Cette recherche-action a pour objectif de mesurer les impacts d’une expérimentation de la révision collaborative étayée en didactique de la production écrite en langues étrangères. Un dispositif d’enseignement de la révision collaborative a été élaboré et expérimenté pendant un semestre dans une classe de vingt-deux étudiants vietnamiens de français langue étrangère. Dans la classe expérimentale, les textes ont été révisés par le pair à l’aide d’une grille de révision collaborative, puis réécrits et corrigés par l’enseignant. Dans la classe de contrôle, les textes ont été écrits une fois et révisés par l’enseignant. Un corpus de textes et rétroactions, des interactions orales entre pairs, des tests, un questionnaire d’auto-évaluation, des entretiens semi-directifs ont été recueillis comme données. Les résultats montrent des impacts significatifs de la révision collaborative étayée sur les stratégies de révision, sur la qualité de la cohérence dans les textes et sur la relation entre le rédacteur et le lecteur. Ce nouveau mode d’apprentissage a été bien évalué par les étudiants. / This action-research aims to measure the effects of a trained peer review experiment in L2 writing instruction. A classroom-based study on peer review training was conducted during one semester with 22 Vietnamese students in a writing class. In the experimental group, the drafts were revised by pair with a peer review checklist questions, then rewritten and corrected by the teacher. In the control group, the drafts were written once and corrected by the teacher. Text and feedbacks corpus, pairs oral interactions, tests, questionnaire surveys and semi-directed interviews were collected as data. The analysis shows significant impacts of trained peer review on revision strategies, on quality of text coherence and on relationship between the writer and the reader. This new approach of learning was well evaluated by students.

Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and themselves as writers, (2) how have PSTs' experiences as students affected their beliefs about themselves as writers, and (3) how do PSTs' experiences as students influence their plans to teach writing? After conducting a thematic analysis, there are four findings that stemmed from the data. First, PSTs come to their educator preparation programs with beliefs about themselves as writers. Particularly, the PSTs believe they are either writers or non-writers, Next, PSTs believe that writing instruction should be high-quality and foster student interest. Additionally, data suggested that PSTs' past experiences as students in a writing classroom influenced the PSTs' beliefs. Particularly, the PSTs' experiences around feedback and the control they had over writing were the most discussed. Lastly, past experiences stemming from the PSTs' apprenticeship of observation formed the basis for the plans the PSTs had about teaching writing. These findings have implications for both teacher educators and the PSTs they teach. It is imperative that teacher educators take steps to uncover the beliefs and past experiences of the PSTs as these serve as a lens through which the PSTs look through during their writing methods courses. Teacher educators must also use this information as a springboard for instruction. Finally, teacher educators must challenge the apprenticeship of observation to ensure that the plans PSTs have for teaching writing are not simply a conservative recreation of past experiences devoid of a theoretical basis.

No description available.

Wissenschaftliches Schreiben ist eine sehr komplexe Aufgabe, die eine Vielzahl unterschiedlicher Aktivitäten umfasst. Viele Studierende haben jedoch Schwierigkeiten, die damit verbundenen Anforderungen selbständig zu bewältigen. Im Mittelpunkt des Interesses der vorliegenden Arbeit stand daher die Entwicklung und Evaluation interaktiver computerbasierter Trainingsaufgaben, die Studienanfänger beim Erwerb von Grundkompetenzen des wissenschaftlichen Schreibens unterstützen. Zentrale Anliegen dieser Arbeit waren: (a) die psychologisch begründete Entwicklung einer computerbasierten Schreibumgebung für das wissenschaftliche Schreiben, (b) die theoretisch und methodisch begründete (Weiter-)Entwicklung von Instrumenten zur Untersuchung der Bedingungen und Wirkungen der Schreibumgebung und (c) die empirische Überprüfung der lern- und motivationspsychologischen Wirkungen des Arbeitens mit der Schreibumgebung. Im ersten Teil der Arbeit wird aus theoretischen Überlegungen und Modellen zum Schreibprozess bzw. zum Textverstehen ein integratives Modell des wissenschaftlichen Schreibens abgeleitet. Auf dieser Grundlage wird eine prototypische Trainingsumgebung entwickelt und formativ evaluiert. Anhand der Ergebnisse der formativen Evaluation wird der Prototyp zur Schreibumgebung „escribo“ weiterentwickelt. Diese Schreibumgebung setzt systematisch empirisch bestätigte Schreibstrategien um. Somit werden die Schreibenden in ihrem Schreibprozess kognitiv und metakognitiv unterstützt und angeleitet. Zur Untersuchung individueller Einflussgrößen auf den Schreibprozess werden im zweiten Teil der Arbeit verschiedene Fragebögen, z.B. zu motivationalen Aspekten beim wissenschaftlichen Schreiben entwickelt. Weiterhin wird ein verhaltensorientierter Fragebogen zu Strategien beim akademischen Schreiben (FSAS) konzipiert und hinsichtlich seiner Struktur sowie Reliabilität überprüft. Die Ergebnisse einer empirischen Studie mit zwei Messzeitpunkten zur Wirkung der Schreibumgebung weisen darauf hin, dass das Arbeiten mit der Schreibumgebung einer Übungssituation überlegen ist: Zum Messzeitpunkt 1 z.B. schrieben die Versuchspersonen mit computerbasierter Schreibunterstützung besser verständliche Texte. Daraus lässt sich der Schluss ziehen, dass es unter folgenden Bedingungen möglich ist, wissenschaftliches Schreiben computerbasiert zu fördern: Der komplexe Schreibprozess muss aufgebrochen werden, um die Anforderungen des wissenschaftlichen Schreibens transparent machen zu können. Außerdem sollten empirische und theoretische Erkenntnisse systematisch genutzt werden, um angemessene Strategien gezielt fördern zu können. / Academic writing is a complex task that involves a variety of cognitive and metacognitive activities. However, many university students perceive academic writing as an ill-defined task which, as a consequence, leads to feelings of incompetence and frustration. Thus, the purpose of the research presented here was to develop and evaluate interactive web-based training exercises to support students’ acquisition of basic writing competences. The main concerns include the: (a) development of a psychologically sound computer-based writing environment for academic writing; (b) development and enhancement of theoretically and methodologically sound instruments to study conditions and effects of such a writing environment; and (c) empirical investigation of the effects of working with the writing environment on achievement and motivation. In the first part of the dissertation an integrative model of academic writing is derived from theoretical considerations and models of the writing process as well as text comprehension. On this basis, a prototype of the writing environment is developed and evaluated in a pilot study. The results of the pilot study were used to design the writing environment “escribo”. This writing environment systematically applies empirically proven writing strategies. As a result, students receive cognitive and meta-cognitive support in their writing. To investigate individual influences on the writing process, various questionnaires, e.g. on motivational aspects of writing, were developed in the second part of the research presented here. Furthermore, a behaviour-oriented questionnaire on strategies in academic writing (FSAS) was designed and assessed regarding its structure and reliability. An empirical study using two measuring values was carried out to determine the effects of the writing environment. Its results show that there is some evidence that working with the writing environment is superior to a situation without any support; in session 1, for example, students supported by “escribo” wrote texts with a better readability compared to students working without support. Therefore, it can be concluded that such a computer-based writing environment can foster the acquisition of basic competencies in academic writing. This holds true only, if the following prerequisites are met. Firstly, the complexity of the writing process has to be broken up in order to make the demands of academic writing transparent. Secondly, theoretical and empirical findings should be used systematically to foster adequate writing strategies.

This study examines how adult second language learners in the context of a writing pedagogical intervention give and receive feedback and how they talk about argumentative texts. The study highlights students' work with peer response and the questions that can arise when students need to relate to instructions, model texts, and feedback that can provide inconsistent information about the text's desired design. The design of this study has taken inspiration from genre theory and formative assessment, emphasizing the role of an explicit writing pedagogy. The results show the importance of teacher guided practice and teaching metafunctional linguistic resources in order to improve students´ writing. Furthermore the results indicate the role of function in writing instruction. Second language writers, as well as any student concerned with writing, need to understand how different linguistic choices affect the content and the readers´ perception of the text.

This applied dissertation was designed to determine the impact of direct writing conventions instruction on second grade writing mechanics mastery at an independent school in southeast Florida. The research study utilized a nonexperimental quantitative method. The design was pretest-posttest with a control. The pretest-posttest assessment was the Children’s Progress Academic Assessment. The score utilized in the analysis was the Phonics/Writing subtest. De-identified data were collected and analyzed from two separate second grade classes from two consecutive school years (i.e., 2011-2012, 2012-2013). The control group consisted of 43 second graders who received writing conventions instruction in the context of student writing during individual and small group conferences. The control group received no direct writing conventions instruction. The treatment group consisted of 39 second graders who received direct writing conventions instruction through the use of mini-lessons during the writing workshop. An analysis of the de-identified data revealed that, although the treatment group mean change score had a positive change greater than the control group change score, the change was not statistically significant. The researcher failed to reject the null hypothesis relative to a statistically significant difference between the two groups. Recommendations were made for future research.

No description available.

No description available.

Enligt nuvarande läroplan ska eleverna ges möjlighet att utveckla sitt skrivande både för hand och med digitala verktyg. Enligt skrivforskning är undervisning i årskurs 4–6 ett område som har ägnats alltför lite uppmärksamhet åt, främst när det gäller digital skrivning eftersom merparten av forskningen fokuserar på elever i de yngre och äldre åldrarna. Syftet med denna studie är att bidra med kunskap om hur olika svensklärare i årskurs 4–6 beskriver att de arbetar med digitala verktyg i skrivundervisningen och deras uppfattningar av digitala skrivverktyg. Frågeställningar som besvarats är: Hur beskriver verksamma svensklärare användandet av digitala verktyg i svenskämnets skrivundervisning? Vilka uppfattningar har olika svensklärare av digitala verktyg i skrivundervisningen? Semistrukturerade intervjuer har genomförts med fyra svensklärare för att bevara studiens frågeställningar. Datamaterialet har analyserats med en fenomenografisk ansats. Resultaten visar att eleverna använder digitala skrivverktyg i hög grad jämfört med att skriva för hand. Dessutom visar utfallet av den fenomenografiska analysen på sju olika sätt att uppfatta digitala skrivverktyg. / According to the current curriculum, students should be given the opportunity to develop their writing both by hand and with digital tools. According to research on writing, teaching in grades 4-6 is an area that has received too little attention, especially when it comes to digital writing, as most of the research focuses on students in the younger and older ages. The purpose of this study is to contribute knowledge about how different Swedish teachers in grades 4-6 describe how they work with digital tools when they teach writing and their perceptions of digital writing tools. The research questions that have been answered are: “How do Swedish teachers describe the use of digital tools in writing instruction?” and “What perceptions do different Swedish teachers have of digital tools in writing instruction?” Semi-structured interviews were conducted with four Swedish teachers to preserve the study's issues. The data material has been analyzed with a phenomenographic approach. The results show that students use digital writing tools to a greater extent compared to writing by hand. In addition, the outcome of the phenomenographic analysis shows seven different ways of perceiving digital writing tools.

This study investigates the effects of self-regulated strategy development (Harris, Graham, & Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A nonexperimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.