I acknowledge that I was an active participant in scaffolding learners through this AR study. As I was writing this, I was aware of my own subjectivity and have tried to keep standing back and be as reflexive as possible in analyzing the findings.
33
5.3 Concluding Remarks
This study shows that some learners benefited from peer dialogue in their development of writing skills. In generating ideas with a peer, lower ability learners took on roles as novices and experts to scaffold each other during the process to complete the task collaboratively. However, peer tutoring did not occur between higher ability learners, rather their collaboration was in extending each other’s ideas. This research has helped to realize that the process of writing cannot be viewed as separate linear stages. The process of writing is recursive which ESL learners autonomously engaged in planning and re-planning the ideas while drafting. I understand the constraints that teachers have in implementing the process pedagogy of writing, however, balancing realism of teaching with idealism about good writing practices is essential for reform within members of the learning community.
Writing is complex process ranging from the mechanical aspects of writing from one end to the more complex act of composing on the other end (Omaggio Hadley 1993). This study may not completely reflect all the challenges faced by ESL. Therefore the findings provides some insights of who and how learners may or may not benefit from peer dialogue. In my future studies, I hope to continuously strive to reflect and evaluate strategies in enhancing learners’ experience and
34 References:
Atkinson, D. 2003. L2 writing in the post-process era: introduction. Journal of Second Language Writing 12, 3–15.
Belcher, D., & Hirvela, A. (Eds.). (2008). The oral-literate connection. Perspectives on L2 speaking, writing, and other media interactions. University of Michigan
Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle.
Berg, B.L. (2009). Qualitative research methods for the social sciences (7th ed.). Boston, MA: Allyn and Bacon
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press
Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
Casanave, C.P. (2009). Training for writing or training for reality? Challenges facing EFL writing teachers and students in language teacher education programs. In R.Manchon (Ed.), Writing in foreign contexts: Learning, teaching and research (pp. 256-277). Buffalo, NY: Multilingual Matters.
Cotton K. (1997). Teaching composition research on effective practices. Northwest Regional Educational Laboratory, Portland, Oregon, USA
Cramer, R. (1975). The nature and nurture of creative writing. Elementary School Journal, 75,507-512.
Curriculum Development Council, (2004). English language education: Key learning
area: English language curriculum guide (primary 1-6). Hong Kong: Government Printer. Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian Approaches to Second Language Research. Norwood, NJ: Ablex Press.
Go A. (1994). Prewriting activities: Focus on the process of writing. Eric, ED369257
Harmer, J (2004). How to teach writing. Essex: Pearson Education Ltd.
Higgins, L., Flower, L., & Petraglia, J. (1992). Planning text together. Written Communication, 9(1), 48–84. http://dx.doi.org/10.1177/ 0741088392009001002 Hsieh, H.F., & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
35
Kellogg, R.T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26. http://dx.doi.org/10.17239/jowr-2008.01.01.1
Lee, I., & Wong, K. (2013). Bringing innovation to EFL writing: The case of a Primary school in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 159-163. http://dx.doi.org/10.1007/s40299-013-0149-y
Lim, S. G. (2002). Cultural imagination and English in Hong Kong. In K. Bolton (Ed.), Hong Kong English: Autonomy and Creativity (pp. 265–280). Hong Kong: Hong Kong University Press.
McAndrew, D.A., & Reigstad, T.J. (2001). Tutoring Writing: A Practical Guide for Conferences. Portsmouth, NH: Boynton/Cook.
McKay, S. (2009). Second Language Classroom Research. In The Cambridge guide to second language teacher education (pp. 281-287). New York: Cambridge University Press
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Meyers, G. (1980). Speaking as a pre-writing activity: Its application to teach community college freshmen composition pupils. Washington, D.C : Conference on College Composition and Communication. (ERIC Document Reproduction Service No. ED 185585).
Minichiello, V., Aroni, R. Timewell, E., & Alexander, L. (1990). In-Depth Interviewing: Researching People: Hong Kong: Longman Cheshire
Morris, P. (1985). Teachers’ perceptions of the barriers to the implementation of a pedagogic innovation: A South East Asian case study. International Review of Education, 31, 3-18.
Neumann & McDonough (2014). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing. 27, 84-104
Ohta, A. (2001). Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum.
Omaggio Hadley, A. (1993). Teaching language in context. Boston: Heinle & Heinle
Peregoy, S.F., Boyle, O.F. (1997). Reading, Writing, & Learning in ESL. Longman, New York.
36
Pinter, A. (2006). Teaching young language learners. Oxford Language Teachers Handbook Series, Oxford: Oxford University Press.
Richards, J.C., & Ho, B. (1998). Reflective thinking through journal writing. In J. C. Richards (Ed.), Beyond training (pp.153-179). Cambridge, UK: Cambridge University Press.
Richards & Lockhart (1996). Reflective Teaching in Second Language Classrooms. Cambridge: CUP. Chapter 1: Approaches to Classroom investigation in teaching (pages 6-28)
Samson, M. (2011). Let us talk: Oral Communication to enrich student writing and writing instruction. Wisconsin English Journal, 53(2), 74-79
Schulktz, K. (1997). Do you want to be in my story? Journal of Literacy Research, 29(2), 253-287. Schamber, L. (2000). Time-line interviews and inductive content analysis: Their
effectiveness for exploring cognitive behaviors. Journal of the American Society for Information Science, 51(8), 734-744
Shulman,L. & Shulman, J. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36, 257-271
Susser, B., 1994. Process approach in ESL/EFL writing instruction. Journal of Second Language Writing 3(1), 31–47.
Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion students’ response to reformulation. International Journal of Educational Research, 3(4). 285-304.
Striger, E. (2008). Action Research in Education. New Jersey: Pearson Education Inc.
Tribble, C. 1996. Writing. Oxford: Oxford University Press.
Tsui, A.B.M., & Ng, M.M.Y. (2010). Cultural contexts and situated possibilities in the teaching of second language writing. Journal of Teacher Education, 61(4), 364-375.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121–142.
http://dx.doi.org/10.1177/136216880607074599
Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In C.D. Lee & P. Smagorinsky (Eds.), Vygotskian Perspectives on Literacy Research (pp. 51-85). New York: Cambridge University Press.
37
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.
AR CYCLE 1
Appendix 1a - Planner Hayley & Natalie
AR CYCLE 1
Appendix 1b - Planner Johnny & Tommy
AR CYCLE 1
Appendix 1c - Planner Harry & Wendy
AR CYCLE 1
Appendix 1d – Writing Sample Hayley
AR CYCLE 1
Appendix 1e – Writing Sample Natalie
AR CYCLE 1
Appendix 1f – Writing Sample Johnny
AR CYCLE 1
Appendix 1g – Writing Sample Tommy
AR CYCLE 1
Appendix 1h - Writing Sample Harry
AR CYCLE 1
Appendix Ii - Writing Sample