An Action Research on the Writing Ability of Disadvantaged Elementary Students after Guided Writing Instruction

• Main Authors: Shu-Hui Chen, 陳淑慧
• Other Authors: Dr. Kuan-Lin Liu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/84001859382629812838

碩士 === 玄奘大學 === 應用外語學系碩士班 === 103 === This study investigates the potential difficulties and solutions of using the “guided writing” tasks for “disadvantaged elementary school students”. It also tries to probe into how “guided writing” strategies improve the writing ability of “disadvantaged students after receiving remedial teaching. This action research project enrolled disadvantaged fourth-grade students receiving remedial teaching from the author; it also implemented “guided writing” tasks in the instruction process of a Chinese course. The teaching effectiveness was assessed by the feedback from the instruction process, researcher reflections, and modifications needed for teaching. Moreover, this study also tried to identify the difficulties in improving students’ language proficiency and writing ability. During the research, “guided writing” tasks were implemented; and the writing worksheets, classroom observations, teacher-student interview records, students’ assignments, and teaching records were collected for data analyses. The effectiveness of adopting the “guided writing” strategies for disadvantaged students receiving remedial teaching are discussed based on the quantitative and qualitative data collected in the investigation. The research findings are summarized as follow: 1. After applying the “guided writing” instruction, students’ perception upon writing became positive, and the difference reached significance. 2. After applying the “guided writing” instruction, students’ writing ability improved, and the difference reached significance. 3. After applying the “guided writing” instruction, students’ total number of words and the average number of words per sentence in the writing tasks both increased. 4. After applying the “guided writing” instruction, students’ ability in organizing sentences improved, and the difference reached significance. 5. After applying the “guided writing” instruction, students’ ability to express in writing improved, and the difference reached significance. 6. One advantage of applying the “guided writing” instruction is that it meets the goal of the writing curriculum development for disadvantaged elementary students receiving remedial teaching. Based on the results, suggestions on the writing ability of disadvantaged elementary students receiving remedial teaching are made for future studies.