Integrated argumentative process-oriented writing methodology on secondary school students' Chinese writing competence, process and attitude = 探討「整合式議論文過程導向教學法」對中學生中文寫作能力、歷程及態度的影響

Abstract

Abstract

Integrated Argumentative Process-Oriented Writing Methodology on Secondary School Students’ Chinese Writing Competence, Process and Attitude Cheung Sau Ching

Writing competence, process and attitude of Hong Kong secondary school students is weak. This is reflected in their writing work and examination results. In recent years, almost half of these students have been unable to achieve the minimum requirements needed for the Chinese subject to enter universities in Hong Kong. Their Chinese writing is particularly weak, being poor in content, with poor structure, grammar mistakes and typos. Argumentative writing is not only compulsory for Hong Kong primary and secondary school students to learn, but it is also within the scope of the open examination. Argumentative writing skills are also important for writing research reports and theses at university. However, there is a lack of pedagogy to improve secondary school students’ ability in argumentative writing and its relevant skills.

As argumentative writing involves multiple skills such as topic analysis, claim, evidence warrant, organization and expression as well as integrated writing skills, this study proposes the use of “Integrated Argumentative Process-Oriented Writing Methodology” (also known as STEPS), which is based on constructivism, as well as collaborative teaching with Chinese subject teachers and a librarian. STEPS is integrated with information literacy, Wiki collaborative writing, composition scale (量表) and Inquiry-based Learning during the writing process of students, in order to develop students’ writing competence, attitude and knowledge of the writing process.

This study uses Design-based Research with Mixed Research Methods. This is a longitudinal study which involves two schools. The results of the study show that “STEPS” has a positive effect on students’ writing competence, knowledge of the writing process and information literacy. “STEPS” addresses the aforementioned difficulties and is effective in enhancing students’ information literacy and competence in argumentative writing, especially in the areas of topic analysis, claims and evidence, while deepening the students’ understanding of the writing process. Teachers and students from both schools responded most positively to “information literacy” and “summarizing”, while students from both schools enjoyed inquiry-based learning and collaborative writing, believing that they could improve their ability in multi-perspective thinking. Furthermore, Wiki collaborative writing can be seen to benefit individual writing. This study also helped two school teachers to observed that the Chinese typing skills of their students was low and in need of enhancement. Although “STEPS” can enhance writing attitudes of students as in “writing is important”, STEPS did not increase students’ interest in Chinese writing, partly because society places more emphasis on the use of English. Therefore, researchers could undertake further study on how to enhance the interest and motivation of students to write in Chinese. Although this study is focused on Hong Kong students, the results of this study can also be used as a reference work for other geographical areas such as Mainland China and Taiwan, where students have these Chinese writing problems in common.