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postgraduate thesis: Effects of paired writing on Hong Kong ESL students' writing motivation and performance

TitleEffects of paired writing on Hong Kong ESL students' writing motivation and performance
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Hon, Y. [韓婉華]. (2014). Effects of paired writing on Hong Kong ESL students' writing motivation and performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394264
AbstractThe present study is to evaluate the effects of Paired Writing on both tutors’ (high-ability Paired Writers’) and tutees’ (low-ability Paired Writers’) writing performance and motivation to write, in terms of self-efficacy and intrinsic interest, while controlling for the instructional procedures and teachers’ effect. Participants were 143 secondary one students of a local secondary school. The results showed that Paired Writers outperformed the individual writers after the intervention and made significant improvement in grammar. Regarding the effects on tutors and tutees, tutors performed significantly better than high-ability individual writers, especially in relevancy & clarity and creativity; whereas tutees made significant improvement in grammar only. Additionally, tutors had significant gain in self-efficacy following the intervention in comparison with high-ability individual writers.
DegreeMaster of Social Sciences
SubjectPeer-group tutoring of students
Self-efficacy
English language - Composition and exercises - Study and teaching (Secondary)
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209660

 

DC FieldValueLanguage
dc.contributor.authorHon, Yuen-wa-
dc.contributor.author韓婉華-
dc.date.accessioned2015-05-12T23:13:36Z-
dc.date.available2015-05-12T23:13:36Z-
dc.date.issued2014-
dc.identifier.citationHon, Y. [韓婉華]. (2014). Effects of paired writing on Hong Kong ESL students' writing motivation and performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394264-
dc.identifier.urihttp://hdl.handle.net/10722/209660-
dc.description.abstractThe present study is to evaluate the effects of Paired Writing on both tutors’ (high-ability Paired Writers’) and tutees’ (low-ability Paired Writers’) writing performance and motivation to write, in terms of self-efficacy and intrinsic interest, while controlling for the instructional procedures and teachers’ effect. Participants were 143 secondary one students of a local secondary school. The results showed that Paired Writers outperformed the individual writers after the intervention and made significant improvement in grammar. Regarding the effects on tutors and tutees, tutors performed significantly better than high-ability individual writers, especially in relevancy & clarity and creativity; whereas tutees made significant improvement in grammar only. Additionally, tutors had significant gain in self-efficacy following the intervention in comparison with high-ability individual writers.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshPeer-group tutoring of students-
dc.subject.lcshSelf-efficacy-
dc.subject.lcshEnglish language - Composition and exercises - Study and teaching (Secondary)-
dc.titleEffects of paired writing on Hong Kong ESL students' writing motivation and performance-
dc.typePG_Thesis-
dc.identifier.hkulb5394264-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394264-

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