The influence of concept-mapping writing instruction strategies on different language ability 4th graders’ writing performance in elementary school

• Main Authors: Shang-chin LU, 呂尚芝
• Other Authors: Yau-Jane Chen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/52235736122945751190

碩士 === 國立中正大學 === 教育學研究所 === 98 === The study aimed to explore the writing process for 4th graders with different language abilities after receiving concept-mapping writing instruction strategies; to investigate the influence of the instruction strategy on their writing abilities and attitude toward writing; to investigate students’ responses to the writing instruction. The study adopted content analysis and the quasi-experiment, one-group pretest- posttest design, to examine 30 4th-grade students. The data analysis based on content analysis used to realize students’ writing process; dependent paired t-test was used to analyze the differences of between the pre-test and the post-test on “Writing rating scale” and “Writing attitude scale”. Then, “Learning feedback questionnaire of concept-mapping writing instruction” and group interview were adminstered to investigate students’ views on concept-mapping writing instruction. The results was as follows: I.After implementing concept-mapping writing instruction strategies, there was a significant difference between high and low ability students’ writing process. For high-ability students, their writing plans are much more elaborate; they can make concept mapping into meaningful translation and review carefully on their writing. To compare with low-ability students, they have less translation abilities than high-ability students do and are carelessly on revising. II.The total scores of high and low ability students on the aspects such as writing scale, content thoughts, organization structure, sentence expression and basic techniques have significant differences. The average of the post-test is better than the pre-test which reveals that concept-mapping writing instruction strategies can improve effectively both high and low language ability students’ writing abilities. III.The total scores of high and low ability students’ writing attitude toward on the dimensions such as thoughts, affection, confidence and willingness have significant differences. The average of the post-test is better than the pre-test which presents that concept-mapping writing instruction strategies can foster both high and low language ability students’ writing attitude. IV.Students have positive responses to concept-mapping writing instruction not only they like concept-mapping writing instruction and agree with its benefits on writing ,but also they have positive evaluations on the writing checks activity. Concept-mapping writing instruction promotes students’ writing interests and students are fond of using concept mapping.