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Reformulation as a way of responding to secondary students' writing
Author
Tay, Lai Cheng
Supervisor
Das, Bikram K.
Abstract
The purpose of this study was to investigate the viability of reformulation as an alternative to the traditional detailed correction of surface level errors in students' writing in the context of secondary schools in Singapore.
A quasi-experimental study was undertaken to compare the effects of feedback using the error correction method and the reformulation technique on students from two Secondary Three Express classes from two government schools in Singapore. One of the classes represents a weak cohort of students while the other represents students with a higher level of language proficiency. Students in each of the two classes were randomly assigned into two groups. The comparison group received the traditional mode of feedback while the treatment group received feedback incorporating the reformulation of a part of their composition as well as suggestions on how to better organise their ideas. The effects are measured in terms of an overall improvement to students' writing, assessed through comparing the gain scores on the first and second drafts of students' compositions over six weeks as well as through comparing the gain scores on the first and third compositions written by students in the period of the study. Students' attitude towards writing and feelings about the treatments were also captured through a questionnaire. Interviews were conducted on a random sample of students from both experimental and comparison groups.
An analysis of data showed that there was a significant improvement in the writing of students in the experimental groups from the first draft to the second. This was not so for the comparison groups. There was also an improvement in students' writing over time, as seen by the significant difference in mean score between the first and last compositions written by students from the higher ability class in the experimental group. The lower ability experimental group did not register such an improvement within the period of the study. This meant that it would take longer for the effects of the technique to be felt in the case of weaker students.
A qualitative study of students' writing and the nature of the changes made pointed to the fact that the reformulation technique had resulted in substantial changes to the organisation, content, coherence and presentation of ideas in students' writing. Data elicited through the questionnaire did not reveal very significant differences between the attitudes of students in the comparison and experimental groups towards writing. However, interviews with individual students who had undergone the reformulation treatment showed that they had gained a better understanding of what it took to write a good expository essay. More importantly, these students were made more aware of the fact that revision involved looking at content and organisation rather than mere editing and proofreading.
The results of the study suggested that the reformation technique is a viable alternative to the traditional modes of teacher response to students' writing. However, it may take a while for students to fully appreciate and experience its positive effects.
A quasi-experimental study was undertaken to compare the effects of feedback using the error correction method and the reformulation technique on students from two Secondary Three Express classes from two government schools in Singapore. One of the classes represents a weak cohort of students while the other represents students with a higher level of language proficiency. Students in each of the two classes were randomly assigned into two groups. The comparison group received the traditional mode of feedback while the treatment group received feedback incorporating the reformulation of a part of their composition as well as suggestions on how to better organise their ideas. The effects are measured in terms of an overall improvement to students' writing, assessed through comparing the gain scores on the first and second drafts of students' compositions over six weeks as well as through comparing the gain scores on the first and third compositions written by students in the period of the study. Students' attitude towards writing and feelings about the treatments were also captured through a questionnaire. Interviews were conducted on a random sample of students from both experimental and comparison groups.
An analysis of data showed that there was a significant improvement in the writing of students in the experimental groups from the first draft to the second. This was not so for the comparison groups. There was also an improvement in students' writing over time, as seen by the significant difference in mean score between the first and last compositions written by students from the higher ability class in the experimental group. The lower ability experimental group did not register such an improvement within the period of the study. This meant that it would take longer for the effects of the technique to be felt in the case of weaker students.
A qualitative study of students' writing and the nature of the changes made pointed to the fact that the reformulation technique had resulted in substantial changes to the organisation, content, coherence and presentation of ideas in students' writing. Data elicited through the questionnaire did not reveal very significant differences between the attitudes of students in the comparison and experimental groups towards writing. However, interviews with individual students who had undergone the reformulation treatment showed that they had gained a better understanding of what it took to write a good expository essay. More importantly, these students were made more aware of the fact that revision involved looking at content and organisation rather than mere editing and proofreading.
The results of the study suggested that the reformation technique is a viable alternative to the traditional modes of teacher response to students' writing. However, it may take a while for students to fully appreciate and experience its positive effects.
Date Issued
1995
Call Number
PE1471 Tay
Date Submitted
1995