The Effects of Process-Oriented Limited Writing Instruction on Sixth-Grade Students’ Text Quality

• Main Authors: Chia-Ping Liu, 劉嘉萍
• Other Authors: Shwu-Fen Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/03060576513474699284

碩士 === 中原大學 === 特殊教育研究所 === 99 === Process-oriented instruction has been regarded as the most effective method for students’ writing. The purpose of this study was to explore the effects of “Process-Oriented Limited Writing Instruction” on sixth graders’ text quality. For promoting the efficiency of students’ three major writing processes: planning, translating (text production), and revising, the teacher led the students to read newspapers, discuss textual structures, draw mind maps, develop texts step by step, and exchang works for peer revising. This study adopted quasi-experiment design. Subjects were 61 sixth graders from two classes of Shiang-An Elementary School in Taoyuan County. The experimental group (n=31) was treated with “Process-Oriented Limited Writing Instruction”, whereas the control group (n=30) was instructed by the typical way via listing the discussion outline on the blackboard. Two models of instructions were conducted in 12 weeks. The subjects were tested three times: (a) a composition pretest and a Writing Process Scale pretest before the beginning of the experiment, (b) a composition posttest and a Writing Process Scale posttest followed the end of the experiment, and (c) a composition delayed posttest and a Writing Process Scale delayed posttest 3 weeks later. The total numbers of words in each composition test were compared by one-way ANCOVA. The scores on Writing Abilities Scales from each composition test were compared by one-way MANCOCA, so were the subjects’ responses to Writing Process Scales. Based on the data analyses, the major findings of the study were concluded as follows: 1. Differences between adjusted mean total numbers of words were significant for both posttest and delayed posttest, which suggests that compared to the typical writing instruction, “Process-Oriented Limited Writing Instruction” was beneficial for increasing students’ total composition words. 2. In terms of the scores on Writing Abilities Scales, differences between two groups’ scores on all subscales were significant except “the mechanical features of texts” subscale, which suggests that compared to the typical writing instruction, “Process-Oriented Limited Writing Instruction” was beneficial for improving the students’ writing abilities of “textual organization”, “content creating” and “textual readability”. 3. Differences between adjusted mean Writing Process Scale scores were significant for both posttest and delayed posttest, which suggests that compared to the typical writing instruction, “Process-Oriented Limited Writing Instruction” was beneficial for promoting the efficiency of students’ three major writing processes.