4. Research in Teaching Writing

Silva, Tony; Brice, Colleen

doi:10.1017/s0267190504000042

Cited by 60 publications

(40 citation statements)

References 207 publications

(232 reference statements)

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“…To address th e shortfalls of th e writing p ed agogy widely adopted in th e 1980s, th e practice of L2 writin g instruction h as begun to take a more balanced view of learning to writ e in an L2 (Silva & Brice, 2004). For instance, Frodesen (200 1) stat es th at "the wholesale adoption of L1 co m p ositio n theori es and practices for L2 writing classes seems misgu ided in light of the m any differences between first and sec o nd language wri ters, processes, and products" (p .…”

Section: Teaching L2 Writingmentioning

confidence: 99%

Current Perspectives on Teaching the Four Skills

2006

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Section: Teaching L2 Writingmentioning

confidence: 99%

Current Perspectives on Teaching the Four Skills

2006

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“…Bai, Hu, & Gu, 2014;Chien, 2012;de Larios, Murphy, & Manchon, 1999;De Silva & Graham, 2015;Hayes & Flower, 1980) because of its importance as a way of communication. Clearly, attention to writing can be because of globalization, requirement of writing for school projects, and shift from product view to process one (chien, 2012;silva & Brice, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

Tabrizi

Rajaee

2016

IJLD

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Learners' strategy use has been widely researched over the past few decades. However, studies which focus on the impact of cognitive and metacognitive strategies on primary learners are somewhat rare. Therefore, the focus of this paper is to provide an experimental investigation to explore the effect of cognitive and metacognitive writing strategies on Iranian elementary learners' writing. To this end, 75 elementary learners were recruited to participate in this study. The findings show that the intervention achieved a significant treatment effect on both experimental groups including cognitive and metacognitive writing strategies groups. Furthermore, it was found that the metacognitive group outperformed the cognitive one.

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“…Second language writing scholarship, according to Silva and Brice (2004) has increased its breadth and depth and has become a legitimate area of investigation in its own right. Suffice it to mention that it includes, though is not limited to, the enquiry in the following areas: research on composing processes, assessment of writing, content-based writing instruction, voice and identity in writing, reading-writing connection, computer-based writing pedagogy, linguistic accuracy in writing, peer interaction, teacher feedback, plagiarism, curricular issues pertinent to writing programs, and ideological matters germane to writing.…”

Section: Review Of the Literaturementioning

confidence: 99%

Effects of using Inspiration software on Iranian EFL learners’ prewriting strategies

Afshari¹,

Salehi²

2017

IJRSET

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The motive behind this study was to figure out (a) whether teaching prewriting strategies via the computer software Inspiration 9 could be used as a viable resource to boost EFL learners' command of L2 writing, and (b) whether the targeted L2 learners welcomed the application of this software for the purpose of prewriting strategies instruction. To meet the objectives of the study, 63 intermediate Iranian EFL learners (41 female and 22 male) who were studying English in intact classes at Jahad Daneshgahi, Isfahan, Iran, were conveniently accessed. The learners formed an experimental group, which was taught, through Inspiration 9 software, to use prewriting strategies pertinent to generating ideas through freewriting, brainstorming, listing, clustering, and asking wh-questions during the planning stage of writing, and a control group, in which the learners received the same type of instruction in a traditional classroom setting. Data obtained from writing pretest and posttest scores of the two groups were analyzed through independent-samples t tests, and the results indicated that the experimental groupers significantly outperformed their control group counterparts after the instructional period ended. A researcher-made questionnaire was also handed out to the learners in the experimental group, the results of which, analyzed through one-sample t test, revealed that the EFL learners under investigation held positive attitudes towards the teaching of prewriting strategies via the computer software Inspiration 9. Implications for ELT teachers include, among other things, incorporation of useful technological tools, such as Inspiration 9, in L2 teaching classes.

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4. Research in Teaching Writing

Cited by 60 publications

References 207 publications

Current Perspectives on Teaching the Four Skills

Current Perspectives on Teaching the Four Skills

The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

Effects of using Inspiration software on Iranian EFL learners’ prewriting strategies

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