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 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 KESAN PENGGUNAAN PETA PEMIKIRAN TERHADAP PENGAJARAN PENULISAN KARANGAN MURID TAHUN LIMA

2021 ◽  
Author(s):  
NORLIZA ABDULLAH ◽  
ZULKIFLI OSMAN ◽  
ABDUL MUNIR ISMAIL
Keyword(s):  
Treatment Group ◽  
Social Science ◽  
Primary School ◽  
Test Scores ◽  
Control Group ◽  
Primary School Students ◽  
Thinking Maps ◽  
School Students ◽  
Essay Writing ◽  
Post Test

Kajian lalu menunjukkan kebolehan mengarang karangan dalam kalangan murid sekolah rendah adalah rendah. Oleh hal yang demikian, kajian ini dijalankan untuk mengkaji kesan penggunaan peta pemikiran terhadap tahap penulisan karangan Bahasa Melayu dalam kalangan murid tahun lima. Penyelidik menggunakan kaedah eksperimen kuasi melibatkan satu sampel kajian yang terdiri daripada 64 murid sekolah rendah yang dibahagikan sama rata kepada satu kumpulan perlakuan dan satu kumpulan kawalan. Para murid dalam kumpulan pertama menggunakan peta pemikiran dalam pengajaran karangan, sementara kumpulan kedua menggunakan kaedah tradisional. Ujian pra dan ujian pasca digunakan untuk mendapatkan data yang dianalisis dengan Statistical Package For Social Science (SPSS) versi 21. Bagi kumpulan perlakuan, analisis data menunjukkan skor pasca ujian min murid adalah lebih tinggi dari skor pra ujian min mereka, sekali gus menunjukkan mereka memperoleh peningkatan dalam penulisan karangan dari segi kandungan dan pengolahan idea. Dapatan yang sama juga menunjukkan skor pasca ujian min murid dalam kumpulan perlakuan adalah lebih tinggi dari min skor yang sama bagi mereka dalam kumpulan kawalan, sekali gus menunjukkan kumpulan perlakuan adalah lebih berprestasi daripada kumpulan kawalan. Dapatan kajian ini mempunyai implikasi dalam amalan pengajaran semasa. Guru mata pelajaran Bahasa Melayu boleh menggunakan peta pemikiran sebagai satu alat pengajaran bagi membantu murid sekolah rendah belajar menulis karangan dengan lebih berkesan.   Studies have shown that students’ essay writing abilities of primary school students are low. As such, this study was carried out to examine the extent of the effects of using thinking maps on the teaching of Malay language essay writing among Year Five students. In this study, the researchers used a quasi-experimental method involving a study sample consisting of 64 primary school students were divided equally into a treatment group and a control group. The former used thinking maps in essay writing learning, while the latter used a traditional method. A pre-test and a post-test were used to obtain the data, which were analyzed using Statistical Package for Social Science (SPSS) version 21. For the treatment group, the analysis of data showed students’ mean post-test scores were significantly higher than their mean pre-test scores, indicating they made significant improvements in essay writing in terms of content and ideation. The same analysis also showed students’ mean post-test scores in the treatment group were significantly higher than those of the control group, indicating the former outperformed the latter. These findings have a practical implication for the current teaching practice. Malay language teachers can use thinking maps as a teaching tool to help primary school students effectively learn to write essays.

Topics in geometry and point set topology—a pilot study

1964 ◽  
Vol 11 (6) ◽  
pp. 407-412
Author(s):  
Charles H. D'augustine
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Simple Closed Curve ◽  
Closed Curve ◽  
Primary School Students ◽  
School Students ◽  
And Topology ◽  
Point Set ◽  
One To One

There is evidence that children develop certain ideas and concepts fundamental to geometry and topology long before they understand such concepts as one-to-one correspondence and number associated with a set. Jean Piaget2 discovered that even at the age of three years a child could distinguish a simple closed curve from a non-simple closed curve. Suppes and Hawley,3 working with primary school students, found that many of Euclid's concepts, which could be discovered by construction, were both teachable and stimulating.

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