Teaching Writing in Adult Literacy: Practices to Foster Motivation and Persistence and Improve Learning Outcomes

Autor/in	Nielsen, Kristen
Titel	Teaching Writing in Adult Literacy: Practices to Foster Motivation and Persistence and Improve Learning Outcomes
Quelle	In: Adult Learning, 26 (2015) 4, S.143-150 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159515594178
Schlagwörter	Adult Literacy; Writing Instruction; Educational Practices; Adult Education; Literature Reviews; Synthesis; Academic Persistence; Writing Achievement; Classroom Techniques; Classroom Environment; Student Motivation; Self Efficacy; Teaching Methods; Educational Strategies; Educational Improvement + Suchen Sie Ihr Suchwort? Schreibunterricht; Bildungspraxis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Klassenführung; Klassenklima; Unterrichtsklima; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Teaching improvement; Unterrichtsentwicklung
Abstract	Writing is critical to success in education, the workplace, and everyday communication yet receives limited attention in the research, particularly the topic of writing instruction in adult education. Adult literacy practitioners frequently lack training in writing instruction and must rely on a confusing array of information, primarily derived from K-12 pedagogy. This literature synthesis investigates findings from studies of writing focusing on adult literacy and explicates specific instructional practices and strategies for teaching writing to adult learners. Findings highlight the importance of fostering motivation, persistence, and self-efficacy and indicate motivation and achievement increase when instructors introduce specific writing micro-goals, share explicit feedback, and provide evidence of progress. Classrooms should incorporate opportunities for creative expression, authentic materials and communication, writing task contextualization, explicit strategy instruction, regular journaling and personal writing, and technology and multimedia integration. Research gaps in supporting adult learner writing are identified, and implications and ideas for future research are offered. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01