The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing

Tsiriotakis, Ioanna K.; Grünke, Matthias; Spantidakis, Ιoannis; Vassilaki, Eleni; Stavrou, Nektarios A.

doi:10.3389/feduc.2020.565213

Cited by 2 publications

(1 citation statement)

References 44 publications

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“…This neglect stems from the fact that writing is a skill that is difficult to acquire even in the mother tongue (Richards & Renandya, 2002) and the exam-oriented instruction given especially in the 8 th grade. However, with the writing instruction, this difficulty could be overcome and students' writing skills could be improved (Tsiriotakis, et al, 2020;Chen, 2002;Graham et al, 2013;Fidalgo & Torrance, 2017;Cer, 2019;Kim et al, 2021;Sasaki, 2002).…”

Section: Discussionmentioning

confidence: 99%

Investigating Students’ Views Regarding the Effectiveness of Teaching-Learning Processes Developed for 9th Grade English Course

AKMAN,

SENEMOĞLU

2023

Kastamonu Education Journal

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Purpose: This study aims to investigate students’ views regarding the effectiveness of teaching-learning processes designed to achieve the objectives set in the 9th grade English curriculum. To this end, teaching-learning processes were prepared according to the objectives of the first four themes of the ninth grade English curriculum. Design/Methodology/Approach: This study adopted action research. Participants were selected through convenient sampling method. 52 ninth graders from two different classes were selected to implement teaching-learning processes. The implementation process lasted for 15 weeks. Semi-structured focus group interviews were conducted with 24 students, 12 from each class, in groups of six students after the implementations. The focus group interviews were conducted via semi- structured interview form prepared by the researcher. Data were analyzed through descriptive analysis using MAXQDA qualitative data analysis software. Findings: The data obtained through interviews showed that students were satisfied with the teaching-learning processes. Students believed that their speaking and writing skills improved the most and they stated that the presentations were of great importance in this improvement. Students’ listening comprehension skills improved more than their reading comprehension skills. Reading comprehension was the least improved skill, which can be attributed to the reading-focused instruction they received in the secondary school. Highlights: The results of the study revealed that in order to ensure high-quality and effective foreign language teaching, teachers should prepare their own teaching-learning process according to the objectives set in the curriculum rather than following the course books and materials provided to them. In this way, teachers not only free themselves from the limitations and shortcomings of course books and teacher's books but also teach more effectively with the teaching-learning processes designed according to the characteristics and needs of their schools and students.

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Section: Discussionmentioning

confidence: 99%

Investigating Students’ Views Regarding the Effectiveness of Teaching-Learning Processes Developed for 9th Grade English Course

AKMAN,

SENEMOĞLU

2023

Kastamonu Education Journal

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Democratizing Creativity by Enhancing Imagery and Agency: A Review and Meta-Analysis

Karwowski¹,

Zielińska

Jankowska

2022

Review of Research in Education

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Creativity is a vital topic of various educational discourses, yet the support it receives within the school system is insufficient. This chapter focuses on four particular ways of making creativity more democratized, salient, and accessible in school settings. We start by exploring the educational benefits of egalitarian theoretical approaches to creativity. Then, we posit that democratization requires an equal focus on the cognitive aspects of creative potential and the motivational sphere of self-perception and self-regulation. Third, analyzing cognitive characteristics, we pay special attention to creative imagery: an understudied yet critical aspect of creative potential. By meta-analyzing available evidence from interventional studies, we show that there are multiple effective approaches to enhancing creative imagery, so—in a sense—supporting creative potential might be democratized as well by going beyond creativity training. Fourth, and finally, we discuss the possibilities of adapting so-called wise interventions for the educational psychology of creativity. We review available evidence of how to strengthen creative confidence and the perceived value of creativity among students, and how to make their creative self-regulation more effective.

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The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing

Cited by 2 publications

References 44 publications

Investigating Students’ Views Regarding the Effectiveness of Teaching-Learning Processes Developed for 9th Grade English Course

Investigating Students’ Views Regarding the Effectiveness of Teaching-Learning Processes Developed for 9th Grade English Course

Democratizing Creativity by Enhancing Imagery and Agency: A Review and Meta-Analysis

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