| Autor: |
Falardeau, Érick, Guay, Frédéric, Dubois, Pascal, Pelletier, Daisy |
| Předmět: |
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| Zdroj: |
Journal of Writing Research; 2024, Vol. 16 Issue 1, p1-38, 38p |
| Abstrakt: |
Meta-analyses indicate that explicit writing instruction (EWI) is an effective method for improving student writing self-efficacy and writing performance. EWI relies on explicit instruction of writing strategies through modeling, scaffolding and self-regulation. Most EWI-based interventions have been conducted by researchers, generally with subgroups of students or on a one-on-one basis, and very few have been conducted in other languages than English. Our quasi-experimental study aims to address these limits by testing EWI's effects when teachers themselves intervene using peer feedback during the writing of opinion letters. We used practice-based professional development to teach teachers how to use EWI, and compared two experimental conditions (EWI with and without peer feedback) to a control group (Business as Usual). A total of 483 French-speaking 5th grade students participated in the study. Results from repeated measure analyses showed that, with or without peer feedback, the EWI intervention produced better writing performance and higher self-efficacy compared to the control group. We discuss the role of EWI for writing performance and self-efficacy. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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