Instructional influences on English language learners' storytelling

Ma, Shufeng; Anderson, Richard C.; Lin, Tzu‐Jung; Zhang, Jie; Morris, Joshua A.; Nguyen-Jahiel, Kim; Miller, Brian; Jadallah, May; Scott, Theresa; Sun, Jingjing; Grabow, Kay; Latawiec, Beata; Yi, Sherry

doi:10.1016/j.learninstruc.2016.12.004

Cited by 9 publications

(8 citation statements)

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“…This learning activity helps students to improve their collaborative reasoning. It was reinforced by Lin et al (2015); Ma et al (2017); and Morris et al (2018) who found that small-group and dialogic instruction direct students to develop their cognitive aspects.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Team Product to Improve Students’ Creativity in Writing at SMPN 1 Jonggat

Prayati¹

2020

JOLLT

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This study investigated the effect of team product to improve students’ creativity in writing at the 8th-grade students of SMPN 1 Jonggat, Central Lombok in the academic year 2018/2019. The research was designed as quasi experiment research. The students were divided into the experimental group and control group. The experimental group was treated using the team product method while the control group was subjected to a conventional method. The data were analyzed using descriptive and inferential analysis. The data in this research was taken from the mean scores of students’ achievement and the score percentages. The subject of this research was the 8th-grade students of SMPN 1 Jonggat, which consisted of 54 students. The instruments of this research were tests and questionnaires. The mean score of students’ creativity in the experimental group was 75 and the writing skill was 76. It was higher than the students in the control group. It can be concluded that the team product had a positive effect on students’ writing skills in relation to creativity at SMPN 1 Jonggat.

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Section: Discussionmentioning

confidence: 99%

The Effect of Team Product to Improve Students’ Creativity in Writing at SMPN 1 Jonggat

Prayati¹

2020

JOLLT

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“…modify their speech. The whole sequence of receiving input and producing output is vital for language acquisition and development (Crossley et al, 2016;Ma et al, 2017;Philp & Iwashita, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of Negotiation Episodes in Foreign Language Learner Interactions

Baharun

Harun

Othman

2018

GEMA

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In second/foreign language learning, it is hypothesised oral interaction facilitates language acquisition. Studies show that one aspect of interaction that promotes second/foreign language acquisition is through the process of negotiation, and one factor that influences interaction is the task or activity that learners are engaged in. Hence, it is the aim of this study to investigate if foreign language (FL) learners would engage in different negotiation strategies when completing different communication task types. Nine FL learners from a tertiary EFL class in groups of three participated in the study. They completed three different communication task types (i.e., information gap, jigsaw and decision-making) over a period of four weeks. Data for the study comprised transcribed recordings of the groups' oral interaction. This study qualitatively examined FL learners' oral interactions when engaged in three different types communication tasks. Data collected were analysed for instances of negotiation. Findings revealed that the different communication tasks elicited negotiation episodes as the participants engaged in task completion. They applied similar negotiation strategies during peer interaction. However, further scrutiny revealed that there were differences in terms of the depth of negotiation for the different communication task types. The results of this study exhibit evidence that language communication tasks do promote meaningful interactions among tertiary EFL learners. Data clearly showed widespread negotiation episodes during task completion. The knowledge on the types of communication tasks that can promote meaningful interaction and negotiation episodes can assist language practitioners to make informed decisions on tasks that are suitable for their learners.

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“…But we know the value of this sort of work. If we consider research from the various fields of dialogic engagement, collaborative problem-solving, collaborative reasoning, collaborative knowledge building, and philosophy for children, we can claim that dialogic conversations (in which multiple perspectives, including disagreements, are confronted in order to advance understanding) improve children’s: reasoning ability and creative thinking (Mercer, Wegerif, & Dawes, 1999; Wegerif, 2005); use of analogical reasoning (Lin et al, 2012); comprehension (Rojas-Drummond, Mazón, Littleton, & Vélez, 2014); conceptual understanding and reasoning in science and math (Mercer, Dawes, Wegerif, & Sams, 2004; Mercer & Sams, 2008; Osborne & Chin, 2010); expressive language and willingness to speak in public (Trickey & Topping, 2004); persuasiveness and frequency of providing reasons and evidence, and productive rhetorical strategies (all of which transfer to writing; Dong et al, 2009; Latawiec, Anderson, Shufeng, & Kim, 2016); acquisition and use of academic vocabulary especially in children from underserved communities (Ma, Anderson et al, 2017); quality of moral reasoning (Xin et al, 2013); confidence and self-esteem (Trickey & Topping, 2006); ability to lead problem-solving groups to produce better solutions (Sun, Anderson, Perry, & Lin, 2017); perspective taking and willingness to consider others’ ideas (Johnson & Johnson, 2009) which leads to more positive dispositions toward peers and a reduction in stereotyping and bias against out-groups (Galinsky & Moskowitz, 2000; Todd & Galinsky, 2014); and quality of interpersonal relationships across ethnic subgroups and between handicapped and nonhandicapped students (Johnson & Johnson, 1981a, 1981b). …”

Section: Why Commit This Time?mentioning

confidence: 99%

“…acquisition and use of academic vocabulary especially in children from underserved communities (Ma, Anderson et al, 2017);…”

Section: Why Commit This Time?mentioning

confidence: 99%

“…Such discussions are obviously important for equity. Indeed, they are more effective in a number of ways than direct instruction, particularly for English-language learner (ELL) students (Ma, Anderson et al, 2017; Ma, Zhang et al, 2017), and they reduce differences in achievement across race, class, socioeconomic status, and school track (Nystrand, Gamoran, Kachur, & Prendergast, 1997). Besides, children enjoy them and they generate more interest and engagement (Xiaoying, Anderson, Kim, & Miller, 2013).…”

Section: Why Commit This Time?mentioning

confidence: 99%

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Talking Children Into Literacy: Once More, With Feeling

Johnston

2019

Literacy Research: Theory, Method, and Practice

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Children’s literate development is mediated by classroom talk. That same talk also mediates children’s emotional, relational, self-regulatory, and moral development. Consequently, the discourse of some literacy teaching practices may be important for shaping the course of human development, and those dimensions of human development can play reciprocal roles in children’s literate development. For example, conversations about the inner life of book characters (and authors) expand children’s social imaginations, which improve their self-regulation, social relationships, and moral development. Coincidentally, literacy learning requires cognitive self-regulation (e.g., working memory, attention, focus), social self-regulation in interactions with peers and teachers, and emotional self-regulation (e.g., frustration and anxiety). Children who develop self-regulation earlier, and to higher levels, develop decoding and reading comprehension earlier. Similarly, when children’s conversations explore the pragmatics of their linguistic interactions, such as how to disagree productively, they become more able to comprehend texts and argue persuasively but also more able to learn from and with each other. Children need to acquire “the codes,” but the ecology of acquisition matters a great deal not only for the ease of acquisition but also for the nature of the literacy that is acquired and for the trajectory of human development. Children’s social and emotional development lies squarely in the bailiwick of the language arts and the literate talk within which they are immersed. But the accompanying human development, in turn, supports literate development.

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Instructional influences on English language learners' storytelling

Cited by 9 publications

References 50 publications

The Effect of Team Product to Improve Students’ Creativity in Writing at SMPN 1 Jonggat

The Effect of Team Product to Improve Students’ Creativity in Writing at SMPN 1 Jonggat

Analysis of Negotiation Episodes in Foreign Language Learner Interactions

Talking Children Into Literacy: Once More, With Feeling

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