The Impact of the 'Writers' Workshop' Approach on the L2 English Writing of Upper-Primary Students in Lebanon

Autor/inn/en	Al-Hroub, Anies; Shami, Ghina; Evans, Michael
Titel	The Impact of the 'Writers' Workshop' Approach on the L2 English Writing of Upper-Primary Students in Lebanon
Quelle	In: Language Learning Journal, 47 (2019) 2, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1249394
Schlagwörter	Writing Workshops; Process Approach (Writing); Revision (Written Composition); Writing Improvement; Writing Skills; Editing; Cooperative Learning; Instructional Effectiveness; Essays; English (Second Language); Second Language Learning; Elementary School Students; Grade 5; Preadolescents; Private Schools; Foreign Countries; Lebanon + Suchen Sie Ihr Suchwort? Prozessorientiertes Schreiben; Korrektur; Writing skill; Schreibfertigkeit; Redaktion; Textbearbeitung; Kooperatives Lernen; Unterrichtserfolg; Essay; Aufsatzunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; Pre-adolescence; Präadoleszenz; Private school; Privatschule; Ausland; Libanon
Abstract	The aim of the action research reported here was to examine the differential effects of the 'writers' workshop' approach on the L2 (English) writing skills of upper-primary students with varying writing abilities. The participants were 31 fifth-grade students (17 boys and 14 girls) aged 10-11, who followed L2 English writing instruction based on the 'writers' workshop' approach at a private primary school in Beirut, Lebanon. The writers' workshops were conducted twice a week over a period of eight consecutive weeks. An opinion essay served as a pre-test and a post-test in order to gauge writing improvement. Findings revealed statistically significant improvement in students' writing-related outcomes across all writing ability groups. However, the writers' workshops intervention was found to result in a differential group effect: generally, above-average writers benefitted more than less-proficient writers. This was particularly clear in relation to the content component of their essay writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01