Applying group concept mapping-based prewriting strategy for reading-to-write tasks in collaborative writing activities in a flipped classroom /

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Student Theses

2022

Su, Fan

Thesis

Since the National Matriculation English Test reform in mainland China, the new writing type, “reading-to-write”, has attracted increasing attention from Chinese English teachers. To improve students’ reading-to-write ability, this study proposed three writing strategies: partially group-generated concept map (PGGCM), group-generated concept map (GGCM), and collaborative writing (CW). The instructions on these strategies were flipped, with students watching the pre-recorded instructions in the evening classes, and their effects were proposed by answering five research questions: (1) what is the impact of PGGCM, GGCM, and CW on the reading-to-write performance of students with high-, intermediate, and low-writing proficiency? (2) How do the groups’ interactive patterns change in the co-writing practice? (3) Do students’ attitude, motivation, cognitive load, self-efficacy, and motivation differ? (4) Do students’ writing levels moderate the relationship between their concept map scores and writing scores? and (5) How do teachers perceive flipped classroom, PGGCM, GGCM, and CW strategies?. To answer these questions, a quasi-experiment was conducted in three intact and non-different classes in a high school: PGGCM class (studied PGGCM+CW strategies), GGCM class (studied GGCM+CW strategies), and CW class (studied the CW strategy), where triangulation of pre-and post-reading-to-write overall and sub-scores, concept map scores, student diaries, questionnaires, classroom observation notes, student and teacher interviews were collected. To analyze the data, this study used paired and independent-sample t tests, lag sequential analysis, analysis of covariance, multivariate analysis of covariance, moderation analysis, and thematic and domain coding. The results of the first question showed that three proposed strategies improved participants’ overall reading-to-write performance, and those who have used GGCM and PGGCM strategies gained higher scores than those who have not used. Additionally, the GGCM and PGGCM strategies helped with Content, Language accuracy, and Fulfillment of writing goals most; three strategies shared similar effectiveness in improving students’ performance in Language complexity and Coherence. Moreover, the GGCM strategy benefited intermediate and high-level students the most, while PGGCM was suitable for low-level students. Further, high-level students outscored others in the reading-to-write task. Intermediate-level students outperformed low-level students in the dimensions of Language accuracy and Coherence and in overall scores when using GGCM and CW strategies. Second, Collaborative pattern, Collaborative novice pattern, and Collaborative-Passive pattern appeared most in co-writing process, and changes in interactive patterns were found. Third, all participants had high learning attitude and motivation when the experiment ended. On the last week, students in the GGCM class shared the most positive attitude, the highest learning motivation, self-efficacy and satisfaction, and the lowest cognitive load. Fourth, the PGGCM strategy was of similar efficiency to the GGCM in developing students’ concept mapping ability. There were no moderating effects of writing proficiency in the two classes. In the PGGCM class, students’ writing scores only related to concept map scores. In the GGCM class, students with higher-writing proficiency could get higher writing scores. Last, teacher perceptions on FC, PGGCM, GGCM, and CW were generally positive despite the perceived challenges and concerns. Discussions were revolved around these major findings. Implications and limitations were also elaborated

LG51.H43 Dr 2022eb Suf

https://educoll.lib.eduhk.hk/records/WcFCTSha