Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

Williams, Cheri; Pilonieta, Paola

doi:10.1007/s10643-012-0508-y

Cited by 9 publications

(4 citation statements)

References 40 publications

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“…The finding that the students developed their confidence level after being engaged with V-Buddy resonates with [10] who found that majority of the participants in their study gained higher confidence level to use English after being exposed to interactive approaches in learning the language. V-Buddy is interactive in two ways.…”

Section: Pre and Post-tests Of Students' Confidence Levelsupporting

confidence: 65%

Developing Speaking Skills Using Virtual Speaking Buddy

Rashid

Mohamed

Rahman³

et al. 2017

Int. J. Emerg. Technol. Learn.

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Abstract-This interdisciplinary study integrates ICT in education through the innovation of an interactive audio-based application as a tool to enhance English language speaking skills among less proficient students. Drawing on the sociocultural perspective of learning, the application named 'V-Buddy' has been developed and tested with a group of participants which consists of five primary school students and an English language teacher. The teacher was briefed of her role as a facilitator before the students were exposed to V-Buddy for eight weeks. Adopting one group pre-test and post-test experimental design as its methodology, the teacher was asked to evaluate the students' level of confidence to speak prior to and after their engagement with the V-Buddy. The teacher was also interviewed to obtain her feedback on V-Buddy whilst the students were asked to complete the Personal Report of Confidence (PRC). The analysis reveals that all the students developed higher confidence level after their engagement with V-Buddy and the teacher perceived it positively which suggests its potential to be used as a tool in developing speaking skills among less proficient students.

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Section: Pre and Post-tests Of Students' Confidence Levelsupporting

confidence: 65%

Developing Speaking Skills Using Virtual Speaking Buddy

Rashid

Mohamed

Rahman³

et al. 2017

Int. J. Emerg. Technol. Learn.

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“…The formal schooling of oral language begins in the kindergarten year, which has a significant and long-term effect on children's current and future academic success [25][26][27] because, during that year, children learn and develop memory, basic math, and literacy skills, and build fundamental science knowledge [26]. A growing body of research has been conducted to investigate issues related to kindergarten ELs' oral language proficiency, such as language interaction and oral language development [28,29], the impact of school or home factor on oral English proficiency [9,30]), and the connection between Els' first and second oral language development [31]. These studies have suggested that ELs' oral English proficiency at an early age has a critical impact on their subsequent academic performance, which further underscores the need for effective oral language instruction to better prepare ELs.…”

Section: Kindergarten Els' Oral Language Developmentmentioning

confidence: 99%

A Systematic Review of Effective Instructional Interventions in Supporting Kindergarten English Learners’ English Oral Language Development

Wang

2021

Sustainability

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In this systematic review, we explore research on effective interventions and approaches targeting kindergarten English Learners’ (EL) English oral language development. A total of seven studies met the inclusion criteria. The review summarizes the common characteristics of a practical intervention that could be applied to support kindergarten Els’ English oral language development. In addition, we summarize the measurements that were applied to measure Els’ oral language proficiency in English. However, future research using a longitudinal design is needed to determine the long-term impact of quality intervention on ELs’, especially those with limited resources, oral language development.

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“…Primaria, no está automatizada y consume, por ello, grandes recursos de memoria, como ya hemos indicado. Además, esta actividad permite que el docente vaya moldeando la escritura que le dictan los niños a modo de escritura compartida e "interactiva" (docente-alumnado), lo que posibilita moverse, fácil y eficazmente, en la zona de desarrollo próximo (Williams y Pilonieta, 2012). No estamos diciendo de ninguna manera que haya que suprimir la práctica de la escritura a mano puesto que la fluidez en el trazado es un factor que influye mucho en la calidad de los textos (Santagelo y Graham, 2016), pero sí introducir de vez en cuando ese otro tipo de actividad de "escribir en voz alta" para que el docente vaya transcribiendo los textos escritos que el alumnado puede producir en modalidad oral.…”

Section: Discusión E Implicaciones Educativasunclassified

Actitudes y sentimiento de competencia hacia la lectura y la escritura del alumnado de 1º y 2º de Educación Primaria

Magaldi¹,

Zabal²,

Molina³

2020

Rev. Complut. Educ

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. La mejora de la competencia lingüística en la escuela tiene que contemplar la complejidad de los procesos que conllevan las actividades de lectura y escritura. Esta incluye considerar los factores emocionales y motivacionales implicados, tales como las actitudes y el sentimiento de competencia. Sin embargo, en nuestro país son muy escasos los estudios que se han centrado en estos aspectos, y en especial al comienzo de la escolarización. Nuestro objetivo fue identificar qué actitudes hacia la lectura y la escritura y qué sentimiento de competencia mantiene el alumnado al inicio de la Educación Primaria. Asimismo, pretendimos investigar si las actitudes se relacionan con el sentimiento de competencia en esta etapa. Los participantes fueron 725 niños y niñas de 1º y 2º curso, pertenecientes a varios centros educativos urbanos del norte de España. El instrumento empleado fue un cuestionario adaptado de la versión finlandesa del Reading Attitude Questionnaire (Merisuo-Storm y Soininen, 2012). Los resultados indican que el alumnado muestra actitudes muy positivas hacia la lectura y la escritura y que se sienten muy competentes para aprender a leer y escribir, aunque se aprecian algunas diferencias por curso. Se discuten las implicaciones educativas de estos resultados.

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Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

Cited by 9 publications

References 40 publications

Developing Speaking Skills Using Virtual Speaking Buddy

Developing Speaking Skills Using Virtual Speaking Buddy

A Systematic Review of Effective Instructional Interventions in Supporting Kindergarten English Learners’ English Oral Language Development

Actitudes y sentimiento de competencia hacia la lectura y la escritura del alumnado de 1º y 2º de Educación Primaria

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