Consciousness-raising tasks for the mediation of text structure, cohesion, and coherence in essay writing

Abstract

Several studies have demonstrated the positive impact of Consciousness-Raising tasks (CRTs) on the teaching of grammar, especially in foreign or second language learning. However, few studies have examined their effectiveness for the development of writing skills. With this in mind, the goal of this project is to explore the impact of CRTs on three aspects of writing in expository essays: text structure, cohesion, and coherence. To accomplish this goal, the study followed a mixed-method approach with a component of Classroom Action Research. The study was conducted in an English as Foreign Language class with a group of 12 eleventh-grade students at the International Baccalaureate Program at Palmares Bilingual High school, in Alajuela, Costa Rica. The data consisted of two sets of essays, classroom observations, and questionnaires to the students and the cooperating teacher. After comparing results from the first and second essays, the most noticeable improvement in the students’ writing was in text structure and cohesion, whereas coherence showed the lowest improvement. This points to a limitation of CRTs for addressing aspects of writing involving a larger number of rules and more abstract concepts, such as coherence, instead of a smaller number of rules, like cohesion. In conclusion, the authors suggest enquiring about the use of CRTs with simple topics involving decisions tied to explicit rules versus more complex topics involving abstract thinking and decisions not always linked to rules. Lastly, the authors recommend exploring strategies to make consciousness-raising a collaborative process as a way to mitigate task complexity

An investigation into effects of teacher mediation on students’ writing skills self-efficacy belief

“…For example, Khojasteh et al (2021) showed that students who have an orientation to flippedbased mediation improved students mastery of writing relevant content, idea organization, vocabulary use, language use, and mechanics. Likewise, Vargas et al (2020) investigation revealed a similar conclusion that mediation of text structure, cohesion, and coherence through conscious-raising tasks of essay writing improved experiential group performance. Poehner and Infante (2016) also revealed that the mediator guidance and support provided to Second Language students helped them acquire the tense aspects system.…”

“…The investigations done by (Khojasteh et al, 2021;Poehner & Infante, 2016;Ruzek et al, 2016;Situmorang, 2022;Tum, 2020;and Vargas et al, 2020;) examined the effects of interventions on efficacious belief; this study opens new insights on improving belief sources based on rigorous and demanding classroom mediational moves in the ways of tackling curious self-efficacious difficulties students usually face in developing paragraph and essay writing skills.…”

Perbandingan Penggunaan Kohesi Jenis Perulangan dalam Penulisan Karangan Murid Tingkatan 4: Satu Analisis Keperluan

“…Menurut Amaechi & Edwin (2019), kohesi perulangan hendaklah digunakan secara meluas dalam penulisan karangan bagi meningkatkan kualiti penulisan yang dihasilkan oleh murid. Hal ini demikian kerana penggunaannya dalam penulisan karangan berkesan menautkan kata, frasa dan ayat dalam mewujudkan kesinambungan agar mesej penulisan dapat disampaikan dengan jelas kepada pembaca (Klarer, 1999;Gutkind, 2012;Vargas et al, 2020).…”