Effects of a Mobile-Assisted Learning Environment Featuring Funds-of-Knowledge on English Learners' Narrative Writing Development

Autor/inn/en	Chen, Yan; Mayall, Hayley J.; Smith, Thomas J.; York, Cynthia S.
Titel	Effects of a Mobile-Assisted Learning Environment Featuring Funds-of-Knowledge on English Learners' Narrative Writing Development
Quelle	(2023), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Background; Gender Differences; Writing Instruction; Writing Skills; Hispanic American Students; Instructional Effectiveness; English (Second Language); Second Language Learning; Comparative Analysis; Essays; Writing Evaluation; Computer Assisted Instruction; Telecommunications; Handheld Devices; Grade 6; Grade 7; Middle School Students; Computer Software; Writing Improvement; Teaching Methods + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schreibunterricht; Writing skill; Schreibfertigkeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Essay; Aufsatzunterricht; Computer based training; Computerunterstützter Unterricht; Telekommunikationstechnik; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study reports the integrated findings of a mixed-methods sequential explanatory study that investigated the feasibility and effectiveness of mobile-based writing tools (MBWTs) as well as gender differences that emerged from these learning effects in the narrative writing skills of a group of sixth to seventh grade Latinx English Learners (ELs). Situated in a mobile-assisted funds-of-knowledge-featured instructional framework, 26 ELs completed five funds-of-knowledge-featured narrative essays in ten weeks operating under a switching-replications quasi-experimental design. Results revealed a statistically significant effect of the MBWT on the development of the ELs' writing skills. The effect of the MBWT on writing performance was stronger for males than females. Potential factors that influenced the integrated learning and gender effects were explored as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01