scholarly journals Relationship Between Writing Motivation Levels and Writing Skills Among Secondary School Students

2019 ◽  
Vol 11 (5) ◽  
pp. 487-492 ◽  
Author(s):  
Üzeyir Süğümlü ◽  
Hasan Hüseyin Mutlu ◽  
Enes Cinpolat
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Writing Skills ◽  
School Students ◽  
Writing Motivation

The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students

2020 ◽  
pp. 000283122094526 ◽  
Author(s):  
Yong Wu ◽  
Christian D. Schunn
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Writing Skills ◽  
Peer Feedback ◽  
Writing Quality ◽  
School Students ◽  
Writing Performance ◽  
Writing Ability

Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation of feedback unnecessary? These pathways were tested through analyses of the relationships between feedback provided and received, feedback implemented and overall revisions, and improved writing quality in a new article. Overall, the number of revisions predicted growth in writing ability, and both amount of received and provided feedback were associated with being more likely to make revisions. However, providing feedback was also directly related to growth in writing ability.

scholarly journals Enhancing EFL Secondary School Students' Writing Skills through a Suggested Model Based on Constructivism

2021 ◽  
Vol 22 ◽  
pp. e23937
Author(s):  
Kholoud Srour ◽  
Magdy Aqel ◽  
Jaber I. Shawish
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Statistical Tests ◽  
Writing Skills ◽  
Control Group ◽  
Suggested Model ◽  
School Students ◽  
Model Based ◽  
Writing Skill ◽  
Experimental Group

Abstract: The aim of the current study is to investigate the effect of a suggested model RW based on constructivism on Palestinian EFL secondary school students' writing skill performance. The sample consisted of (87) female students divided into two groups; a control group 43 and an experimental group 44 students. The researchers used quasi-experimental design of two purposefully assigned, randomly-chosen groups with pre and post tests for each. Different statistical tests included in the Statistical Package for the Social Sciences (SPSS) were used to analyze the data collected while answering the study questions and testing the hypotheses. The results showed that there were statistically significant differences at (? ? 0.05) between the experimental group and the control group in relation to the writing skills in favor of the former. Also, the effect size of using the model based on constructivism was significantly large on students' writing skills. The researcher strongly recommended using the suggested model RW in teaching writing skill for the EFL secondary school students.

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