The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners

Autor/inn/en	Tsiriotakis, Ioanna K.; Spiliotopoulos, Valia; Grünke, Matthias; Kokolakis, Costas
Titel	The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners
Quelle	In: Journal of Education and Learning, 10 (2021) 5, S.63-75 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	English (Second Language); Second Language Instruction; Writing Strategies; Grade 5; Grade 6; Teaching Methods; Writing Instruction; Essays; Persuasive Discourse; Self Management; Writing Skills; Conventional Instruction; Spelling; Grammar; Program Effectiveness; Foreign Countries; Cognitive Processes; Writing Difficulties; Elementary School Students; Greece + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibtechnik; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Selbstmanagement; Writing skill; Schreibfertigkeit; Schreibweise; Grammatik; Ausland; Cognitive process; Kognitiver Prozess; Schreibstörung; Griechenland
Abstract	In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01