| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 104 === Abstract
The goal of the study was to explore the effectiveness of interactive writing on word recognition among third graders of different proficiency levels. This was a quasi-experimental approach with a pre- and post-test design. Ninety-two third graders from a rural district in New Taipei City served as participants and were divided into the experimental group (EG) and the control group (CG). EG received interactive writing instruction and CG conventional word teaching. The experiment lasted for eight weeks, one forty-minute session every week, with a total of 320 minutes. The data was collected through pre- and post- tests of overall word recognition, including two components, word reading and word meaning identification. Independent-samples t-tests and paired-samples t-tests were used to analyze the data.
The results indicated that after the treatment, both groups had significant improvement in overall and component word recognition. Both methods effectively facilitated the participants’ overall and component word recognition. As for the comparison between EG and CG, the higher proficiency leveled participants (HP) between groups and the lower proficiency leveled participants (LP) between groups, the results showed no significant difference for their overall word recognition and word reading post-tests. In word meaning identification scores, however, HP in the interactive writing group, but not LP, performed significantly better than the HP counterparts in the conventional word teaching group.
Based on the results, recommendations were made for future researchers and on-site English teachers, who are interested in interactive writing.
Keywords: interactive writing, word recognition, emergent writing
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