Integrating e-learning into process writing: The case of a primary school in Hong Kong
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Anisa Cheung
Abstract
The advantages of a process writing approach to boost the written proficiency of second language learners are well-documented in literature. Recent advancements in technology has the potential of streamlining the stages of planning and revising for processing writing approaches to the teaching of second language writing. The present study explored how English teachers combined the benefits of process writing and e-learning tools to teach writing in a primary school in Hong Kong. They planned eight writing lessons for four Primary 5 classes. Two classes were taught to use the e-learning tools, namely Google Docs and Padlet, on iPads whilst the other two adopted the traditional paper-and-pencil approach. Findings from focus-group interviews, lesson observations, and student written products revealed that compared to their traditional writing counterparts, students in the e-learning classes, regardless of their language ability, were highly engaged in the lessons, showed an increased motivation to write in English and a decrease in grammatical mistakes. However, the teaching staff expressed concerns about time constraints and readiness of using e-learning tools, which may obscure successful implementation of this innovative approach in other settings. Implications of integrating process writing and e-learning tools into the local primary school English curriculum are discussed.
Abstract
The advantages of a process writing approach to boost the written proficiency of second language learners are well-documented in literature. Recent advancements in technology has the potential of streamlining the stages of planning and revising for processing writing approaches to the teaching of second language writing. The present study explored how English teachers combined the benefits of process writing and e-learning tools to teach writing in a primary school in Hong Kong. They planned eight writing lessons for four Primary 5 classes. Two classes were taught to use the e-learning tools, namely Google Docs and Padlet, on iPads whilst the other two adopted the traditional paper-and-pencil approach. Findings from focus-group interviews, lesson observations, and student written products revealed that compared to their traditional writing counterparts, students in the e-learning classes, regardless of their language ability, were highly engaged in the lessons, showed an increased motivation to write in English and a decrease in grammatical mistakes. However, the teaching staff expressed concerns about time constraints and readiness of using e-learning tools, which may obscure successful implementation of this innovative approach in other settings. Implications of integrating process writing and e-learning tools into the local primary school English curriculum are discussed.
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
