Teaching Writing to Elementary School Students: An Activity Theory Perspective

Autor/inn/en	Cheung, Yin Ling; Jang, Hari
Titel	Teaching Writing to Elementary School Students: An Activity Theory Perspective
Quelle	In: Irish Educational Studies, 38 (2019) 4, S.451-466 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Yin Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2019.1645720
Schlagwörter	Writing Instruction; Elementary School Students; Children; Academic Language; Learner Engagement; Grade 4; Elementary School Teachers; Foreign Countries; Neighborhood Schools; English (Second Language); Singapore + Suchen Sie Ihr Suchwort? Schreibunterricht; Child; Kind; Kinder; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Singapur
Abstract	Most of the existing studies on academic writing were conducted in ESL/EFL university settings. Further research targeted at other educational settings such as primary schools, for students in different stages of their studies, will advance our understanding of student writing broadly. The study aims to investigate the impact of writing instruction on students' engagement, using the activity theory. Participants were five grade four teachers teaching English and their grade four Singaporean students in five classrooms in a local primary school. The observation data and field notes were coded, using D?rnyei's (2007) qualitative data analysis scheme and NVivo. Findings show that preparing mediated tools, arranging division of labour in executing the tasks, setting rules and objects, and having communities that teachers involved in are crucial factors to consider in the activity system. Before discussing student activity system with their own objects/motive, it is important to understand what types of activity system the teachers bring to the writing classroom. Our study contributes knowledge to research on writing instruction and students' engagement by analysing grade four writing lessons from an activity theory perspective. The findings may also be useful pedagogically for educators outside Asia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01