Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes

• Mark Feng Teng ^[1]
  1. [1] University at Zhuhai
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, págs. 61-76
• Idioma: inglés
• DOI: 10.30827/portalin.v0i35.16861
• Títulos paralelos:
  • Acoplamiento de la estructura textual e instrucción de estrategia autorregulada en los resultados de la composición escrita de los estudiantes de primaria de Inglés como segunda lengua
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Resumen
  • español

    Motivado por el posible potencial de combinar el conocimiento de la estructura del texto y las estrategias de autorregulación para mejorar la escritura, el presente estudio exploró los posibles efectos de poner en práctica múltiples competencias durante un mes, uniendo la formación en la estructura del texto con el entrenamiento de autorregulación en la escritura. La muestra elegida fueron 178 estudiantes de sexto grado de primaria de inglés como segundo idioma (ESL). 45 estudiantes del total recibieron pautas de estructura de texto más intervención de autorregulación (TSI + SRSD), otros 45 estudiantes recibieron solo pautas de estructura de texto (TSI), otro grupo de 45 estudiantes recibieron solo autorregulación (SRSD) y 43 estudiantes formaban el grupo de control. Las variables dependientes fueron la capacidad de los alumnos para resumir las ideas principales y escribir ensayos.

    Como se esperaba, la enseñanza de la instrucción TSI o SRSD arrojó en un mejor resultado en la escritura, es decir, a la hora de resumir las ideas principales y en los ensayos escritos.

    Este estudio contribuye al área del desarrollo de la escritura autorregulada al proporcionar evidencias de que la intervención TSI + SRSD fue particularmente efectiva para mejorar la capacidad de los estudiantes de ESL de la escuela primaria para resumir ideas principales y escribir ensayos. Este parece ser un enfoque educativo prometedor para mejorar la capacidad de escritura de los estudiantes jóvenes de ESL y minimizar las dificultades de escritura de los aprendices con dificultades. También se discuten las implicaciones para la educación lingüística basada en estos hallazgos

  • English

    Enlightened by the implied potential of coupling text structure knowledge and self-regulated strategies to enhance writing, this study explored the possible effects of a onemonth multicomponent intervention combining text structure with self-regulation training on writing. Target participants consisted of 178 primary school sixth-grade students learning English as a second language (ESL). Among them, 45 students received text structure instruction plus self-regulation strategy development (TSI+SRSD), 45 received text structure instruction only (TSI), 45 received SRSD only, and 43 were in a control group. Dependent variables were learners’ abilities to summarize main ideas and write essays. As expected, TSI instruction or SRSD instruction resulted in better writing outcomes (i.e., summarizing main ideas and writing essays). This study contributes to research on self-regulated writing development by providing evidence that the TSI+SRSD intervention was particularly effective in enhancing primary school ESL students’ abilities to summarize main ideas and write essays.

    This instructional approach seems promising in ameliorating ESL young learners’ writing ability and minimizing struggling writers’ compositional difficulties. Relevant implications for language education are also discussed.

• Referencias bibliográficas
  • Altemeier, L., Jones, J., Abbott, R. D., & Berninger, V. W. (2010). Executive functions in becoming writing readers and reading writers:...
  • Englert, C. S., & Hiebert, E. (1984). Children’s developing awareness of text structure in expository materials. Journal of Educational...
  • Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers:...
  • Harris, K. R., & Graham, S. (1992). Self-regulated strategy development: A part of the writing process. In M. Pressley, K. R. Harris,...
  • Harris, K. R., & Graham, S. (2013). An adjective is a word hanging down from a noun”: Learning to write and students with learning disabilities....
  • Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science...
  • Lawrence Erlbaum Associates. Kirkpatrick, L. C., & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing...
  • Limpo, T., & Alves, R. A. (2018). Tailoring multicomponent writing interventions: Effects of coupling self-regulation and transcription...
  • Man, L., Bui, G., & Teng, F. (2018). From second language to third language learning: Exploring a dual-motivation system among multilinguals....
  • Mason, L. H., Meadan, H., Hedin, L., & Corso, L. (2006). Self-regulated strategy development instruction for expository text comprehension....
  • Nation, I. S. P. (2008). Teaching ESL/EFL reading and writing. New York: Routledge.
  • Perin, D. (2002). Repetition and the informational writing of developmental students. Journal of Developmental Education, 26, 2–18.
  • Pinter, A. (2017). Teaching young language learners. Oxford University Press.
  • Reutzel, D. (2015). Early literacy research. The Reading Teacher, 69, 14-24. https://doi.org/10.1002/ trtr.1387
  • Reynolds, G. A., & Perin, D. (2009). A comparison of text structure and self-regulated writing strategies for composing from sources by...
  • Robinson, D. H., & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outline in improving learning from text....
  • Sexton, M., Harris, K., & Graham, S. (1998). Self-regulated strategy development and the writing process: Effects on essay writing and...
  • Teng, F. (2016). Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation...
  • Teng, F. (2017). The effects of task-induced involvement load on word learning and confidence judgments mediated by knowledge and regulation...
  • Teng, F. (2019). A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing. English Teaching:...
  • Teng, F., & Huang, J. (2019). Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing...
  • Teng, F. (2020). Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component...
  • Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated...
  • Welie, C., Schoonen, R., & Kuiken, F. (2017). The role text structure inference skill plays for eighth graders’ expository text comprehension....
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17. https://doi.org/10.1207/s15326985ep2501_2...
  • Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology,...