Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

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THE USE OF FLASHCARDS FOR TEACHING WRITING TO ENGLISH YOUNG LEARNERS (EYL)

Scope Journal of English Language Teaching ◽

10.30998/scope.v4i01.4519 ◽

2020 ◽

Vol 4 (1) ◽

pp. 35

Author(s):

Paramita Kusumawardhani

Keyword(s):

Action Research ◽

Writing Skills ◽

Teaching Writing ◽

Reading And Writing ◽

Young Learners ◽

Writing Skill ◽

Good Writing ◽

Classroom Action Research

<p>The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.</p>

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UAE University Male Students’ Interests Impact on Reading and Writing Performance and Improvement

English Language Teaching ◽

10.5539/elt.v7n9p57 ◽

2014 ◽

Vol 7 (9) ◽

Cited By ~ 1

Author(s):

Ghadah Al Murshidi

Keyword(s):

Male Students ◽

Writing Performance ◽

Reading And Writing

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The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults With Written Expression Difficulties

Remedial and Special Education ◽

10.1177/0741932510375469 ◽

2010 ◽

Vol 33 (2) ◽

pp. 124-136 ◽

Cited By ~ 16

Author(s):

Ann Bassett Berry ◽

Linda H. Mason

Keyword(s):

Adult Students ◽

Multiple Baseline ◽

Written Expression ◽

Strategy Development ◽

Writing Performance ◽

Essay Writing ◽

Word Use ◽

General Equivalency Diploma ◽

Multiple Probe ◽

Expository Essays

A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students’ writing was evaluated before instruction and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea–pay attention to the prompt, Organize, Write and say more) + TREE (Topic sentence, Reasons, Explanations, Ending) + COPS (Capitalize, Organize, Punctuate, Sense) strategies. Results following the instruction indicated that students had learned to independently write expository essays. The number of essay parts and transition words increased, demonstrating evidence of organized essays. The number of words written and descriptive word use also increased. Gains were maintained on maintenance probes. All students who took the GED exam passed the essay-writing portion following the intervention.

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