Effects of Guided Writing Strategies on Students' Writing Attitudes Based on Media Richness Theory

Autor/inn/en	Lan, Yu-Feng; Hung, Chun-Ling; Hsu, Hung-Ju
Titel	Effects of Guided Writing Strategies on Students' Writing Attitudes Based on Media Richness Theory
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 10 (2011) 4, S.148-164 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Foreign Countries; Writing Attitudes; Writing Strategies; Writing Instruction; Anxiety; Student Attitudes; Student Motivation; Grade 6; Printed Materials; Multimedia Materials; Educational Technology; Web Based Instruction; Instructional Design; Instructional Effectiveness; Interviews; Questionnaires; Student Surveys; Statistical Analysis; Comparative Analysis; Predictor Variables; Educational Theories; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Schreibtechnik; Schreibunterricht; Angst; Schülerverhalten; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; Unterrichtsmedien; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Interviewing; Interviewtechnik; Fragebogen; Schülerbefragung; Statistische Analyse; Prädiktor; Educational theory; Theory of education; Bildungstheorie
Abstract	The purpose of this paper is to develop different guided writing strategies based on media richness theory and further evaluate the effects of these writing strategies on younger students' writing attitudes in terms of motivation, enjoyment and anxiety. A total of 66 sixth-grade elementary students with an average age of twelve were invited to join the experiment for a period of twelve weeks. A repeated-measure one-way ANOVA analysis was utilized to examine the differences among the three strategies including a rich media guided writing strategy, lean media guided writing strategy, and pen-and-paper guided writing strategy. The findings of this study showed the rich media guided writing strategy had higher significant differences than the pen-and-paper guided writing strategy in terms of writing attitudes toward motivation, enjoyment and anxiety. However, there were no significant differences between the rich media guided writing strategy and lean media guided writing strategy in terms of motivation and anxiety. The findings imply that providing a web-based learning environment with high richness media could guide students to write and achieve more positive writing attitudes in terms of motivation, enjoyment and anxiety. (Contains 5 figures and 5 tables.) (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10