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"It takes two": The added value of structured peer-assisted writing in explicit writing instruction.
- Source :
-
Contemporary Educational Psychology . Jan2020, Vol. 60, pN.PAG-N.PAG. 1p. - Publication Year :
- 2020
-
Abstract
- • EI+PA is effective in improving upper-elementary students' writing performance. • There was no transfer effect of EI+PA to an uninstructed text genre. • EI+PA is effective in fostering upper-elementary students' self-efficacy for ideation. • EI+PA did not significantly promote upper-elementary students' motivation for writing. High-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students' self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students' writing performance, self-efficacy for writing, and writing motivation. A randomized control design, using multilevel analyses, was conducted to determine the differential effectiveness of two experimental writing treatments (EI+PA and EI+IND) compared to a business as usual control condition (BAU). Both experimental writing treatments involved explicit instruction in writing, with students in one condition writing with a peer (EI+PA) and students in the other condition writing individually (EI+IND). Participating classes (N = 431 students, N = 20 teachers) were randomly assigned to the three conditions and students were assessed before and after instruction. EI+PA students outperformed both EI+IND and BAU students on the writing measure in the instructed genre but not in the uninstructed genre. Additionally, although EI+PA students were more confident as to their capability (self-efficacy) to generate ideas when compared to their EI+IND counterparts, EI+PA students' writing motivation, characterized by internal or external motives, was significantly lower than EI+IND students. The findings of the present study corroborate and extend the limited number of prior studies illustrating the surplus value of peer-assisted writing in explicit writing instruction programs. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0361476X
- Volume :
- 60
- Database :
- Academic Search Index
- Journal :
- Contemporary Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 141941229
- Full Text :
- https://doi.org/10.1016/j.cedpsych.2019.101835