The study examined the impact of explicit instruction in the six traits of writing model on middle school ELL students' writing achievement and confidence at a school in the Dominican Republic. An experimental group received 8 weeks of instruction focused on the six traits, while a control group received normal writing instruction. Results showed a significant difference in writing scores between the groups, with the experimental group improving and the control group declining. While confidence gains were not statistically significant, qualitative evidence suggested increased confidence for the experimental group. The study concluded the six-trait model had a positive impact on writing achievement and recommended implementing it school-wide.
Teaching the Six Traits Holly Bembridge FINALHolly Bembridge
This document summarizes a study that examined the impact of explicit instruction in the six traits of writing model on middle school English language learner students' writing achievement and confidence. The study involved 35 7th grade students, with 18 students receiving six-trait writing instruction for two periods per week over eight weeks, while 17 students did not receive this instruction. While results showed increased confidence for students receiving instruction, this was not statistically significant. However, results did show a statistically significant improvement in writing achievement for students receiving six-trait instruction. The document provides background on the six traits model and reviews previous research supporting its effectiveness in improving student writing.
This thesis project examines the benefits of an internship at a Self-Access Center (SAC) for English pre-teachers and students. The objectives are to identify positive and negative effects on pre-teachers, see the impact pre-teachers have on students, and determine how beneficial the internship is. Research questions address effects of the internship, techniques used in speaking corners, impact of teacher-student age differences, teacher preparation, and differences in attitudes by major. Variables studied are English levels, majors, techniques, and teaching experience. Data will be collected through interviews, observations, and surveys.
The document provides an agenda and notes for a professional development session on preparing for the RICA exam. It includes an overview of the exam format and content areas assessed. Sample instructional strategies are presented for differentiating instruction to meet the needs of all learners such as English learners. Participants engage in practice analyzing sample exam questions and writing responses. Key areas covered in the RICA competencies are defined, such as planning reading instruction, assessing reading levels, and teaching phonics, fluency, vocabulary and comprehension.
The CKLA instructional path is data-based, explicit and systematic, and provides individualized support through teacher interactions, small groups, and centers. It follows a three-step writing process of planning, drafting, and editing for different text types over consecutive lessons. Initial assessments are used to group students and identify needs, and include tests of letter names/sounds, writing strokes, word recognition, story comprehension, pseudowords, and code diagnostics. Teachers can implement the program in various classroom configurations depending on available staffing.
This document summarizes a study on dynamic assessment conducted with Iranian English language university instructors. The study investigated instructors' conceptualizations of dynamic assessment and how they apply it in practice. Semi-structured interviews, classroom observations, and a questionnaire were used to collect data. The results showed that instructors have a good understanding of dynamic assessment in theory, seeing it as process-oriented and beneficial for learning, but face challenges in practice due to assessment system priorities on summative exams over formative assessment. The duality of teachers' and institutional assessment criteria limits instructors' authority to fully implement dynamic assessment approaches.
The research paper evaluated the effects of the Self-Regulated Strategy Development (SRSD) persuasive writing strategy called STOP & DARE on six 5th grade students, including three English Language Learners. Pre- and post-tests measured changes in students' use of persuasive elements, essay quality, and knowledge of STOP & DARE. Results showed significant gains in students' use of persuasive elements like rebuttals, transitions, and conclusions. Essay quality scores also moderately improved on average. Three students demonstrated particularly large improvements between 2.5-5 points in their writing scores. While two students scored slightly lower, overall the intervention improved students' persuasive writing abilities.
This study examines writing self-efficacy among Thai EFL students. It aims to investigate sources of writing self-efficacy, how those sources impact students, and the relationship between self-efficacy and writing performance. The study will administer a writing test, questionnaires on self-efficacy sources and writing self-efficacy, and a focus group. It will analyze sources of self-efficacy between high, medium, and low performers and the relationship between self-efficacy and performance. The goal is to validate a Thai questionnaire measuring self-efficacy sources.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Teaching the Six Traits Holly Bembridge FINALHolly Bembridge
This document summarizes a study that examined the impact of explicit instruction in the six traits of writing model on middle school English language learner students' writing achievement and confidence. The study involved 35 7th grade students, with 18 students receiving six-trait writing instruction for two periods per week over eight weeks, while 17 students did not receive this instruction. While results showed increased confidence for students receiving instruction, this was not statistically significant. However, results did show a statistically significant improvement in writing achievement for students receiving six-trait instruction. The document provides background on the six traits model and reviews previous research supporting its effectiveness in improving student writing.
This thesis project examines the benefits of an internship at a Self-Access Center (SAC) for English pre-teachers and students. The objectives are to identify positive and negative effects on pre-teachers, see the impact pre-teachers have on students, and determine how beneficial the internship is. Research questions address effects of the internship, techniques used in speaking corners, impact of teacher-student age differences, teacher preparation, and differences in attitudes by major. Variables studied are English levels, majors, techniques, and teaching experience. Data will be collected through interviews, observations, and surveys.
The document provides an agenda and notes for a professional development session on preparing for the RICA exam. It includes an overview of the exam format and content areas assessed. Sample instructional strategies are presented for differentiating instruction to meet the needs of all learners such as English learners. Participants engage in practice analyzing sample exam questions and writing responses. Key areas covered in the RICA competencies are defined, such as planning reading instruction, assessing reading levels, and teaching phonics, fluency, vocabulary and comprehension.
The CKLA instructional path is data-based, explicit and systematic, and provides individualized support through teacher interactions, small groups, and centers. It follows a three-step writing process of planning, drafting, and editing for different text types over consecutive lessons. Initial assessments are used to group students and identify needs, and include tests of letter names/sounds, writing strokes, word recognition, story comprehension, pseudowords, and code diagnostics. Teachers can implement the program in various classroom configurations depending on available staffing.
This document summarizes a study on dynamic assessment conducted with Iranian English language university instructors. The study investigated instructors' conceptualizations of dynamic assessment and how they apply it in practice. Semi-structured interviews, classroom observations, and a questionnaire were used to collect data. The results showed that instructors have a good understanding of dynamic assessment in theory, seeing it as process-oriented and beneficial for learning, but face challenges in practice due to assessment system priorities on summative exams over formative assessment. The duality of teachers' and institutional assessment criteria limits instructors' authority to fully implement dynamic assessment approaches.
The research paper evaluated the effects of the Self-Regulated Strategy Development (SRSD) persuasive writing strategy called STOP & DARE on six 5th grade students, including three English Language Learners. Pre- and post-tests measured changes in students' use of persuasive elements, essay quality, and knowledge of STOP & DARE. Results showed significant gains in students' use of persuasive elements like rebuttals, transitions, and conclusions. Essay quality scores also moderately improved on average. Three students demonstrated particularly large improvements between 2.5-5 points in their writing scores. While two students scored slightly lower, overall the intervention improved students' persuasive writing abilities.
This study examines writing self-efficacy among Thai EFL students. It aims to investigate sources of writing self-efficacy, how those sources impact students, and the relationship between self-efficacy and writing performance. The study will administer a writing test, questionnaires on self-efficacy sources and writing self-efficacy, and a focus group. It will analyze sources of self-efficacy between high, medium, and low performers and the relationship between self-efficacy and performance. The goal is to validate a Thai questionnaire measuring self-efficacy sources.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
The Role of Writing and Reading Self Efficacy in First-year Preservice EFL Te...Seray Tanyer
A conference paper presented at GlobELT 2015: An International Conference on Teaching and Learning English as an Additional Language (16 – 19 April 2015)
Emergence of Criticality in Effective MA Students’ Research Papers: Appraisal...Lok Ming Eric Cheung
This document discusses attitudinal patterning in effective MA research papers and the pedagogical implications. It analyzes a corpus of student papers to identify patterns in the use of attitude across different sections. Effective papers were found to have higher density of appreciation and distribute attitude strategically. Less effective papers lacked control of attitude and revealed subjective voice. A case study compares an A+ and D paper, finding the high-scoring paper propagated attitude systematically while the low paper disrupted attitudinal patterning. The findings suggest explicit instruction in incorporating attitude to establish academic criticality. A website on writing literature reviews was proposed to support student academic writing development.
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...Bilinguistics
Dynamic assessment has been shown to be effective in differentiating students who struggle due to unfamiliarity with tasks from those with intrinsic cognitive or language disorders. It uses a test-teach-retest model to measure language learning potential through mediated learning experiences. The document outlines a dynamic assessment protocol for assessing fictional narratives in bilingual students using mediation strategies during teaching and analyzing responsiveness, support needs, and ability to transfer skills to determine if differences are due to factors like language exposure or an underlying disorder. Key questions addressed include determining appropriate assessment targets and using results to qualify students for services or recommend classroom accommodations.
This report summarizes an action research project that investigated using innovative dictation activities to help primary school students in Hong Kong learn English as a second language. Traditional dictation lessons were replaced with 5 new activities, including jigsaw, partial, running, grammar, and composition dictation. Data was collected through interviews, observations, and questionnaires before and after the changes. Results showed students greatly enjoyed the new activities and had more positive attitudes towards dictation, believing it could now be a fun way to learn rather than a stressful test. This suggests innovative dictation approaches may help second language acquisition.
This dissertation proposal examines the reading achievement of third grade English learners in dual language and transitional bilingual education programs in Chicago Public Schools. The study aims to compare reading test scores and proficiency levels of students in these two program types to determine which is more effective. An extensive literature review discusses research on dual language education, transitional bilingual education, and the academic performance of English learners. The methodology section outlines the archival quantitative research design using reading data from 2010-2014. Statistical analysis, including independent samples t-tests, will compare scores on the ISAT and ACCESS for ELLs exams. The findings could have implications for bilingual education policy and practice.
This document provides an overview of a presentation on implementing Common Core State Standards for special education students. The objectives covered include connecting special education to Common Core, factors to consider in developing a strategic plan, and sharing tools and resources. The presentation addresses key topics such as writing IEP goals using grade-level Common Core standards, providing access to the general education curriculum, and differentiating instruction for special education students. It emphasizes building on the general education implementation plan and involving special education staff in professional development. Group activities have attendees discuss changes to service delivery models and support needed by related service providers to help special needs students meet Common Core standards.
000 master slides thesis teguh qi s2 ing uns 2013 finalteguhkiyatno
This document discusses an experimental research study that investigated the effectiveness of the quantum method compared to the direct instruction method in teaching writing to eighth grade students in Indonesia. It also examined the influence of students' creativity on their writing skills. The study used two teaching methods (quantum method and direct instruction method) as experimental variables and measured students' creativity as either high or low. The dependent variable was students' writing skills. The document provides background on writing skills, teaching methods, creativity, relevant previous research, and rationale for the study.
The document summarizes a study that examined the effects of focused academic vocabulary instruction on underperforming math students. The study taught academic math vocabulary to the lowest performing 6th grade math class using methods from Marzano's program. It found that the students' test scores increased by 93% compared to only a 33% gain found in previous research. Student surveys also showed improved perceptions of their math abilities after receiving vocabulary instruction. The study demonstrated benefits of academic vocabulary teaching, especially for struggling learners.
The comparison of reading comprehension taught by using stad and jigsaw techn...Eko_Mulyono
This document summarizes a study that compared the effects of STAD (Student Team Achievement Division) and Jigsaw cooperative learning techniques on the reading comprehension of high school students in Indonesia with different levels of motivation to read. The study found that STAD was more effective at improving reading comprehension scores than Jigsaw. STAD led to higher average post-test scores compared to Jigsaw. The study also determined that STAD worked better than Jigsaw for students with both high and low motivation to read.
A Study on Learning Strategies and Academic Achievement of Higher Secondary S...S. Raj Kumar
The Present Study focuses on Learning Strategies and Academic Achievement of Higher Secondary School Students, this
study took the approach that the school, as a learning institution, has a responsibility to increase the learners’ chances
of success in class by providing them with the leaning strategies that will help them to participate confidently and
independently in learning. Variables such as Gender, Medium of instruction, and Type of School Management have made significant feature on
Learning strategies and Academic achievement.
ABSTRACT
KEYWORDS : Learning Strategies, Academic Achievement, Curriculum, Higher Secondary
School Students.
This document discusses dynamic assessment, which involves assessing students with instruction. It distinguishes between latent and developed abilities, noting that conventional tests only measure developed abilities. Dynamic assessment aims to bridge this gap by using techniques like test-teach-test. The goal is to see how much a student can improve with learning opportunities. It was influenced by Vygotsky and aims to create more fair and developmental tests, especially for disadvantaged students. It assesses language responsiveness and growth rather than language alone.
This document summarizes a study that analyzed the mathematics performance of grade five students in Thailand using the Newman Procedure. The study aimed to identify the levels at which students make errors in problem solving and compare performance between high- and low-achieving students as well as between students in Bangkok and a poorer performing province. Most students struggled at the comprehension and transformation levels. Poor performers made more errors in comprehension, while good performers performed well across levels. Students in the poorer province struggled more with comprehension, while those in Bangkok struggled with transformation.
The document summarizes a study on improving Indonesian EFL students' reading and writing skills through direct instruction of cognitive and metacognitive strategies. It begins with background on literacy rates and education levels in Indonesia. It then discusses issues with students' current approach to reading and writing in English. The study aims to investigate the effects of explicit strategy instruction on students' reading, writing, and ability to integrate information from reading to writing. A quasi-experimental design with pre- and post-tests will be used to compare outcomes between a control group and an experimental group receiving strategy instruction. Limitations are addressed and data collection and analysis methods involving questionnaires, tests, interviews and checklists are outlined.
Do our testee really understand what we're asking in our test? How can you be...Haykal Hafizul
I suggest we need to change our basic root of constructing new test items in readability phase. Emergence of new systematic approach of content-evaluation arise. I think it's crucial for us, a psychology student/researcher, to create unambiguous,"easy to comprehend" test-items that correspondingly captures true pictures of human souls
This document discusses strategies for assessing and intervening with struggling adolescent readers. It outlines goals of examining literacy data, understanding backwards assessment, and discussing assessment and instructional strategies in decoding, language, and strategic knowledge. Specific strategies are provided for assessing and teaching skills in areas like phonological awareness, fluency, vocabulary and comprehension. Teachers are encouraged to find time for continuous practice during regular classroom instruction.
Qualities of a Well-Written Peer Review ReportReggie Cruz
This document summarizes a seminar on writing peer-reviewed journal articles. It defines peer review as experts in a field commenting on others' work to ensure quality. Key qualities of a good peer review report are identified, including using objective standards, being positive and motivating, and going beyond standards to help authors improve. A developmental approach is advocated to avoid confrontation and encourage open dialogue between reviewers and authors. The presenter is introduced as an experienced educator and researcher who has published works and presented on related topics.
This document outlines a thesis proposal that investigates the language learning styles used by Kurdish EFL students at Salahaddin University. The study aims to identify the predominant learning styles of students, examine relationships between learning style and gender or teaching style, and understand how styles impact language proficiency. The proposal describes the research questions, hypotheses, objectives, scope, methodology involving questionnaires and observations, participants, and work schedule. If approved, the study could provide valuable insights into enhancing the English language learning process in Kurdistan.
What Does Effective Writing Instruction Look Like? Practices of Exemplary Wr...TDWolsey
Abstract
Recent research indicates that pre-service teachers receive insufficient instruction in the teaching of writing (Graham, et al., 2014). A study of 50 U.S. teachers in preparation found that only about 25% had a writing-intensive methods course in their program (Myers, et al., 2016). Using constructivist grounded theory, researchers investigated the modes and methods of 18 teacher educators across the U.S., the content of writing methods courses, how they structured learning experiences for new teachers, and the theoretical and practical models of writing that were employed.Data were gathered through collection of course syllabi and interviews with writing faculty. Data were analyzed through open coding for themes. The research team triangulated the data for reliability and did member checks to refine the themes. Findings showed that exemplary writing instructors viewed writing as a tool of power for social justice. They sought to develop teacher candidates who saw themselves as writers by employing a process writing approach across a variety of genres, taught in writing methods classes. The implications and the applications to k-12 classrooms will be discussed in the session.
This document summarizes a study that examined the relationship between L2 learners' motivation/attitude and success in L2 writing. The study used instruments to measure 30 Iranian MA students' English proficiency, motivation/attitude orientation (integrative vs instrumental), and writing ability. Results showed students with integrative motivation and positive attitudes had greater writing success, while instrumental motivation and negative attitudes were not correlated with success. The conclusion was that integrative motivation and positive attitudes better support L2 writing success compared to instrumental motivation and negative attitudes. Critiques noted the small sample size and suggested including validity data for proficiency measures.
This document provides an overview of key concepts and issues related to language assessment. It begins by defining common terms like assessment, testing, measurement and evaluation. It then describes different types of assessment including formal/informal and formative/summative. Issues discussed include discrete-point vs integrative testing and traditional vs alternative assessments. Current topics like computer-based testing and views of intelligence are also covered. The document aims to outline the concepts, methods and debates within the field of language assessment.
Sports Psychology studies a person’s behavior as it relates to sports by undersanding psychological or mental factors that can affect one’s physical performance
This document provides information about intramural sports and recreation at ACC, including what intramural sports are, how to register, the difference between intramurals and club sports, sports offered, special events, and benefits of participation. It explains that intramurals are organized recreational sports that are structured but do not require high skill levels. Registration takes place online and activities include sports leagues and tournaments as well as annual events like Halloween bowling and games between students and staff. Club sports have weekly practices and compete against other institutions, while intramurals are for recreational athletes.
The Role of Writing and Reading Self Efficacy in First-year Preservice EFL Te...Seray Tanyer
A conference paper presented at GlobELT 2015: An International Conference on Teaching and Learning English as an Additional Language (16 – 19 April 2015)
Emergence of Criticality in Effective MA Students’ Research Papers: Appraisal...Lok Ming Eric Cheung
This document discusses attitudinal patterning in effective MA research papers and the pedagogical implications. It analyzes a corpus of student papers to identify patterns in the use of attitude across different sections. Effective papers were found to have higher density of appreciation and distribute attitude strategically. Less effective papers lacked control of attitude and revealed subjective voice. A case study compares an A+ and D paper, finding the high-scoring paper propagated attitude systematically while the low paper disrupted attitudinal patterning. The findings suggest explicit instruction in incorporating attitude to establish academic criticality. A website on writing literature reviews was proposed to support student academic writing development.
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...Bilinguistics
Dynamic assessment has been shown to be effective in differentiating students who struggle due to unfamiliarity with tasks from those with intrinsic cognitive or language disorders. It uses a test-teach-retest model to measure language learning potential through mediated learning experiences. The document outlines a dynamic assessment protocol for assessing fictional narratives in bilingual students using mediation strategies during teaching and analyzing responsiveness, support needs, and ability to transfer skills to determine if differences are due to factors like language exposure or an underlying disorder. Key questions addressed include determining appropriate assessment targets and using results to qualify students for services or recommend classroom accommodations.
This report summarizes an action research project that investigated using innovative dictation activities to help primary school students in Hong Kong learn English as a second language. Traditional dictation lessons were replaced with 5 new activities, including jigsaw, partial, running, grammar, and composition dictation. Data was collected through interviews, observations, and questionnaires before and after the changes. Results showed students greatly enjoyed the new activities and had more positive attitudes towards dictation, believing it could now be a fun way to learn rather than a stressful test. This suggests innovative dictation approaches may help second language acquisition.
This dissertation proposal examines the reading achievement of third grade English learners in dual language and transitional bilingual education programs in Chicago Public Schools. The study aims to compare reading test scores and proficiency levels of students in these two program types to determine which is more effective. An extensive literature review discusses research on dual language education, transitional bilingual education, and the academic performance of English learners. The methodology section outlines the archival quantitative research design using reading data from 2010-2014. Statistical analysis, including independent samples t-tests, will compare scores on the ISAT and ACCESS for ELLs exams. The findings could have implications for bilingual education policy and practice.
This document provides an overview of a presentation on implementing Common Core State Standards for special education students. The objectives covered include connecting special education to Common Core, factors to consider in developing a strategic plan, and sharing tools and resources. The presentation addresses key topics such as writing IEP goals using grade-level Common Core standards, providing access to the general education curriculum, and differentiating instruction for special education students. It emphasizes building on the general education implementation plan and involving special education staff in professional development. Group activities have attendees discuss changes to service delivery models and support needed by related service providers to help special needs students meet Common Core standards.
000 master slides thesis teguh qi s2 ing uns 2013 finalteguhkiyatno
This document discusses an experimental research study that investigated the effectiveness of the quantum method compared to the direct instruction method in teaching writing to eighth grade students in Indonesia. It also examined the influence of students' creativity on their writing skills. The study used two teaching methods (quantum method and direct instruction method) as experimental variables and measured students' creativity as either high or low. The dependent variable was students' writing skills. The document provides background on writing skills, teaching methods, creativity, relevant previous research, and rationale for the study.
The document summarizes a study that examined the effects of focused academic vocabulary instruction on underperforming math students. The study taught academic math vocabulary to the lowest performing 6th grade math class using methods from Marzano's program. It found that the students' test scores increased by 93% compared to only a 33% gain found in previous research. Student surveys also showed improved perceptions of their math abilities after receiving vocabulary instruction. The study demonstrated benefits of academic vocabulary teaching, especially for struggling learners.
The comparison of reading comprehension taught by using stad and jigsaw techn...Eko_Mulyono
This document summarizes a study that compared the effects of STAD (Student Team Achievement Division) and Jigsaw cooperative learning techniques on the reading comprehension of high school students in Indonesia with different levels of motivation to read. The study found that STAD was more effective at improving reading comprehension scores than Jigsaw. STAD led to higher average post-test scores compared to Jigsaw. The study also determined that STAD worked better than Jigsaw for students with both high and low motivation to read.
A Study on Learning Strategies and Academic Achievement of Higher Secondary S...S. Raj Kumar
The Present Study focuses on Learning Strategies and Academic Achievement of Higher Secondary School Students, this
study took the approach that the school, as a learning institution, has a responsibility to increase the learners’ chances
of success in class by providing them with the leaning strategies that will help them to participate confidently and
independently in learning. Variables such as Gender, Medium of instruction, and Type of School Management have made significant feature on
Learning strategies and Academic achievement.
ABSTRACT
KEYWORDS : Learning Strategies, Academic Achievement, Curriculum, Higher Secondary
School Students.
This document discusses dynamic assessment, which involves assessing students with instruction. It distinguishes between latent and developed abilities, noting that conventional tests only measure developed abilities. Dynamic assessment aims to bridge this gap by using techniques like test-teach-test. The goal is to see how much a student can improve with learning opportunities. It was influenced by Vygotsky and aims to create more fair and developmental tests, especially for disadvantaged students. It assesses language responsiveness and growth rather than language alone.
This document summarizes a study that analyzed the mathematics performance of grade five students in Thailand using the Newman Procedure. The study aimed to identify the levels at which students make errors in problem solving and compare performance between high- and low-achieving students as well as between students in Bangkok and a poorer performing province. Most students struggled at the comprehension and transformation levels. Poor performers made more errors in comprehension, while good performers performed well across levels. Students in the poorer province struggled more with comprehension, while those in Bangkok struggled with transformation.
The document summarizes a study on improving Indonesian EFL students' reading and writing skills through direct instruction of cognitive and metacognitive strategies. It begins with background on literacy rates and education levels in Indonesia. It then discusses issues with students' current approach to reading and writing in English. The study aims to investigate the effects of explicit strategy instruction on students' reading, writing, and ability to integrate information from reading to writing. A quasi-experimental design with pre- and post-tests will be used to compare outcomes between a control group and an experimental group receiving strategy instruction. Limitations are addressed and data collection and analysis methods involving questionnaires, tests, interviews and checklists are outlined.
Do our testee really understand what we're asking in our test? How can you be...Haykal Hafizul
I suggest we need to change our basic root of constructing new test items in readability phase. Emergence of new systematic approach of content-evaluation arise. I think it's crucial for us, a psychology student/researcher, to create unambiguous,"easy to comprehend" test-items that correspondingly captures true pictures of human souls
This document discusses strategies for assessing and intervening with struggling adolescent readers. It outlines goals of examining literacy data, understanding backwards assessment, and discussing assessment and instructional strategies in decoding, language, and strategic knowledge. Specific strategies are provided for assessing and teaching skills in areas like phonological awareness, fluency, vocabulary and comprehension. Teachers are encouraged to find time for continuous practice during regular classroom instruction.
Qualities of a Well-Written Peer Review ReportReggie Cruz
This document summarizes a seminar on writing peer-reviewed journal articles. It defines peer review as experts in a field commenting on others' work to ensure quality. Key qualities of a good peer review report are identified, including using objective standards, being positive and motivating, and going beyond standards to help authors improve. A developmental approach is advocated to avoid confrontation and encourage open dialogue between reviewers and authors. The presenter is introduced as an experienced educator and researcher who has published works and presented on related topics.
This document outlines a thesis proposal that investigates the language learning styles used by Kurdish EFL students at Salahaddin University. The study aims to identify the predominant learning styles of students, examine relationships between learning style and gender or teaching style, and understand how styles impact language proficiency. The proposal describes the research questions, hypotheses, objectives, scope, methodology involving questionnaires and observations, participants, and work schedule. If approved, the study could provide valuable insights into enhancing the English language learning process in Kurdistan.
What Does Effective Writing Instruction Look Like? Practices of Exemplary Wr...TDWolsey
Abstract
Recent research indicates that pre-service teachers receive insufficient instruction in the teaching of writing (Graham, et al., 2014). A study of 50 U.S. teachers in preparation found that only about 25% had a writing-intensive methods course in their program (Myers, et al., 2016). Using constructivist grounded theory, researchers investigated the modes and methods of 18 teacher educators across the U.S., the content of writing methods courses, how they structured learning experiences for new teachers, and the theoretical and practical models of writing that were employed.Data were gathered through collection of course syllabi and interviews with writing faculty. Data were analyzed through open coding for themes. The research team triangulated the data for reliability and did member checks to refine the themes. Findings showed that exemplary writing instructors viewed writing as a tool of power for social justice. They sought to develop teacher candidates who saw themselves as writers by employing a process writing approach across a variety of genres, taught in writing methods classes. The implications and the applications to k-12 classrooms will be discussed in the session.
This document summarizes a study that examined the relationship between L2 learners' motivation/attitude and success in L2 writing. The study used instruments to measure 30 Iranian MA students' English proficiency, motivation/attitude orientation (integrative vs instrumental), and writing ability. Results showed students with integrative motivation and positive attitudes had greater writing success, while instrumental motivation and negative attitudes were not correlated with success. The conclusion was that integrative motivation and positive attitudes better support L2 writing success compared to instrumental motivation and negative attitudes. Critiques noted the small sample size and suggested including validity data for proficiency measures.
This document provides an overview of key concepts and issues related to language assessment. It begins by defining common terms like assessment, testing, measurement and evaluation. It then describes different types of assessment including formal/informal and formative/summative. Issues discussed include discrete-point vs integrative testing and traditional vs alternative assessments. Current topics like computer-based testing and views of intelligence are also covered. The document aims to outline the concepts, methods and debates within the field of language assessment.
Sports Psychology studies a person’s behavior as it relates to sports by undersanding psychological or mental factors that can affect one’s physical performance
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Place Middle School students are failing to meet state writing standards. Only 26% of 7th graders scored proficient on the writing portion of the state test. The school was identified as needing improvement due to low test scores. Multiple factors contribute to poor writing skills, including inconsistent instruction, student mobility, and lack of parent support. It is recommended that the school implement a new curriculum focused on the six traits of writing model, with daily lessons in grammar, organization, and other writing skills to improve test performance.
Similar to Teaching the Six Traits Holly Bembridge (20)
1. Teaching the six traits:
The impact of the six-trait writing model
on middle-school ELL student
achievement and confidence in writing.
Holly Bembridge
Fall 2007
3. Background Information
and Rationale
St. Michael’s School is an English-language
school in the Dominican Republic
Over 90% of students speak Spanish as a first
language
Consistent weaknesses in writing have been
displayed over many years:
• Generalizations rather than elaboration
• Lack of focus
• Omission of essential information
• Low level of vocabulary
• Weak grammar and mechanics skills
4. Background Information
and Rationale (Cont’d)
St. Michael’s School writing assessment results,
Fall 2005:
– Mean score for 8th
grade was 2.79 on a 6-point scale
– Mean score for 12th
grade was 4.55 on a 6-point scale
– A score of 4 indicated proficiency; a score of 3
indicated a basic level
– Only 18% of 8th
graders were proficient or above, while
45% were at the basic level.
– The remaining 37% of 8th
graders scored Below Basic.
Our middle-school students seem to need intervention
to get more students reaching proficiency in writing at
an earlier age.
5. Background Information
and Rationale (Cont’d)
Writing Assessment Results Fall 2005
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
8th 12th
Grade
Score(outof6)
Mean Score
6. Why is this important?
Writing is an integral part of helping
students learn
Langer and Applebee (1987) suggest
that writing plays an important role in
helping students learn across the
content areas
• Asks students to think more deeply about material
learned
• Asks students to manipulate knowledge in
different ways
• Allows students to internalize knowledge
7. Importance (Cont’d)
Many other studies show the link between
writing, thinking, and learning:
– Zacharias (1991) The relationship between journal
writing in education and thinking processes: What
educators say about it
– Dart, Boulton-Lewis, Brownlee, & McCrindle
(1998) Change in knowledge of learning and
teaching through journal writing
– Hohenshell & Hand (2006) Writing to learn
strategies in secondary school cell biology: A mixed
method study
– Pegram (2006) “What if?”: Teaching research and
creative-thinking skills through proposal writing
8. Review of Literature
The six-trait model is based on
assessment for learning as described
by:
– Stiggins (1985)
– Black & Wiliam (1998)
– Spandel (2001)
– Wiggins & McTighe (2005).
9. Review of Literature (Cont’d)
Chappuis & Stiggins (2002) presented
guidelines for students to become
involved in assessment and thus take
responsibility for their own learning:
– Determine the qualities of good
performance.
– Use rubrics to evaluate real work samples.
– Revise anonymous work samples.
– Communicate with others about their
growth.
THE SIX-TRAIT MODEL IS CONSISTENT
WITH THESE GUIDELINES.
10. Review of Literature (Cont’d)
Hillocks (1987) analyzed six instructional methods
commonly used to teach writing:
- grammar
- models
- sentence combining
- scales and guided revision
- inquiry
- freewriting
Scales (the basis of the six-trait model) had a
significant impact on student growth in writing.
11. Review of Literature (Cont’d)
Arter, Spandel, Culham, and Pollard (1994)
The impact of training students to be self-
assessors of writing
– Teachers trained on writing assessment and
integrating six traits into instruction
– They spent one year teaching Ideas, Organization,
and Voice
– Eight visits to help with implementation—trainers
helped teach students
– Results: Significant gains for the trait of Ideas; gains
tending toward significance for Organization and
Voice.
– Conclusions: Student writing improves in proportion
to the time spent teaching a specific trait.
12. Review of Literature (Cont’d)
Other small-scale studies suggest
the effectiveness of the six-trait
model on student achievement in
writing.
– Jarmer, Kozol, Nelson, and Salsberry
(2000)
– Bellamy (2001)
13. Review of Literature (Cont’d)
Many studies point to the
effectiveness of the six-trait model,
but
– most focus on students in elementary
school
– most have been done in the U.S. with
primarily first language English
speakers
There is a need for studies with students
in middle- and high-school and with ELL
students.
15. Method
Sample
– English-language school in Santo
Domingo, Dominican Republic
– Over 90% of students are Dominican,
first language Spanish speakers
– Randomly selected class from
middle school
• Treatment group was one 7th
grade class
of 18 students
• Control group was the other 7th
grade
class of 17 students
16. Method
Procedure
Experimental group had eight weeks of
instruction for two periods per week.
– Week 1: Introduction to the traits
– Week 2: Ideas
– Week 3: Organization
– Week 4: Review and Evaluating writing samples
– Week 5: Voice
– Week 6: Word Choice
– Week 7: Sentence Fluency and Guided revision
– Week 8: Conventions and Editing
– Weeks 7 & 8 were also spent evaluating writing
samples
17. Method
Procedure (Cont’d)
Instruction included:
1. Mini-lessons on writing skills related to the
trait (e.g., “showing, not telling,” writing
inviting leads, using power verbs)
2. Presentation of scoring criteria for the trait
3. Quality examples of the trait in a writing
sample
4. Application activities
Students were also taught how to use the rubrics
to evaluate writing samples and had to justify
their scores using the language of the traits.
18. Method
Data Collection
Likert scale to measure confidence in
writing
– Administered to both groups before and
after the intervention
Pre- and posttest writing sample to
measure achievement in writing
– Completed by both groups before and after
the intervention
– Scored using a six-point rubric based on the
six traits
19. Method
Threats to Validity
Selection
– Sampling not completing random
Maturation
– Would students just naturally become better writers
over time?
Prior knowledge
– All students had been taught someone about six traits
in past years. Would that knowledge affect control
group?
Attitude of subjects
– Would experimental group’s attitudes improve partly
because they felt special for having an outside
teacher working with them?
20. Method
Threats to Validity (Cont’d)
Implementation
– Abilities of implementer
• Is it possible that my ability to communicate and
connect with students is different from the regular
classroom teacher’s and that this difference would
affect the outcome?
– Researcher bias
• Attempt to control scoring bias by having students
place numbers instead of names on posttest writing
sample
• Possible leniency in scoring experimental group
samples
• To reduce bias in a subsequent study, all writing
samples should be anonymous and should be scored by
more than one rater
21. Results
Student Confidence in Writing
The t-test did not demonstrate the
required level of statistical significance,
with a p-value of 0.078 (t = 1.45 df 33, p
< .05).
Still, the gain for the experimental group
was larger than the gain for the control
group and shows a trend toward
significance.
22. Results
Student Confidence in Writing (Cont’d)
Values Xa
Xb
n 18 17
sum 1 -32
mean 0.0556 -1.8824
sumsq 363 216
SS 362.9444 155.7647
variance 21.3497 9.7353
st. dev. 4.6206 3.1201
MeanA
– MeanB t df
1.9379 +1.45 33
P
one-tailed 0.0782485
two-tailed 0.156497
Pretest/posttest comparison of
confidence in writing
23. Results
Student Achievement in Writing
The results of the pretest/posttest
writing samples showed a significant
difference in scores between students in
the experimental group and those in the
control group (t = 2.97 df 33, p < .05).
The experimental group had a mean gain
score of 2.97, while the control group
showed a mean loss of 0.26.
24. Results
Student Achievement in Writing (Cont’d)
Values Xa
Xb
n 18 17
sum 53.5 -4.5
mean 2.9722 -0.2647
sumsq 301.75 201.75
SS 142.7361 200.5588
variance 8.3962 12.5349
st. dev. 2.8976 3.5405
MeanA
– MeanB t df
3.2369 +2.97 33
P
one-tailed 0.002758
two-tailed 0.005516
Pretest/posttest comparison
of achievement in writing
26. Discussion (Cont’d)
Post-intervention interviews—Increase in
confidence
– “It’s easier for me to write because I can
come up with ideas faster. I know the details
I need to put.”
– “I thought at first that I was writing just like
everyone else in the class, but at the end, I
saw I was a bit better than them. I liked it
because I thought the six traits helped me
improve.”
– I can now “choose better words,” “organize
my ideas better,” “include more details than
before,” and “narrow my ideas much more.”
27. Discussion
Indicators of growth in achievement and
confidence
Students in experimental group spent more
time writing posttest than control group and
than they did during pretest.
Writing samples from the experimental group
were generally longer and more elaborated than
those from the control group.
Students in experimental group asked fewer
prescriptive questions (e.g., “How many
paragraphs?” “Does spelling count?”) than
control group and than they did during pretest.
28. Discussion
Increases in mean scores by trait
Ideas Organization Voice
Word
Choice
Sentence
Fluency Conventions
Experimental 0.41 0.65 0.79 0.65 0.59 0.21
Control 0.03 -0.18 -0.03 -0.06 -0.06 0.03
Experimental group also showed
growth in the mean score on
each of the traits.
29. Discussion
Increases in mean scores by trait (Cont’d)
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
Ideas
O
rganization
Voice
W
ord
Choice
Sentence
Fluency
Conventions
Trait
MeanGainScore
Experimental
Control
30. Discussion
Results suggest that the six-trait
model is effective for helping students
improve achievement in writing.
Though not statistically conclusive,
qualitative evidence also seems to
point to the model’s effectiveness on
improving student confidence in
writing.
31. Action Plan
Given the improvements seen in
this study, I would recommend that
the six-trait model be implemented
throughout our school, not just as
an assessment method, but also as
an instructional technique.
32. Action Plan
1. Share results with teachers.
2. Design and conduct a series of
workshops for teachers on the traits
and on assessing writing with the
traits.
3. Provide teachers with resources for
teaching the traits.
4. Offer coaching or mentoring to
teachers during the implementation
period.
33. Final Thoughts
Over the past semester, I have seen these
seventh grade students become more
enthusiastic writers who produce better
pieces of writing.
If we can replicate these results
throughout the school, our students will
likely be more successful with their writing
and with their learning in school and
beyond.
34. References
Arter, J. A., Spandel, V., Culham, R., & Pollard, J. (1994, April). The impact
of training students to be self-assessors of writing. (ERIC Document
Reproduction Service No. ED370975) Retrieved November 29, 2007,
from ERIC database.
Bellamy, P. C. (2001). Research on writing with the 6+1 traits. Retrieved
November 29, 2007, from Northwest Regional Educational Laboratory
Web site: http://www.nwrel.org/ assessment/research.php?
odelay=0&d=1
Chappuis, S., & Stiggins, R. J. (2002, September). Classroom assessment
for learning. Educational Leadership, 60(1), 40-43. Retrieved October 14,
2007, from EBSCOhost database. (7386630)
Dart, B. C., Boulton-Lewis, G. M., Brownlee, J. M., & McCrindle, A. R. (1998,
October). Change in knowledge of learning and teaching through
journal writing. Research Papers in Education, 13(3), 291-318. Retrieved
November 29, 2007, from EBSCOhost database. (6682874)
Hillocks, G., Jr. (1987, May). Synthesis of research on teaching writing.
Educational Leadership, 44(8), 71-82. Retrieved November 24, 2007,
from EBSCOhost database. (8721824)
35. References (Cont’d)
Hohenshell, L. M., & Hand, B. (2006, February 15). Writing to learn
strategies in secondary school cell biology: A mixed method study.
International Journal of Science Education, 28(2/3). Abstract retrieved
November 29, 2007, from EBSCOhost database.
Jarmer, D., Kozol, M., Nelson, S., & Salsberry, T. (2000, Fall/Winter). Six-trait
writing model improves scores at Jennie Wilson Elementary. Journal of
School Improvement, 1(2). Retrieved November 24, 2007, from North
Central Association Committee on Accreditation and
School Improvement Web site:
http://www.ncacasi.org/jsi/2000v1i2/six_trait_model
Kozlow, M., & Bellamy, P. (2004, December). Experimental study on the
impact of the 6+1 trait writing model on student achievement in writing.
Retrieved November 29, 2007, from Northwest Regional Educational
Laboratory Web site: http://www.nwrel.org/assessment/
research.php?odelay=0&d=1
Langer, J. A., & Applebee, A. N. (1987). How writing shapes thinking: A
study of teaching and learning. Urbana, IL: National Council of Teachers
of English. Retrieved November 28, 2007, from ERIC database.
(ED286205
36. References (Cont’d)
Pegram, D. M. (2006, March). “What if?”: Teaching research and creative-
thinking skills through proposal writing. English Journal, 95(4), 18-22.
Abstract retrieved November 29, 2007, from EBSCOhost database.
Spandel, V. (2001). Creating writers through 6-trait writing assessment and
instruction (3rd
ed.). New York: Addison Wesley Longman, Inc.
Stiggins, R. J. (1985, October). Improving assessment where it means the
most: In the classroom. Educational Leadership, 43(2), 69-74. Retrieved
November 28, 2007, from EBSCOhost database. (8518331)
Stiggins, R. J., & Bridgeford, N. J. (1984). The use of performance
assessment in the classroom (Monograph). (ERIC Document
Reproduction Service No. ED242718) Retrieved November 29, 2007,
from EBSCOhost database.
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd
ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.
Zacharias, M. E. (1991, Winter). The relationship between journal writing in
education and thinking processes: What educators say about it.
Education, 112(2), 265-270. Retrieved November 29, 2007, from
EBSCOhost database.