Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge

Yamaç, Ahmet; Öztürk, Ergün; Mutlu, Neşet

doi:10.1016/j.compedu.2020.103981

Cited by 35 publications

(42 citation statements)

References 45 publications

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“…These disparate results may be partially explained by the possibility that older students were more experienced in using digital technologies to write when compared to younger students (European Commission/EACEA/Eurydice, 2019). Additionally, this finding suggests a promising role of digital writing frequency for writing performance, which is consistent with studies reporting the benefits of digital tools for the writing process (e.g., Camacho et al., 2021; Karchmer‐Klein, 2019; Yamaç, Öztürk, & Mutlu, 2020).…”

Section: Discussionsupporting

confidence: 88%

Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study

Camacho

Alves

Smedt

et al. 2021

Brit J of Edu Psychol

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Background. Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance.Aims. We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a behavioural variable (i.e., writing frequency), and writing performance; and (2) inspect whether these relations varied across two text genres (i.e., narrative and opinion texts) and across two educational levels (i.e., students in grades 5-6 and grades 7-8).Sample. Six hundred and five students from grades 5-8 participated in this study.Methods. Students completed self-report scales and wrote narrative and opinion texts. We conducted multiple-group structural equation modeling to analyse the data.Results. Regarding narrative texts, digital writing frequency was significantly associated with text quality for students in grades 7-8, but this relation was not significant in students from grades 5-6. Both attitudes and self-efficacy for self-regulation made a direct contribution to narrative text quality across educational levels. In addition, attitudes were associated with both literary and digital writing frequency across educational levels. Concerning opinion texts, no significant differences emerged in terms of educational level. Attitudes contributed to both literary and digital writing frequency as well as to opinion text quality across educational levels.Conclusions. This study underlines the fundamental contribution of motivational variables to students' writing performance. Accordingly, teachers need to adopt motivation-enhancing practices in writing instruction across grade levels.Teaching students to write effectively is a key aim of mandatory education. This aim is consistent with the cross-cutting role of writing in many facets of everyday life. Writing is a

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Section: Discussionsupporting

confidence: 88%

Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study

Camacho

Alves

Smedt

et al. 2021

Brit J of Edu Psychol

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“…Las dificultades expuestas son una limitante en su proceso de formación y, es necesario buscar alternativas pedagógicas al sistema tradicional de educación, que mejoren el nivel de desempeño en la CPT. En el mundo actual, la CPT es de gran importancia para la participación de los estudiantes en procesos de aprendizaje, ya que, mediante esta, ellos desarrollan su comunicación escrita, su capacidad para expresarse y sus habilidades de aprendizaje (Yamaç et al, 2020).…”

Section: Análisis Cuantitativounclassified

“…En el lenguaje, la competencia de producción textual (CPT) tiene un papel fundamental, ya que representa una de las bases para la adquisición del conocimiento en cualquier área académica; de ahí la importancia de fortalecerla al máximo en el estudiante, en los primeros años de escolaridad y que así pueda tener un buen desempeño tanto en la vida académica como social (Romero y Cruz, 2019). Las habilidades en CPT son de gran importancia en el mundo actual, tanto para la participación de los estudiantes en procesos de alfabetización, como para la participación de los adultos en la vida social, ya que al escribir, los individuos desarrollan su capacidad para expresarse y sus habilidades de aprendizaje (Yamaç et al, 2020). Así, esta competencia es una herramienta fundamental para el aprendizaje de diferentes áreas, ya que contribuye a la profundización y afianzamiento de los conceptos adquiridos y, a la vez, permite evaluar el nivel de comprensión e interpretación textual de los educandos y su capacidad crítica frente a los temas abordados en cada asignatura (Romero y Montenegro, 2012).…”

Section: Introductionunclassified

Estrategia pedagógica mediada por las TIC para el fortalecimiento de la producción textual, en estudiantes de quinto de primaria de la Institución Educativa Nueva Florida, sede El Morrito – Tumaco - Nariño

Toro-Marinez¹,

Fierro-Marcillo²

2022

Rev. UNIMAR

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El objetivo de esta investigación fue fortalecer la competencia de producción textual en el área de lenguaje a través de un Ambiente Digital de Aprendizaje en estudiantes de quinto de primaria. Se empleó un modelo de investigación bajo un paradigma plurimetódico con dominancia cuantitativa, enfoque empírico analítico y crítico social; tipo de investigación descriptiva. Se fundamentó en el diseño e implementación de una estrategia pedagógica mediada por las TIC que, de forma creativa y dinámica, pudiera transformar el proceso de enseñanza en el área de lenguaje y conllevara mejorar el proceso de producción textual. De acuerdo con los hallazgos cuantitativos, las actividades pedagógicas y los recursos tecnológicos diseñados constituyeron un buen complemento del proceso de enseñanza tradicional, que fortaleció la enseñanza en sus componentes semántico, sintáctico y pragmático y, generó una estrategia pedagógica efectiva y un elemento potenciador, ya que ayudó al estudiante a producir textos con coherencia y cohesión, fortaleció la argumentación textual, las técnicas de organización y progresión de ideas y creó una adecuada planeación textual. Los hallazgos cualitativos revelaron que, los recursos digitales, por su contenido y dinámica, llamaron la atención hacia el contenido temático, mientras que las actividades interactivas incrementaron la participación del estudiante, instaurándose como elementos claves en el fortalecimiento de la competencia oral y escrita, desarrollando diferentes habilidades y, permitieron superar gran parte de las falencias presentadas por los estudiantes al inicio de esta investigación.

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“…Writing is an activity to express ideas, issues, events, feeling or thinking to the others thought written form Yamaç et al, (2020) ;Widodo, (2020). Writing can be defined as communicate act, a way of sharing observation, though, or ideas with ourselves and others Ruini & Mortara, (2022) ;Smith, (2020).…”

Section: Introductionmentioning

confidence: 99%

“…Writing process itself depends on: For what you are writing, Why you are writing, What you are writing about, How you feel, how much time you have, and all of the questions which describe the situation Wiyanto & Asmorobangun, (2020); Yamaç et al, (2020).…”

Section: Introductionmentioning

confidence: 99%

The effect of free writing technique on students’ writing ability

Sinaga

Togatorop²,

Marpaung

et al. 2022

PSSA

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The purpose of this research is to solve students' problems in writing narrative text, such as they lack vocabulary and they are difficult in certain generic structures. Students are not interested in Writing skills. Students still have difficulty expressing their ideas and they are bored in writing. Students' writing skills, especially narrative texts, are still low. This research is an experimental research. The purpose of this study was to find out which is more significant between the influence of Free Writing Techniques on Students' Writing Ability in writing narrative texts. Teaching writing narrative texts using free writing techniques or teaching writing narrative texts using conventional methods. The research design used in this study was a quasi-experimental research. The score data was taken from class XI students of SMA N. 5 Pematangsiantar. Which consists of 150 students who were selected by taking classes XI IA3 and XI IA4 as samples. In this study, the scores for writing narrative texts in the control group and the experimental group were used as data collection. There are two data used in this study. Namely: pre-test and post-test. The data were analyzed using the t-test formula. After analyzing the data, the results showed that the t-test was 2.72 and t-table = 2.003. The results showed that the t-test value was higher than the t-table t-test > t-table (2.72 > 2.003). It can be concluded that the application of Free Writing Techniques has a significant effect on Students' Ability in Writing Narrative Texts.

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Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge

Cited by 35 publications

References 45 publications

Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study

Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study

Estrategia pedagógica mediada por las TIC para el fortalecimiento de la producción textual, en estudiantes de quinto de primaria de la Institución Educativa Nueva Florida, sede El Morrito – Tumaco - Nariño

The effect of free writing technique on students’ writing ability

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