Pub Date : 2023-09-23DOI: 10.21248/l1esll.2023.23.1.526
Lieke Holdinga, Jannet Van Drie, Tanja Janssen, Gert Rijlaarsdam
This study reports on the design and evaluation of an instructional unit, aimed at improving secondary school students’ disciplinary writing in history. Central to this design was the replacement of conventional workbook exercises by evaluative source-based writing tasks which were co-developed with participating history teachers. Additionally, an instructional unit to teach students a discipline-specific reading-thinking-writing strategy based on previous research was designed. Two history teachers implemented the evaluative tasks and the strategy instruction in their 11th grade history classrooms in a trial intervention study with a switching panels design. Pre-, mid-, and post-testing consisted of evaluative writing tasks (ca. 200-300 words), which were analyzed on holistic quality, content quality, quality of structure, and text length. Results showed effects in the second panel for content quality. In this paper we elaborate on the design of this strategy and the instructional design, as well as the design principles underpinning these. Based on the trial study, we present recommendations for redesign in order to optimize practicality and effectiveness of the instructional unit.
{"title":"Writing to Learn History: An Instructional Design Study","authors":"Lieke Holdinga, Jannet Van Drie, Tanja Janssen, Gert Rijlaarsdam","doi":"10.21248/l1esll.2023.23.1.526","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.526","url":null,"abstract":"This study reports on the design and evaluation of an instructional unit, aimed at improving secondary school students’ disciplinary writing in history. Central to this design was the replacement of conventional workbook exercises by evaluative source-based writing tasks which were co-developed with participating history teachers. Additionally, an instructional unit to teach students a discipline-specific reading-thinking-writing strategy based on previous research was designed. Two history teachers implemented the evaluative tasks and the strategy instruction in their 11th grade history classrooms in a trial intervention study with a switching panels design. Pre-, mid-, and post-testing consisted of evaluative writing tasks (ca. 200-300 words), which were analyzed on holistic quality, content quality, quality of structure, and text length. Results showed effects in the second panel for content quality. In this paper we elaborate on the design of this strategy and the instructional design, as well as the design principles underpinning these. Based on the trial study, we present recommendations for redesign in order to optimize practicality and effectiveness of the instructional unit.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135966531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.21248/l1esll.2023.23.1.485
P. Grandits, J. Krek
The primary aim of this study was to analyze the validity and reliability of an instrument capable of measuring high school students’ attentional stance, modes of reading engagement, and self-insight during literary reading. For this purpose, a self-report questionnaire was administered to high school students in three Austrian regions (N = 417). First, confirmatory factor analysis was conducted to test the validity and the reliability of the preconceived measurement model. Second, the interrelationships among the validated constructs were analyzed through structural equation modeling. The fit and the validity of the structural model were evaluated, and the mediating effect of expressive reading was tested. The study yielded an instrument with valid and reliable scores that assesses 9 dimensions of high school students’ reading experiences. The basic Kuiken-Douglas model (2017) on reading engagement and reading outcome could be replicated. Structural equation modeling indicated that high attentional focus negatively predicted expressive-experiential reading that in turn facilitated self-insight. This implies that students should be allowed leaky attention so that they can work with literary texts in a self-modifying way in literature education. Limitations are discussed.
{"title":"High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading","authors":"P. Grandits, J. Krek","doi":"10.21248/l1esll.2023.23.1.485","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.485","url":null,"abstract":"The primary aim of this study was to analyze the validity and reliability of an instrument capable of measuring high school students’ attentional stance, modes of reading engagement, and self-insight during literary reading. For this purpose, a self-report questionnaire was administered to high school students in three Austrian regions (N = 417). First, confirmatory factor analysis was conducted to test the validity and the reliability of the preconceived measurement model. Second, the interrelationships among the validated constructs were analyzed through structural equation modeling. The fit and the validity of the structural model were evaluated, and the mediating effect of expressive reading was tested. The study yielded an instrument with valid and reliable scores that assesses 9 dimensions of high school students’ reading experiences. The basic Kuiken-Douglas model (2017) on reading engagement and reading outcome could be replicated. Structural equation modeling indicated that high attentional focus negatively predicted expressive-experiential reading that in turn facilitated self-insight. This implies that students should be allowed leaky attention so that they can work with literary texts in a self-modifying way in literature education. Limitations are discussed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76668183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-16DOI: 10.21248/l1esll.2023.23.1.422
Ralia Thoma
This paper discusses the development of the “Language Profile Test,” a tool for assessing the underlying component skills of reading fluency and comprehension for students aged 11–15 in the context of Greek as L1. The test consists of five subtests: three reading subtests (isolated words, pseudowords, and text), spelling (single-word spelling), comprehension, and vocabulary (cloze test). The paper aims to present the development of the test, which was based on previous research on lexical representations, specialized corpora, word-frequency lists, and cloze tests as a measure of vocabulary assessment and comprehension, reading fluency, and spelling. Special emphasis has been given to the asymmetry in the transparency of Greek orthography between the feedforward (reading) and feedback (spelling) directions that were considered for the test creation. The “Language Profile Test” was tested on a sample of 346 students. Our findings revealed that students fell into three performance categories for each subtest: high, average, and low. This classification can give teachers more insights into students’ challenges regarding the underlying components of reading fluency and comprehension.
{"title":"Developing the “Language Profile Test” for Greek Students aged 11-15 Years.","authors":"Ralia Thoma","doi":"10.21248/l1esll.2023.23.1.422","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.422","url":null,"abstract":"This paper discusses the development of the “Language Profile Test,” a tool for assessing the underlying component skills of reading fluency and comprehension for students aged 11–15 in the context of Greek as L1. The test consists of five subtests: three reading subtests (isolated words, pseudowords, and text), spelling (single-word spelling), comprehension, and vocabulary (cloze test). The paper aims to present the development of the test, which was based on previous research on lexical representations, specialized corpora, word-frequency lists, and cloze tests as a measure of vocabulary assessment and comprehension, reading fluency, and spelling. Special emphasis has been given to the asymmetry in the transparency of Greek orthography between the feedforward (reading) and feedback (spelling) directions that were considered for the test creation. The “Language Profile Test” was tested on a sample of 346 students. Our findings revealed that students fell into three performance categories for each subtest: high, average, and low. This classification can give teachers more insights into students’ challenges regarding the underlying components of reading fluency and comprehension.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85198684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-12DOI: 10.21248/l1esll.2023.23.1.407
Anke Schmitz, Wiebke Dannecker
Based on the assumption that reading strategies facilitate text comprehension and that they should differ regarding types of texts, this study aims at analysing which cognitive and metacognitive reading strategies are applied by university students (N = 54) for reading a narrative text compared to an expository text. To measure text-specific reading strategies, different channels of information were included such as highlighting of text segments qualitatively and quantitatively, qualitative and quantitative note-taking as well as the coherence of notes, and self-reported strategy use after reading. The findings show that students’ highlighting of text segments and note-taking differ regarding the type of text in amount and depth of processing, indicating a greater depth of processing for narrative texts. The self-reported strategies for reading the two types of texts also reveal differences in terms of the frequencies of applying elaborative and metacognitive strategies. Moreover, correlation analyses show that there is more correspondence between the reading strategies in the narrative condition compared to the expository condition. In sum, the students adapt their reading strategies to the types of texts and it appears that narrative text was read in a more strategic and deeply oriented manner than the expository text.
{"title":"Strategies for Expository and Literary Texts","authors":"Anke Schmitz, Wiebke Dannecker","doi":"10.21248/l1esll.2023.23.1.407","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.407","url":null,"abstract":"Based on the assumption that reading strategies facilitate text comprehension and that they should differ regarding types of texts, this study aims at analysing which cognitive and metacognitive reading strategies are applied by university students (N = 54) for reading a narrative text compared to an expository text. To measure text-specific reading strategies, different channels of information were included such as highlighting of text segments qualitatively and quantitatively, qualitative and quantitative note-taking as well as the coherence of notes, and self-reported strategy use after reading. The findings show that students’ highlighting of text segments and note-taking differ regarding the type of text in amount and depth of processing, indicating a greater depth of processing for narrative texts. The self-reported strategies for reading the two types of texts also reveal differences in terms of the frequencies of applying elaborative and metacognitive strategies. Moreover, correlation analyses show that there is more correspondence between the reading strategies in the narrative condition compared to the expository condition. In sum, the students adapt their reading strategies to the types of texts and it appears that narrative text was read in a more strategic and deeply oriented manner than the expository text.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91121872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-05DOI: 10.21248/l1esll.2023.23.1.506
A. Banga, J. V. van Rijt
Identifying relevant information and evaluating evidence are considered characteristics of critical thinking. These skills are important for language teachers, for example in evaluating pupils’ grammatical reasoning in the context of grammar education. Therefore, the current study has examined whether Dutch language student teachers (N=298) in different educational tracks (Bachelor full-time, Bachelor part-time and Master) are able to distinguish relevant arguments from irrelevant (or incorrect) ones in two grammatical discussions. Results indicate that student teachers are better at evaluating relevant arguments in grammatical discussions than they are at evaluating irrelevant arguments. Multilevel analyses show that the factors partly explaining the Relevant Argument score are students’ education and their Need for Cognition. The factors that partly explain the Irrelevant Argument score on the other hand are the perceived difficulty of the task, and strikingly, age. The paper discusses explanations for these findings, as well as practical implications for teacher education.
{"title":"Separating the relevant from the irrelevant: Factors influencing L1 student teachers’ ability to discern (ir)relevant arguments in time-pressured grammatical discussions","authors":"A. Banga, J. V. van Rijt","doi":"10.21248/l1esll.2023.23.1.506","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.506","url":null,"abstract":"Identifying relevant information and evaluating evidence are considered characteristics of critical thinking. These skills are important for language teachers, for example in evaluating pupils’ grammatical reasoning in the context of grammar education. Therefore, the current study has examined whether Dutch language student teachers (N=298) in different educational tracks (Bachelor full-time, Bachelor part-time and Master) are able to distinguish relevant arguments from irrelevant (or incorrect) ones in two grammatical discussions. Results indicate that student teachers are better at evaluating relevant arguments in grammatical discussions than they are at evaluating irrelevant arguments. Multilevel analyses show that the factors partly explaining the Relevant Argument score are students’ education and their Need for Cognition. The factors that partly explain the Irrelevant Argument score on the other hand are the perceived difficulty of the task, and strikingly, age. The paper discusses explanations for these findings, as well as practical implications for teacher education.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89565817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.21248/l1esll.2023.23.1.539
J. Witte
The article deals with the development of interpretative patterns related to reading, literature, and texts at the transition from school to university from a qualitative-reconstructive perspective. The focus is on the thesis that interpretive patterns increasingly break down into two distinct, separate domains during this phase (dichotomization thesis). These areas – private, informal reading and institutional, school-, university-reading – relate to different conscious and unconscious attributions, as a result of which different relevance and function are attributed to reading. I illustrate and discuss this phenomenon on the basis of empirical data (narrative interviews in a biographical longitudinal section, analyzed by means of social science hermeneutics).
{"title":"Dichotomization of reading-related interpretive patterns at the transition from school to university","authors":"J. Witte","doi":"10.21248/l1esll.2023.23.1.539","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.539","url":null,"abstract":"The article deals with the development of interpretative patterns related to reading, literature, and texts at the transition from school to university from a qualitative-reconstructive perspective. The focus is on the thesis that interpretive patterns increasingly break down into two distinct, separate domains during this phase (dichotomization thesis). These areas – private, informal reading and institutional, school-, university-reading – relate to different conscious and unconscious attributions, as a result of which different relevance and function are attributed to reading. I illustrate and discuss this phenomenon on the basis of empirical data (narrative interviews in a biographical longitudinal section, analyzed by means of social science hermeneutics).","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81636331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.21248/l1esll.2023.23.1.504
Anniken Hotvedt Sundby, Kari Anne Rødnes
After the state-based curriculum-development process has finished, the local curriculum-making of the teachers begins. This paper empirically explores the subject curriculum from the perspectives of teachers, focusing on the Norwegian language and literature subject (L1). Using group interviews and drawing on curriculum theory and L1 research and disciplinary didactics that focus on knowledge, we examine how upper secondary school teachers engage with and understand a newly launched curriculum document in Norwegian L1. Our analysis revealed that the L1 teachers had various perspectives on what they considered important subject-matter knowledge, depending on how they read, navigated, and combined components within and across the curriculum text. In addition, the L1 teachers generally perceived a rather weak narrative about explicit subject-matter knowledge in the curriculum document. Finally, most L1 teachers felt they were being guided in terms of how to teach rather than what to teach. Our findings suggest that a consideration of teachers’ voices is crucial for understanding how a formal subject curriculum text works to select content in an L1 subject and the role that knowledge plays in a competency- and future-oriented curriculum such as Norway’s.
{"title":"Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document","authors":"Anniken Hotvedt Sundby, Kari Anne Rødnes","doi":"10.21248/l1esll.2023.23.1.504","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.504","url":null,"abstract":"After the state-based curriculum-development process has finished, the local curriculum-making of the teachers begins. This paper empirically explores the subject curriculum from the perspectives of teachers, focusing on the Norwegian language and literature subject (L1). Using group interviews and drawing on curriculum theory and L1 research and disciplinary didactics that focus on knowledge, we examine how upper secondary school teachers engage with and understand a newly launched curriculum document in Norwegian L1. Our analysis revealed that the L1 teachers had various perspectives on what they considered important subject-matter knowledge, depending on how they read, navigated, and combined components within and across the curriculum text. In addition, the L1 teachers generally perceived a rather weak narrative about explicit subject-matter knowledge in the curriculum document. Finally, most L1 teachers felt they were being guided in terms of how to teach rather than what to teach. Our findings suggest that a consideration of teachers’ voices is crucial for understanding how a formal subject curriculum text works to select content in an L1 subject and the role that knowledge plays in a competency- and future-oriented curriculum such as Norway’s.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89778130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.21248/l1esll.2023.23.1.399
R. Henkin, Roey J. Gafter, Eihab Abu-Rabiah
Much of the theorization in Second Language Acquisition is based on findings in unrelated language dyads, with English as L1 or L2. We focus on two closely related languages, Hebrew and Arabic. Hebrew is the majority language in Israel, taught in Arab minority schools mostly by L1 Arabic-speaking teachers. We explore the persistence of very common syntactic errors in Hebrew of Arab high-school students, and the correlation between persistence, interference and developmental errors. From a longitudinal corpus of Hebrew essays written by 22 Arab 11th graders, and a year later in 12th grade, the six most frequent syntactic error categories were isolated. Statistical analysis showed interference to be involved in the vast majority of the errors that also persisted most, whereas almost all the improvement over the year was in developmental errors with no interference. This contradicts a common claim that interference, initially predominant, decreases over time with relation to developmental errors. We found prepositions to be particularly problematic, especially in errors involving interference, but these were no more persistent than others. We conclude that more research on syntactic interference in the acquisition of closely related languages would benefit SLA theory, as our findings differ from many typically attested patterns.
{"title":"Assessing change in syntactic features of Hebrew written by native Arabic speakers: a longitudinal study","authors":"R. Henkin, Roey J. Gafter, Eihab Abu-Rabiah","doi":"10.21248/l1esll.2023.23.1.399","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.399","url":null,"abstract":"Much of the theorization in Second Language Acquisition is based on findings in unrelated language dyads, with English as L1 or L2. We focus on two closely related languages, Hebrew and Arabic. Hebrew is the majority language in Israel, taught in Arab minority schools mostly by L1 Arabic-speaking teachers. We explore the persistence of very common syntactic errors in Hebrew of Arab high-school students, and the correlation between persistence, interference and developmental errors. From a longitudinal corpus of Hebrew essays written by 22 Arab 11th graders, and a year later in 12th grade, the six most frequent syntactic error categories were isolated. Statistical analysis showed interference to be involved in the vast majority of the errors that also persisted most, whereas almost all the improvement over the year was in developmental errors with no interference. This contradicts a common claim that interference, initially predominant, decreases over time with relation to developmental errors. We found prepositions to be particularly problematic, especially in errors involving interference, but these were no more persistent than others. We conclude that more research on syntactic interference in the acquisition of closely related languages would benefit SLA theory, as our findings differ from many typically attested patterns.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80238401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.21248/l1esll.2023.23.1.427
Sanna Kraft, Vibeke Rønneberg, J. Rack, Fredrik Thurfjell, Åsa Wengelin
The aim of this study was to investigate composition and error-correction processes, and their relationship with production rate, in children, age 10-12, with and without reading and writing difficulties using speech-to-text (STT) to write expository texts in Swedish. Measures of individual abilities: working memory, spelling ability and decoding ability, and the ability to interact with the STT tool under optimal conditions (STT success rate) were collected. For both those with and without difficulties, neither working memory, nor spelling or decoding ability predicted burst length nor accuracy. Only a child’s STT success rate did predict accuracy during text composition. Further, none of the individual abilities predicted choice of error-correction modality (keyboard or STT) or error correction functionality. This indicates that the children’s behavior were independent of these abilities. Furthermore, production rate was significantly predicted by both burst length and accuracy, and by working memory, but not by error-correction behaviour, nor by spelling or decoding ability. This indicates that composing text using STT is a cognitively complex process placing heavy demands on working memory. Dictating more than one word at a time and combining STT and keyboard use were identified as two useful strategies that can be taught in STT instruction.
{"title":"Exploring transcription processes when children with and without reading and writing difficulties produce written text using speech recognition","authors":"Sanna Kraft, Vibeke Rønneberg, J. Rack, Fredrik Thurfjell, Åsa Wengelin","doi":"10.21248/l1esll.2023.23.1.427","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.427","url":null,"abstract":"The aim of this study was to investigate composition and error-correction processes, and their relationship with production rate, in children, age 10-12, with and without reading and writing difficulties using speech-to-text (STT) to write expository texts in Swedish. Measures of individual abilities: working memory, spelling ability and decoding ability, and the ability to interact with the STT tool under optimal conditions (STT success rate) were collected. \u0000For both those with and without difficulties, neither working memory, nor spelling or decoding ability predicted burst length nor accuracy. Only a child’s STT success rate did predict accuracy during text composition. Further, none of the individual abilities predicted choice of error-correction modality (keyboard or STT) or error correction functionality. This indicates that the children’s behavior were independent of these abilities. \u0000Furthermore, production rate was significantly predicted by both burst length and accuracy, and by working memory, but not by error-correction behaviour, nor by spelling or decoding ability. This indicates that composing text using STT is a cognitively complex process placing heavy demands on working memory. Dictating more than one word at a time and combining STT and keyboard use were identified as two useful strategies that can be taught in STT instruction.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73237564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.21248/l1esll.2023.23.1.490
Yongyan Li, Qianshan Chen, Meng Ge, Simon Wang, J. Flowerdew
Teachers in Anglophone universities have often attributed Chinese ESL students’ plagiarism to “cultural difference”, the implication being that what is considered plagiarism in the English-speaking world may not be seen as plagiarism in China. We believe this assumption needs to be questioned on the basis of systematic evidence gathered from the local L1 (first language) context; a large collection of writing textbooks published over time is potentially a valuable dataset for starting to look for such evidence. By analysing the relevant content in a collection of 60 textbooks on Chinese-L1 (Chinese as the First Language) academic writing, our study aimed to answer this question: According to these textbooks, what is plagiarism and how can one avoid plagiarism? Data-driven content analysis revealed that despite alignment with the Anglophone world in defining what is plagiarism, their approach to dealing with it differs. The Chinese textbooks focus on large-scale copying in conceptualising plagiarism, with explanation of plagiarism at local or sentence and paragraph levels, bypassed; and for ways to avoid plagiarism, self-discipline and the formalities of source acknowledgement are emphasised, but textual strategies of proper source citation are hardly addressed. We point out that such gaps in the textbooks, and accordingly, in the Chinese education system, are partly responsible for Chinese students’ confusion in the proper practices of source use in academic writing. We end the paper by proposing avenues for future research for further understanding the issue of plagiarism in the local L1 environment and for interrogating the debatable “cultural difference” view of plagiarism.
{"title":"Education on plagiarism in Chinese-L1 textbooks on academic writing published in China","authors":"Yongyan Li, Qianshan Chen, Meng Ge, Simon Wang, J. Flowerdew","doi":"10.21248/l1esll.2023.23.1.490","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.490","url":null,"abstract":"Teachers in Anglophone universities have often attributed Chinese ESL students’ plagiarism to “cultural difference”, the implication being that what is considered plagiarism in the English-speaking world may not be seen as plagiarism in China. We believe this assumption needs to be questioned on the basis of systematic evidence gathered from the local L1 (first language) context; a large collection of writing textbooks published over time is potentially a valuable dataset for starting to look for such evidence. By analysing the relevant content in a collection of 60 textbooks on Chinese-L1 (Chinese as the First Language) academic writing, our study aimed to answer this question: According to these textbooks, what is plagiarism and how can one avoid plagiarism? Data-driven content analysis revealed that despite alignment with the Anglophone world in defining what is plagiarism, their approach to dealing with it differs. The Chinese textbooks focus on large-scale copying in conceptualising plagiarism, with explanation of plagiarism at local or sentence and paragraph levels, bypassed; and for ways to avoid plagiarism, self-discipline and the formalities of source acknowledgement are emphasised, but textual strategies of proper source citation are hardly addressed. We point out that such gaps in the textbooks, and accordingly, in the Chinese education system, are partly responsible for Chinese students’ confusion in the proper practices of source use in academic writing. We end the paper by proposing avenues for future research for further understanding the issue of plagiarism in the local L1 environment and for interrogating the debatable “cultural difference” view of plagiarism.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86067209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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