Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions
While the last two decades have witnessed a growing body of research on the quality of student writing, research on the impact of the socio-cognitive approach on young learners’ writing has remained scarce. To fill this gap, this study investigates the effects of the socio-cognitive approach on th...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Urmia University
2021-01-01
|
| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://ijltr.urmia.ac.ir/article_120973_3d2589e12d891a3b3254bd303993394b.pdf |
| _version_ | 1819048332314542080 |
|---|---|
| author | Yin Ling Cheung Yi-Ning Joyce Chu Hari Jang |
| author_facet | Yin Ling Cheung Yi-Ning Joyce Chu Hari Jang |
| author_sort | Yin Ling Cheung |
| collection | DOAJ |
| description | While the last two decades have witnessed a growing body of research on the quality of student writing,
research on the impact of the socio-cognitive approach on young learners’ writing has remained scarce. To
fill this gap, this study investigates the effects of the socio-cognitive approach on the writing quality of 98
fourth graders in Singapore. The study addresses the question on whether there are any differences (in
terms of macro-organization, complexity, productivity, and accuracy) in the compositions produced under
the traditional methods and the socio-cognitive approach to writing program. Data sources include fourth
graders’ pre- and post-test written documents over two years. Using the L2 Syntactic Complexity Analyzer,
the written documents were analyzed in terms of macro-organization, fluency, lexical diversity, and
complexity. Results showed that post-test writings of low-achieving students in the experimental group
exhibited more development in story elements, use of different words, lengthier texts, and improvement in
accuracy in terms of reduction of errors in capitalization, spelling, and punctuation. This study contributes to
the field by suggesting the effectiveness of teaching writing to low proficiency learners through the use of a
socio-cognitive approach. |
| first_indexed | 2024-12-21T11:14:34Z |
| format | Article |
| id | doaj.art-57d40b181aca4614844638fb18418faa |
| institution | Directory Open Access Journal |
| issn | 2322-1291 2322-1291 |
| language | English |
| last_indexed | 2024-12-21T11:14:34Z |
| publishDate | 2021-01-01 |
| publisher | Urmia University |
| record_format | Article |
| series | Iranian Journal of Language Teaching Research |
| spelling | doaj.art-57d40b181aca4614844638fb18418faa2022-12-21T19:05:58ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912021-01-0191122https://dx.doi.org/10.30466/ijltr.2021.120973Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ CompositionsYin Ling Cheung0Yi-Ning Joyce Chu1Hari Jang2Nanyang Technological UniversityNanyang Technological UniversityNanyang Technological UniversityWhile the last two decades have witnessed a growing body of research on the quality of student writing, research on the impact of the socio-cognitive approach on young learners’ writing has remained scarce. To fill this gap, this study investigates the effects of the socio-cognitive approach on the writing quality of 98 fourth graders in Singapore. The study addresses the question on whether there are any differences (in terms of macro-organization, complexity, productivity, and accuracy) in the compositions produced under the traditional methods and the socio-cognitive approach to writing program. Data sources include fourth graders’ pre- and post-test written documents over two years. Using the L2 Syntactic Complexity Analyzer, the written documents were analyzed in terms of macro-organization, fluency, lexical diversity, and complexity. Results showed that post-test writings of low-achieving students in the experimental group exhibited more development in story elements, use of different words, lengthier texts, and improvement in accuracy in terms of reduction of errors in capitalization, spelling, and punctuation. This study contributes to the field by suggesting the effectiveness of teaching writing to low proficiency learners through the use of a socio-cognitive approach.http://ijltr.urmia.ac.ir/article_120973_3d2589e12d891a3b3254bd303993394b.pdfsocio-cognitive approachwriting qualityfourth graderscompositionsteaching writing |
| spellingShingle | Yin Ling Cheung Yi-Ning Joyce Chu Hari Jang Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions Iranian Journal of Language Teaching Research socio-cognitive approach writing quality fourth graders compositions teaching writing |
| title | Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions |
| title_full | Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions |
| title_fullStr | Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions |
| title_full_unstemmed | Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions |
| title_short | Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions |
| title_sort | impact of a socio cognitive approach to teaching english language writing on primary school students compositions |
| topic | socio-cognitive approach writing quality fourth graders compositions teaching writing |
| url | http://ijltr.urmia.ac.ir/article_120973_3d2589e12d891a3b3254bd303993394b.pdf |
| work_keys_str_mv | AT yinlingcheung impactofasociocognitiveapproachtoteachingenglishlanguagewritingonprimaryschoolstudentscompositions AT yiningjoycechu impactofasociocognitiveapproachtoteachingenglishlanguagewritingonprimaryschoolstudentscompositions AT harijang impactofasociocognitiveapproachtoteachingenglishlanguagewritingonprimaryschoolstudentscompositions |