Reflecting Journal Writing and Primary Students’ Writing Fluency

Abstract

This research attempted to investigate whether the reflective journal writing had an impact on the primary students in learning vocabulary and writing in Vinschool Central Park, HCM City, Vietnam. Participants in the study were 60 Level 3 primary students aged 8 to 10 years. Those 60 students were divided into supervisory (n=30) and experimental (n=30) schools. With the Communicative Language Teaching (CLT) approach, both groups were taught, but after three months, the treatment group wrote reflective papers in the wrap-up process of each vocabulary session, while the control group started writing and writing on a regular basis. The research results showed that the RJW had great effects on students' writing fluency as well as reducing their writing error. The results present pedagogically important consequences for content designers, language teachers and students.

The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation

“…Students who are not able to write fluently are usually faced with some problems such as cognitive demands because they need to spend much time and energy on both spelling words and individual letters (Gillespie & Graham, 2014). Several studies (e.g., Armstrong, 2010;Atasoy & Temizkan, 2016;Fellner & Apple, 2009;Pham & Tran, 2021) have indicated that fluent writers are able to go over the topics more easily while non-fluent writers have difficulties with their writing assignments. Language learners' knowledge affects fluency and fluency is improved when students enhance their knowledge of vocabulary and grammar (Atasoy & Temizkan, 2016).…”