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Redesigning pedagogy for Chinese writing: The multi-sensory approach
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Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore, 1 - 3 June 2009
To help students who have difficulty in creative writing, it is important to redesign pedagogy to suit their needs. In redesigning pedagogy for average and lower-ability tertiary students, a multi-sensory approach to instruction on Chinese writing was tested in three associate degree classes (N = 100). The students were taught with the multi-sensory approach in writing Chinese essays in three distinct genres (i.e., descriptive, narrative, and expressive).
The essays were assessed by three assessors: (a) the writer (i.e., the student himself or
herself), (b) a peer, and (c) the teacher at 2 time points (i.e., before and after the instruction). A 2 (time) x 3 (genre) x 3 (assessor) repeated-measures analysis of variance found statistically significant main effects and also interaction effects. Overall, the approach improved students’ writing over time in all three writing genres. However, the effects were stronger for the expressive and descriptive genres and the students did not feel the improvement in writing in the narrative genre as strongly as they did in the other genres. To improve average and lower-ability students’ writing in Chinese, the multi-sensory approach may be helpful especially in the expressive and descriptive genres.
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