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Tác giả CN
| Alwaleedi, Mohammed Ali |
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Nhan đề
| Collaborative writing in Arabic as a second language (ASL) classrooms: A mixed-method study / Mohammed Ali Alwaleedi,Robyn M. Gillies, M. Obaidul Hamid |
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Thông tin xuất bản
| 2019 |
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Mô tả vật lý
| p.157-172 |
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Tóm tắt
| The study reported in this article investigated the processes and the effects of collaborative writing on 64 students’ writing skills in two Arabic as a second language (ASL) teachers’ classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal interactions. Pre- and post-test scores of students in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings indicated variations in interaction patterns during collaborative writing activities in both groups. The findings also suggest that there was a statistically significant difference between the scores of the experimental and the control groups which may be attributed to the collaborative writing intervention. |
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Đề mục chủ đề
| Learning Method--Collaborative writing |
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Thuật ngữ không kiểm soát
| Nghiên cứu định lượng |
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Thuật ngữ không kiểm soát
| Collaborative writing |
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Thuật ngữ không kiểm soát
| Tiếng Ả Rập |
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Thuật ngữ không kiểm soát
| Phương pháp nghiên cứu hỗn hợp |
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Thuật ngữ không kiểm soát
| Arabic as a second language (ASL) contexts |
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Thuật ngữ không kiểm soát
| Mixed-method research |
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Thuật ngữ không kiểm soát
| Viết hỗn hợp |
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Nguồn trích
| Language, Culture and Curriculum- Volume 32, No 2/2019 |
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| 100 | 1 |aAlwaleedi, Mohammed Ali |
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| 245 | 10|aCollaborative writing in Arabic as a second language (ASL) classrooms: A mixed-method study / |cMohammed Ali Alwaleedi,Robyn M. Gillies, M. Obaidul Hamid |
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| 260 | |c2019 |
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| 300 | 10|ap.157-172 |
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| 520 | |aThe study reported in this article investigated the processes and the effects of collaborative writing on 64 students’ writing skills in two Arabic as a second language (ASL) teachers’ classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal interactions. Pre- and post-test scores of students in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings indicated variations in interaction patterns during collaborative writing activities in both groups. The findings also suggest that there was a statistically significant difference between the scores of the experimental and the control groups which may be attributed to the collaborative writing intervention. |
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| 650 | 00|aLearning Method|xCollaborative writing |
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| 653 | 0 |aNghiên cứu định lượng |
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| 653 | 0 |aCollaborative writing |
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| 653 | 0 |aTiếng Ả Rập |
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| 653 | 0 |aPhương pháp nghiên cứu hỗn hợp |
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| 653 | 0 |aArabic as a second language (ASL) contexts |
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| 653 | 0 |aMixed-method research |
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| 653 | 0 |aViết hỗn hợp |
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| 773 | 0 |tLanguage, Culture and Curriculum|gVolume 32, No 2/2019 |
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| 890 | |a0|b0|c0|d0 |
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