An Extensive Reading Strategy to Promote Online Writing for Elementary Students in the 1:1 Digital Classroom

Autor/inn/en	Sun, Zhong; Yang, Xian Min; He, Ke Kang
Titel	An Extensive Reading Strategy to Promote Online Writing for Elementary Students in the 1:1 Digital Classroom
Quelle	In: Computer Assisted Language Learning, 29 (2016) 2, S.398-412 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2014.974860
Schlagwörter	Reading Strategies; Elementary School Students; Writing Assignments; Foreign Countries; Grade 5; Chinese; Writing (Composition); Reading Interests; Comparative Analysis; Scores; Reading Habits; Teaching Methods; Reading Writing Relationship; Control Groups; Experimental Groups; Technology Uses in Education; Electronic Learning; Educational Technology; English (Second Language); Second Language Learning; China + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; China; Chinesen; Schreibübung; Leseinteresse; Reading habit; Lesegewohnheit; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The rapid development of the digital classroom has made it possible to combine extensive reading with online writing, yet research and development in this area are lacking. This study explores the impact of online writing after extensive reading in a classroom setting in China where there was one computer for each student (a 1:1 digital classroom). Thirty-nine fifth graders from an elementary school participated in the study. These students were divided into three groups with equivalent pretest score averages. Members of each group wrote Chinese compositions online after reading in one of the following three conditions in the same 1:1 digital classroom: (1) Objective-Focused Fast Extensive Reading (OFFER), an extensive reading strategy developed for and tested in this study; (2) one-size-fits-all extensive reading; (3) zero extensive reading, using only the class textbook. Qualitative and quantitative analyses were performed using data from four sources: scores from three teacher judges, comments from those judges, comment icons from classmates, and writing speed data collected via the learning management system. The results indicated that the OFFER group showed significant superiority in writing quality and quantity compared to the other two groups. It is concluded that (1) extensive reading can be utilized not only for cultivating reading interest, but also for promoting writing, and (2) the OFFER strategy can lead to improved writing quality and fluency compared to one-size-fits-all extensive reading. Further suggestions for researchers and language teachers are proposed in the final part of the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01