Depicting and Outlining as Pre-Writing Strategies: Experimental Results and Learners' Opinions

Autor/inn/en	Hung, Bui Phu; Van, Le Thi
Titel	Depicting and Outlining as Pre-Writing Strategies: Experimental Results and Learners' Opinions
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.451-464 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Prewriting; Writing Strategies; Visual Aids; Photography; Interaction; Intervention; Experimental Groups; Control Groups; Writing Tests; Performance Based Assessment; Questionnaires; Interviews; Writing Achievement; Teaching Methods; Instructional Effectiveness; Adult Learning; English (Second Language); Second Language Learning; Quasiexperimental Design; Pretests Posttests; Preferences; Participant Satisfaction; Writing Skills; Qualitative Research; Statistical Analysis; Foreign Countries; Vietnam + Suchen Sie Ihr Suchwort? Schreibtechnik; Anschauungsmaterial; Fotografie; Interaktion; Writing test; Schreibtest; Leistungsermittlung; Fragebogen; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Adulte education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Writing skill; Schreibfertigkeit; Qualitative Forschung; Statistische Analyse; Ausland
Abstract	Pre-writing stage has been considered very significant as it enhances writing performance in that learners can have discussions with the teacher and/or their peers. They can also outline and organize their ideas individually to prepare themselves for writing. This study investigated the effects of using pictures and interactions in the pre-writing stage. A cross-intervention research design was implemented on two experimental groups exposed to either strategy. The data were collected from 8 tests on writing performance, 21 questionnaires and 6 case-study interviews. The findings showed that there was no big difference in the development and organization of ideas between the two groups' writing performances. In fact, the participants' writing performance depended on the assigned topics and required subskills. In detail, depicting was found to assist generating ideas, but outlining was found useful in helping organizing ideas. Regarding the participants' preferences, nearly half of the participants preferred outlining and slightly over one third preferred depicting. A small number liked both strategies equally. An implication from this study is that the choice of prewriting strategy should depend on the target skill: form (organization) or fluency (idea generation). (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01