From The Diary：The research of Limited Writing Instruction on Fifth-Grade Students’ Text Quality

• Main Authors: Lin, Yi-Jyun, 林怡君
• Other Authors: Lin, Yin-Hsia
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/ua8fa2

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士學位在職專班 === 106 === This study aims to investigate the effect of limited writing instruction making performance of the fifth grade elementary school students.Quasi-experimental research was adopted in this study. The participants were two classes of fifth grade students in a New Taipei City elementary school. There were twenty-five students in the experimental group. In the experimental group, practice of limited writing instruction. The writing process takes place every three weeks for a period of 9 weeks; 24 people in the control group perform traditional diary writing activities. The two groups of students were tested using the “writing assessment criteria table” modified and compiled by the researcher before and after the experiment.The major finding of this study were as the following: 1. The use of limited diary writing teaching activities improve the writing performance of fifth-grade students (1) The overall performance of the students in the experimental group and the control group in writing, and the “intentional determination” of writing performance "material", "organizational structure", " making sentence", "accuracy of word, format, and mark" are all significant, experimental group is superior to control group. (2) the students in the experimental group made significant progress in their writing performance after experimental teaching. 2. A positive response from students was shown in the practice of limited writing instruction. At least ninety percent students preferred limited writing instruction. The compositional ability improved. And students have positive feedback. Based on the research finding, some suggestions were given to other educators and future study.