deviation higher, with statistically significant higher scores on every individual component of the test. Sensitivity analyses indicate that results are robust to validity threats posed by selection bias. Students in private colleges exhibit significantly higher overall test score differences. Measures of college quality such as selectivity, rankings based on reputation, share of faculty with PhD, share of full-time faculty and expenditures per student, however, are not meaningfully associated with higher test score differences between last and first year students. 相似文献
9.
This article addresses multi‐disciplinary writing groups in supporting writing for publication for higher degree by research candidates in the Humanities, Arts and Social Sciences. Drawing on focus group discussions with postgraduate research students from the Faculty of Arts at Monash University in Australia who participated in the writing groups, it investigates the participants’ perceptions of the multi‐disciplinary nature of the groups and some of the benefits of sharing writing with fellow postgraduate research students from different fields of study. Discussing both the strengths and weaknesses of the multi‐disciplinarity of the groups as identified by participants, the authors suggest that such groups can provide a forum for postgraduates to develop their ‘professional’ academic identity and develop their writing beyond the context of their theses and can have some unexpected benefits to participants’ sense of themselves as disciplinary proponents. The multi‐disciplinary context is thus considered as providing a level playing field in which postgraduates may approach the writing process as a shared methodology, encompassing a suite of specialised but generic skills that cross‐disciplinary boundaries. 相似文献
10.
<正>亲爱的同学们,大家好!英语写作是我们表达感情与信息交流的重要手段,通过写作,我们可以不断巩固所学的知识,学会分析和处理不同的问题,让自己变得更加理智和积极乐观。其次,英语写作是中考的必考题,2023年统一省考后,在贵阳卷和黔南州卷中占卷面总分的10%,分值为15分;在其他市州卷中占卷面总分的16.6%,分值为25分。因此,我们在七年级必须要打好扎实的英语基础,掌握英语写作的技巧。 相似文献
11.
This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed. 相似文献
12.
笔者从事英语教学20多年,已经是使用人教版的三种不同版本的英语教材,但就觉得现行教材,人教版的SECSB的教材内容 相似文献
13.
Yu Ka Wong 《Reading and writing》2018,31(4):945-964
This study explored the concurrent and longitudinal relationships between reading and writing in young Chinese-as-a-second-language (CSL) learners’ sentence writing, using structural equation modeling. The participants comprised 126 Hong Kong senior primary ethnic minority students, whose literacy skills were assessed at two time points over the course of a year. In grade 5 (Time-1), they were assessed with Chinese character reading and reading comprehension measures to evaluate their reading ability. In grade 6 (Time-2), their sentence reading, sentence writing, and literacy component skills of Chinese character writing fluency and written syntactic skills were assessed. The results demonstrated that students’ reading and writing performances were substantially related both concurrently and longitudinally. Furthermore, (1) at Time-2, the component skills accounted for substantial portions of variance in sentence reading and writing skills, along with the relationship between them, while (2) Time-1 reading ability predicted Time-2 component skills and, through the mediation thereof, indirectly predicted sentence writing. Thus, in light of the linguistic characteristics of the Chinese language, literacy component skills are crucial component processes that connect reading and writing in CSL learners’ sentence writing. 相似文献
14.
Learning through writing is a way of learning not only the appropriate written expression of disciplinary knowledge, but also the knowledge itself through reflection and revision. This study investigates the quality of a writing experience provided to university students in a first-year biology subject. The writing instruction methodology used is Genre-based literacy pedagogy, designed to help both with learning disciplinary knowledge and its appropriate written presentation. Evaluative research methodologies from Student Learning Research are used and include the use of three closed-ended questionnaires and an open-ended questionnaire. The results of the research suggest ways of improving the writing instruction by better understanding the previous writing experiences of the students, improving the instructional materials, clarifying goals of the writing tasks at key stages in the writing process, and helping students to improve their approach to the writing experience.in final form: 23 August 2004 相似文献
15.
Raters of Georgia's (USA) state-mandated college-level writing exam, which is intended to ensure a minimal university-level writing competency, are trained to grade holistically when assessing these exams. A guiding principle in holistic grading is to not focus exclusively on any one aspect of writing but rather to give equal weight to style, vocabulary, mechanics, content, and development. This study details how raters react to “errors” typical of African American English writers, of ESL writers, and of standard American English writers. Using a log-linear model to generate odds ratios for comparison of essays with these error types, results indicate linguistic discrimination against African American “errors” and a leniency for ESL errors in writing assessment. 相似文献
16.
Education and Information Technologies - Though flipped learning has positively impacted teaching English writing, its usefulness in developing students’ English writing performance,... 相似文献
17.
Fatima Al-Maadadi 《International Journal of Early Years Education》2016,24(4):435-447
Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers’ beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers’ beliefs about the development of children’s emergent writing in Qatari preschool settings. A 30-item questionnaire was completed by 93 kindergarten teachers with a range of qualifications, years of teaching experience, areas of specialisation, and preschool teaching level. They were selected from private and government-funded schools in Doha. The questionnaire consisted of four components: mechanisms of writing, concepts of writing, conventions of writing, and composing. The questionnaire responses indicated that teachers hold positive beliefs regarding most emergent writing components, with concepts of writing receiving the highest mean score, followed by mechanisms of writing. The results also revealed statistically significant differences among teachers due to a number of study variables. Based on these findings, the researchers offered a number of suggestions and recommendations aimed at promoting children’s emergent writing in Qatari preschool settings and similar contexts. 相似文献
18.
Reading and Writing - We assessed the influence of genre-specific discourse knowledge and writing goals on the persuasive writing of 4th and 6th grade students with and without learning... 相似文献
19.
Chun-Chun Yeh 《Pedagogies: An International Journal》2017,12(3):256-274
The teacher–student writing conference has long been recognized as being able to provide personalized instruction and contribute to learners’ writing development. However, teachers often find it time-consuming to conference with individual students on a regular basis. Conferencing with pairs of students, therefore, may become a more pragmatic option. While a promising approach, so far the practice of paired conferencing has received scant research attention. This exploratory case study investigated the dynamics of paired conferences held between 1 writing instructor and 23 Chinese-speaking undergraduates learning English as a foreign language, as well as students’ perceptions of paired conferencing. Data collected included 11 videotaped conferences, audiotaped interviews with the instructor and students, and a student questionnaire. Through a discourse analysis performed on the conference data, this study found that to justify and facilitate paired conferencing, the instructor employed strategies such as assigning pre-conference peer review, identifying shared problems, and involving the other tutee in problem solving. Results also indicated that peer interaction during the conference was limited, but the pre-conference peer review seemed to contribute to learners’ awareness of their own strengths and weaknesses. Overall, this study showed that students held favorable opinions about paired conferencing although sharing teacher time and attention might still be a concern with some students. 相似文献
20.
Evaluating fifth- and sixth-grade students’ expository writing: task development, scoring, and psychometric issues 总被引：1，自引：0，他引：1
Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task
and scoring system for measurement of students’ informative writing. Participants in this study were 72 fifth- and sixth-grade
students who wrote compositions describing real-world problems and how mathematics, science, and social studies information
could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated
planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling
(MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally,
comparison of fifth- and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis
with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings
of this investigation are provided. 相似文献