Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Startseite

Literaturnachweis - Detailanzeige

 
AutorRashtchi, Mojgan
TitelScaffolding Argumentative Essay Writing via Reader-Response Approach: A Case Study
QuelleIn: Asian-Pacific Journal of Second and Foreign Language Education, 4 (2019), Artikel 12 (17 Seiten)
PDF als Volltext    Verfügbarkeit 
ZusatzinformationORCID (Rashtchi, Mojgan)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2363-5169
DOI10.1186/s40862-019-0078-2
SchlagwörterEssays; English (Second Language); Second Language Instruction; Reader Response; Writing Skills; Scaffolding (Teaching Technique); Learning Activities; Group Discussion; Writing Assignments; Reading Assignments; Cognitive Processes; Writing Processes
AbstractThe variety of activities and techniques suggested for improving the writing skill shows that EFL/ESL learners need scaffolding to gain mastery over it. The present study employed the reader-response approach to provide the assistance EFL learners require for writing argumentative essays. Five upper-intermediate EFL learners in a private class participated in the qualitative case study. The participants were not selected from the fields related to the English language and did not have any previous instruction on literary texts. During the treatment that took 20 sessions, each session 2 h, the participants read five short stories. Different classroom activities were used as sources of information, which helped the researcher to collect the required data. The classroom activities consisted of group discussions, writing tasks, and responses to the short stories that helped the learners to reflect on the short stories. Think-aloud protocols helped the researcher to learn about the participants' mental processes during writing. The semi-structured interviews provided the researcher with the information necessary for a deeper understanding of the efficacy of the classroom procedure. As the results of the study showed, successful writing requires manipulation of meta-cognitive strategies and thought-provoking activities. Although the findings of the study cannot be generalized, they can inspire EFL/ESL teachers and material developers to seek a variety of procedures in their approaches to teaching writing. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Asian-Pacific Journal of Second and Foreign Language Education" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)