This is a study of quantitative and qualitative methods that aims to gain increased knowledge about primary school students and what it means to write. The study examines if dictation provides a digital opportunity in a learning environment for everyone. The study is a case study. The study has a mixed-methods design with an explanatory Sequential Design. The study is based on empirical methods that consists of two quantitative and two qualitative methods. The quantitative methods are measurement of LIX value of student texts and the students' grades. The qualitative methods are a questionnaire to seven students in eighth grade and a semi-structured interview with a teacher. The study's theoretical framework rests on a socio-cultural perspective, with Vygotsky's theories about language and communication and Säljö´s thoughts about artefacts and dictation as a writing tool. The study uses a hermeneutic perspective to describe the qualitative parts of the study. This perspective is used to describe an interaction between theory and method analysis that provides an opportunity for a deeper understanding. The results of the study show that students think that dictation is a functional writing tool. The results from the questionnaire show that students think it is important to plan their writing before dictation. Furthermore, students discover that they must adapt their voice to the dictation program. By learning the software, the students´ develop their writing ability. Finally, students note that the processing is different and requires different strategies for correcting than traditional writing does. Perhaps the biggest obstacle in itself is that the transcriber needs to have access to a quiet place. The knowledge contribution that is added to the problem area and previous research is a deeper understanding of the factors that affect students' writing through dictation. The study is important and relevant to the teaching profession and contributes to the fact that dictation can be a way of writing for students. The experiences from this study can be a support for teachers in developing their schools´ learning environment. Coupled with teachers' broad repertoire in writing and writing development, this will give more students the opportunity to reach approved knowledge requirements in Swedish compulsory school as Nilholm assert. / <p>Digital presentation</p>
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-45313 |
| Date | January 2021 |
| Creators | Toresson, Anna-Karin |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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