Using Teacher- and Student-Developed Graphic Organizers as a Writing Tool
محورهای موضوعی : نشریه زبان و ترجمه
Hamid Marashi
1
,
Samaneh Massoodi-Hematabadi
2
1 - Islamic Azad University Central Tehran Branch
2 - Islamic Azad University Central Tehran Branch
کلید واژه: advance organizers, Writing, : graphic organizers,
چکیده مقاله :
This study investigated 1) whether the effect of teacher-developed graphic organizers vis-à-vis student-developed ones was more significant on improving intermediate EFL learners’ writing, and 2) whether the use of both graphic organizers had any impact on their writing. The participants were selected in two stages: 130 students sat for a piloted proficiency test. Those who scored above half of the total score (N = 93) took part in a writing test and, ultimately, 60 whose scores fell between one standard deviation above and below the mean were divided equally and randomly into two experimental and control groups. Both groups underwent a 20-session course of which 10 sessions were allocated to teaching writing with the experimental group receiving five sessions of student-developed organizers first and, subsequently, another five sessions of teacher-developed ones. At the end of each series of five sessions, a writing test was administered to both groups. To verify the two null hypotheses, a mixed ANOVA was run (between-subject factor of having organizers in the experimental group and within-subject factor of organizer type in the experimental group). The data revealed that using graphic organizers had no significant impact on improving EFL learners’ writing; however, the use of teacher-developed graphic organizers did have a more significant effect than that of student-developed ones.
Atkinson, D., & Ramanathan, V. (1995). Cultures of writing: An ethnographic comparison of L1 and L2 university writing/language programs. TESOL Quarterly, 29, 539-568.
Ausubel, D. R. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(3), 267-272. Retrieved August 21, 2010, from http://www.en.wikipedia.org/wiki/David_Ausubel #Advance_Organizers
Boyle, J. R., & Weishaar, M. (1997). The effects of export-generated versus student-generated cognitive organizers on the reading comprehension of students with learning disabilities. Learning Disabilities Research and Practice, 12 (4), 228-235.
Bromley, K., Irwin-DeVitis, L., & Modlo, M. (1995). Graphic organizers. New York:Scholastic Professional Books.
Carnes, E. R., Lindbeck, J. S., & Griffin, C. F. (1987). Effects of group size and advance organizers on learning parameters when using microcomputer tutorials in Kinematics. Journal of Research in Science Teaching, 24 (9), 781-789.
Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39 (1), 81-141.
Cushing-Weigle, S. (2002). Assessing writing. Cambridge: Cambridge University Press.
Darch, C. B., Carnine, D. W., & Kammeenui, E. J. (1986). The role of graphic organizers and social structure in content area instruction. Journal of Reading Behavior, 18 (4), 275-295.
Diekhoff, G. M. (1983). Relationship judgments in the evaluation of structural understanding. Journal of Educational Psychology, 75, 227-233.
Doff, A. (1988). Teach English: A training course for teachers. Cambridge: Cambridge University Press.
Ferris, D., & Hedgcock, J. S. (1998). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Hairston, M. (1998). Successful writing: A rhetoric for advanced compositions. New York: W. W. Norton & Company.
Hall, T., & Strangman, N. (2002). Graphic organizers. Wakefield, MA: National Center on Assessing the General Curriculum.
Hedge, T. (2005). Writing resource book for teachers. Oxford: Oxford University Press.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Herl, H. E., O’Neil, H. F. Jr., Chung, G. K. W. K., & Schacter, J. (1999). Reliability and validity of a computer-based knowledge mapping system to measure content understanding. Computers in Human Behavior, 15 (3-4), 315-333.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Jonassen, D., Beissner, K., & Yacci, M. (1993). Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge. Mahwah, NJ: Lawrence Erlbaum Associates.
Kroll, B. (1991). Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press.
Mayer, R. (2003). Learning and instruction. New Jersey: Pearson Education Inc.
Merkley, D. M., & Jefferies, D. (2001). Guidelines for implementing a graphic organizer. The Reading Teacher, 54 (4), 350-357.
Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizers research. Journal of Educational Research, 78 (1), 11-17.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Olshtain, E. (2001). Functional tasks for mastering the mechanics of writing and going just beyond. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 207-214). Boston, MA: Heinle & Heinle Publishers.
O’Malley, J. M., Chamot, A. U., Russo, R. P., & Kupper, L. (1985). Learning strategy application with students of English as a second language. TESOL Quarterly, 19 (3), 557-584.
Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press.
Raimes, A. (1998). Teaching writing. Annual Review of Applied Linguistics, 18, 142-167.
Raimes, A. (2002). Ten steps in planning a writing course and training teachers of writing. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 301-314). Cambridge: Cambridge University Press.
Rappen, R. (1995). A genre-based approach to content writing instruction. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 321-333). Cambridge: Cambridge University Press.
Seow, A. (2002). The writing process and process writing. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 315-320). Cambridge: Cambridge University Press.
Shin, S. (2003). The reflective L2 writing teacher. ELT Journal, 57 (1), 3-9.
Spandel, V. (1996). Seeing with new eyes: A guidebook on teaching and assessing beginning writers. Portland, OR: Northwest Regional Education Labs.
Strangman, N., Hall, T., & Meyer, A. (2003). Graphic organizers and implication for universal design for leaning: Curriculum enhancement report. Retrieved October 27, 2007, from http://www. k8accesscenter.org/training_resources/udl/Graphic OrganizersHTML.asp
Tickoo, A. (2001). Re-examining the developmental sequence hypothesis for past tense marking in ESL: Transfer effects and implications. Prospect: A Journal of Australian TESOL, 16 (1), 17-35.
Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University.
Winn, W., & Snyder D. (1996). Cognitive perspectives in psychology. In D. H. Jonassen, (ed.). Handbook of research for educational communications and technology (pp. 112-142). New York: Simon & Schuster Macmillan.
Woolfolk, A. (2001). Educational psychology (8th ed.). Boston, MA: Allyn and Bacon Publication.
Woolfolk, A. E., Winne, P. H., Perry, N. E., & Shapka, J. (2009). Educational Psychology (4th ed). Toronto: Pearson Canada.
Wright, A. (1996). Picture for language learning. Cambridge: Cambridge University Press.
