scholarly journals Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Xuanxi Li ◽  
Samuel K. W. Chu ◽  
Wing Wah Ki ◽  
Matsuko Mukumoto Woo
Keyword(s):  
Primary School ◽  
Writing Process ◽  
Collaborative Writing ◽  
Writing Pedagogy ◽  
Language Teachers ◽  
Process Writing ◽  
School Students ◽  
Collaborative Process ◽  
Chinese Language Teachers ◽  
Chinese Writing

<span>This case study explored collaborative writing in Chinese among 59 primary four Chinese students using a </span><em>Wiki-based Collaborative Process Writing Pedagogy</em><span> (WCPWP) in Shenzhen, China. It aimed mainly to design and orchestrate a WCPWP in order to facilitate students' Chinese writing. It investigated students' collaborative writing process and their performance on a wiki, and explored the perceptions and attitudes of the teacher and her students towards WCPWP. A wiki-based writing environment named </span><em>Joyous Writing Club</em><span> (JWC) was designed and developed using MediaWiki software. Data was collected from questionnaires, online wiki documents, interviews, and observations. The results illustrated students' collaborative writing process and their products on the wiki. Besides, the results showed that students perceived WCPWP was beneficial in boosting writing motivation, increasing group interactions, and extending the audience for their writing. This study may help primary educators gain a deeper understanding of the relationships between technology, pedagogy and education. It may also provide practical recommendations for primary school Chinese language teachers in the integration of Web 2.0 tools (wikis, </span><em>Google Docs</em><span>) as well as the use of effective pedagogical strategies in the teaching of Chinese writing.</span>

scholarly journals A blended collaborative writing approach for Chinese L2 primary school students

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Lung-Hsiang Wong ◽  
Wenli Chen ◽  
Ching-Sing Chai ◽  
Chee-Kuen Chin ◽  
Ping Gao
Keyword(s):  
Pilot Study ◽  
Writing Process ◽  
Collaborative Writing ◽  
Chinese Students ◽  
Learning Effects ◽  
Primary School Students ◽  
School Students ◽  
Essay Writing ◽  
Individual Essay ◽  
Chinese Writing

<span>This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students' problems in writing include limited and incorrect use of vocabulary, English-style grammar, badly structured passages, and so on. The collaborative writing approach, V.S.P.O.W., can be characterised as a recursive, bottom-up writing process that requires the students to collaboratively carry out wiki-based "word/phrase pooling" (V), "sentence making" (S), "paragraph writing" (P), and "outlining" (O); and eventually individual essay writing (W). We analysed the potential learning effects of the writing process among Primary 4 (10-year-old) students - especially in addressing and leveraging students' individual differences. Through teacher and student-initiated customisation of the original V.S.P.O.W. process, we hope to improve the students' micro-skills for writing. The results of the pilot study show that the target students' micro-skills for writing were significantly improved, which could be attributed to emerging peer coaching practices among them.</span>

scholarly journals Use of Action Songs and Total Physical Response to Promote the Development of Listening Skills among Year 4, Low Enrolment-Tamil Vernacular Primary School Students in Malaysia

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Uthaya Kumar, S. ◽  
Sandaran, S. C.
Keyword(s):  
Primary School ◽  
English Language ◽  
Language Teachers ◽  
School Type ◽  
Listening Skills ◽  
School Students ◽  
Post Intervention ◽  
Listening Skill ◽  
Physical Response ◽  
English Language Teachers

Total Physical Response (TPR) is built around the coordination of speech and actions. Action songs promote dance or acts while singing. In this study, we look at action songs as part of TPR to investigate its effectiveness in enhancing students’ listening skills to develop their mastery of the English Language. Seven Year 4 students from a Low Enrolment (SKM) Tamil Vernacular Primary school type (SJKT) were selected as the participants of a within-group experimental design. Upon completing a pre-test on listening skill, students were given six treatment lessons, whereby one hour per lesson was allocated. The treatment was conducted once a week, for every listening lesson. The data was collected while and after the pupils were taught through a series of lessons or interventions that incorporated songs and TPR to complete a variety of listening tasks. The finding shows that even though action songs and TPR are not commonly used among English Language teachers, teachers should implement the method especially for students from Low Enrolment Vernacular Primary School Type as the students in this study showed a significant increase in their post intervention scores of the listening test. The findings also discusses SJKT English Language teachers perceptions on the use of songs and TPR and suggests that there is still a lack of understanding among the teachers on the potential benefits of action songs and TPR for their particular students who have high levels of anxiety and inhibitions to learning English. 

scholarly journals Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Collaborative Writing ◽  
Language Teachers ◽  
Esl Students ◽  
School Students ◽  
Students Attitudes ◽  
Esl Classroom

This study reviews the effectiveness of collaborative writing among secondary school students in ESL classroom. Writing skill is regarded as the most difficult task in second language learning. Various strategies have been employed by both teachers and students to enhance writing competence. As the education system is intended to the requirement for 21st century educational practices. Collaborative approach is one of the key elements. It marks the shift in pedagogical instruction. Collaborative learning is perceived as one of its approaches which aid ESL students to become proficient in writing. This study explores students’ attitudes towards improving writing skills of ESL students via collaborative writing. This study involved 32 secondary school respondents from Klang, Selangor. The survey research data were gathered through a questionnaire to assess students’ attitudes towards collaborative writing. It was evident that students were able to collaborate in writing lessons. The findings indicate that students showed positive attitude while writing collaboratively. Hence, this approach can be implemented by language teachers to enhance language teaching and learning.

scholarly journals Collaborative writing and process writing approach: The effect and students perception

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Winarti ◽  
Bambang Yudi Cahyono
Keyword(s):  
Collaborative Writing ◽  
Writing Pedagogy ◽  
Process Writing ◽  
Writing Ability ◽  
Writing Test ◽  
Post Test ◽  
Treatment Data ◽  
Potential Benefits ◽  
Output Hypothesis ◽  
Experimental Group

Over the last few years, the researchers and practitioners have acknowledged the potential benefits attained from collaborative writing activity which was based on the well- known theories of social constructivist and output hypothesis. Grounding from these theories, this study examined the collaborative writing combined with writing process approach to find out the effect of the task on students' ability in writing an explanation essay and students perception about the task. Two intact classes involving 30 students in each class participated in this study. One class as the experimental group completed the writing task using process writing in pairs while the other class completed the task individually. The students in experimental group were given a questionnaire right after the treatment to pool their views on the task. Post-test by administering the writing test was conducted to see the effect of the treatment. Data analysis revealed that students employing collaborative writing using process writing had better writing ability than students working individually. It was also found that most students felt that they gained many benefits from doing collaborative writing. These findings suggested that collaborative writing combined with process writing can be implemented in EFL writing pedagogy to improve students' writing ability. HIGHLIGHTS 1. Collaborative writing has the positive effect on the overall writing ability and on each element of writing skill.2. Collaborative writing not only encouraged the students to share the knowledge they had to other members but also it gave them remarkable input they needed in improving thewriting skill.

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