College Writing Skills With Reading Page 595 Review Test 1 Answers

Open Journal of Social Sciences
Vol.04 No.08(2016), Article ID:69887,8 pages
x.4236/jss.2016.48005

Improving Non-English language-Majored Higher Students' Writing Skills: Combining a Know-Want-Learn Plus Model of Meta-Cerebral Writing Strategy Education and Internet-Based Language Laboratory Support

Yougen Lou^ane*, Liansong Wuⁱ, Honglian Liu^two, Liyou Chen^3*

¹School of Foreign Studies, Yangtze Academy, Jingzhou, Prc

²Jingzhou Experimental Middle Schoolhouse, Jingzhou, Communist china

³School of Economic science, Jingzhou, China

Copyright © 2016 by authors and Scientific Enquiry Publishing Inc.

This work is licensed under the Creative Commons Attribution International License (CC BY).

http://creativecommons.org/licenses/by/four.0/

Received 20 June 2016; accustomed 16 Baronial 2016; published 19 August 2016

ABSTRACT

This newspaper reviewed a i-term experiment on integrating internet-based linguistic communication laboratory (IBLL) in instruction writings kills with the know-want-acquire (KWL) plus model to 2nd-year non- English-majored college students from Yangtze University. Subjects in this study consisted of 92 non-English language-majored college students in the control group (CG) and 91 non-English-majored college students in the experimental grouping (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory with KWL plus model of meta-cerebral writing strategy instruction for EG did a improve task in enhancing students' writing skills; 2) there were significant differences between males in CG and EG, and females in CG and EG; 3) students in EG held the positive response for the combined instruction.

Keywords:

KWL Plus Model, Writing Strategy Instruction, Internet-Based Language Laboratory

1. Introduction

Since 1999, universities in Cathay have enlarged their enrollment every year, which has led to a serious shortage of English teachers in nigh universities in People's republic of china and to the difficulties to amend non-English-majored college students' English writing ability. Yet, writing power is important for non-English language-majored college students non merely to pass the English exam of College English Examination 4 (CET 4) or College English Exam half-dozen (CET vi) also in academic papers' writing. Gains in informative and analytical writing power are, moreover, taken as a good indicator of the value added past higher education (Benjamin & Chun, 2003). In gild to solve the first problem (the serious shortage of English teachers), large-size classrooms take been utilized in nearly universities and colleges for English writing education. Only near non-English language-majored college students are brusque of opportunities to utilize English writing skills they learned in the large-size classroom. And non-English-majored college students have to the lowest degree opportunity to raise English writing skill in a teacher-centered classroom. Therefore, cyberspace- based language laboratory (IBLL) was popularly used in pedagogy not-English-majored college students English in more universities. At that place were many researches [ane] - [three] on language laboratory. IBLL could exist served differently in the field of language teaching and language learning, but there was few research on IBLL used in education non- English-majored college students' English writing combined with KWL plus model of meta-cognitive writing strategy education. KWL plus model will be adopted as the scaffold to raise non-English-majored college students' writing skills. KWL plus was a fourth-stage instructional process scaffolding learners to reverberate on what they know, what they desire to know, and what they have Learned during their reading process [4] . In order to solve the second problem (the difficulties to guarantee and improve the quality of college students and colleges' bookish level through English reading and writing), the author tried to adopt the KWL plus model of meta-cognitive writing strategy educational activity with the support of IBLL in this newspaper. There were few on combination of KWL plus model of meta-cognitive writing strategy educational activity with the support of IBLL.

The purpose of this report was to investigate the bear upon of integrating BLL in KWL plus model of writing strategy pedagogy for non-English-majored college students. More specifically, this written report attempted to respond the post-obit questions:

1) Compared with a teacher-dominated approach with the command group (CG), has the KWL plus model of meta-cognitive writing strategy teaching through IBLL with the experiment group (EG) done a meliorate task in improving students' writing skills?

2) Are there significant differences betwixt males and females, as a teacher-dominated approach with CG is compared with the KWL plus model of writing strategy educational activity in IBLL with EG?

3) What is non-English-majored college students' response towards this combination?

ii. Literature Review

2.1. KWL Plus

KWL is a three-phase instructional framework first designed by Ogle [5] (1986) for teachers to guide students with a systematic approach to their reading processes. In KWL [5] , "Thou" stands for request students what they know near a topic when the teacher initiates a lesson. During this preliminary discussion, students' prior cognition is stimulated and different opinions and experiences about the topic are pooled. Such practices allow students to frame key questions they nonetheless What to investigate in the electric current reading―the "w" in KWL. These questions, in turn, encourage learners to plan for the coming reading and monitor their comprehension during the reading process. The "L" represents what students have learned and still need to acquire afterward the reading.

To help students meliorate expand their cognition and to engage them in reflective thinking while reading, Carr and Ogle [6] (1987) extended the KWL model to include Summary every bit its fourth part. At this office, students are encouraged to reorganize what they have learned with the assistance of a graphic organizer. Based on the graphic organizer, a terminal written summary is required every bit an additional opportunity for students to consolidate their learning. The extended model was subsequently labeled KWL Plus [6] [7] .

KWL plus model was originally applied in study on reading, in this study, the author tried to use KWL plus model in writing.

2.two. Meta-Noesis

Composing an extended text appears to require the self-regulation of planning, text generation, and reviewing

through meta-cognitive control of these processes [eight] [nine] . Meta-cognition was originally coined by Flavell [10] (1976) to refer to the cognition and regulation of one's cognition. Afterward on, in the field of second/foreign language acquisition, the evolution of students' meta-noesis, or their ability to empathize and orchestrate their own learning process, has been urged by a number of language learning strategy researchers [eleven] - [13] . O'Malley and Chamot [14] (1990) considered learning strategies as cognitive skills. Learning strategies have been divided into three categories co-ordinate to the level or type of processing involved [xv] . They are meta- cognitive strategies, cognitive strategies, and social/affective strategies. Meta-cognitive strategies are higher order executive skills that may entail planning for, monitoring, or evaluating the success of a learning action as shown in Tabular array i.

3. Research Methods

3.1. Subjects

In September 2014, 183 2nd-year non-English-majored colleges in half-dozen classes from Yangtze University, Chinese as the main language. Their majors are chemistry, agriculture, found protection, animal medicine, animal scientific discipline and biological technology participated in this study. Amongst the 183 subjects, they were 103 females and 80males, average age 19. All 183subjects who had learned higher English first yr were randomly divided into the control grouping (CG 92 students) and the experiment group (EG 91 students). Their level of education, family background, age, personality and life experiences and other factors were aforementioned, that was to say, their overall learning and cognitive abilities were almost equal. All 183 students were taught by the aforementioned teacher with xv-twelvemonth instruction experience.

3.2. Higher English language Writing Grade

The English writing class was one part of the 15-week higher English language grade. The fifteen-calendar week college English course was divided into three parts:

Listening and speaking, reading and writing, teacher-guided autonomous learning. Students were to have listening and speaking English iii hours a calendar week, whereas English reading and writing, instructor-guided autonomous learning 3 hours a calendar week (total fifteen weeks). The aforementioned instructor was responsible for all iii parts' English learning of one class. In gild not to lessen the fiscal burden to the subjects, the textbooks they had were used in this study. The textbook for non-English language-majored higher students in the English reading and writing class was Horizon published past Strange Language Teaching and Research Press. In total, there were ten units in Reading and Writing 2, and each unit of measurement included two passages (Text A and Text B) of the same topic and exercises. Usually, the pedagogy given by the teacher in the writing classes included three steps. Firstly, the instructor would write down a topic related to Text A or Text B for non-English language-majored higher students to analyze or discuss among them before they wrote a essay. Non-English language-majored college students were given the information to write almost a topic related to Text A or Text B, which was a scaffold for them from reading to writing. Secondly, after analyzing or discussing, non-English-majored students would exist asked to write a essay according to the topic they had analyzed or discussed. Finally, the essays they completed were handed to the teacher to correct errors such every bit grammar and polish. Students need to piece of work with texts under teachers' instruction,

Tabular array one. Learning strategies clarification.

existence exposed to different genres and topic areas, thinking about what they have read, forming preliminary ideas of their own, sifting through those ideas, and and so finally beginning to organize them for writing: clustering, outlining, drafting, redrafting, revising, proofreading or editing. All of these aspects of a writing lesson help students develop their writing skills [xvi] .

3.iii. Meta-Cognitive Strategy Training Program in IBLL

For the students in CG, the regular non-English language-major college English language writing lessons with the method of students writing essays according to the topics given by the instructor then the teacher correcting errors such as grammars or mistakes in essays were taught in English writing lessons. For the students in EG, over the one-semester (15-week) period, the model of KWL plus was regarded as the major approach in this meta-cerebral strategy teaching in IBLL. The 2 passages in i unit of measurement of the reading and writing textbook were given as materials for this grooming. Without preparation to utilize what they know, their knowledge too ofttimes remains inert during essay [17] . Text A was used for the instructor modeling of strategy use in the Writing session and Text B for students' practice in the autonomous learning session to practice writing essays according to the requirements. One wheel of strategy training to the completed learning of one unit made upward of scaffolding KWL plus with Text A and students' practice with Text B in IBLL for the teacher'south intervention (scaffolding KWL plus with Text A), the teacher showed students how to move the information of writing skills known past students from Text A (1000), and then students wanted to know (W) how to write a essay from the beginning, the torso and the conclusion from Text A or through the help of IBLL to wait for information related to the essay they wanted to write, co-ordinate to Covey's observation, Chinese students have two bug in writing: "they are worried that they take cypher to say; simply if they have something to say they are worried that what they have said will not exist understood" [eighteen] , and students learned (Fifty) the writing skills by monitoring their writing essays, and finally Plus level was that subjects expert writing essays afterwards class, and subjects who completed their essay might exchange their crude drafts for making specific suggestions for improvement with classmates or past discussing their essays with writing teachers or professional person writers online in IBLL. Repeated exercise writing essays was an important step for non-English language-majored higher students to apply the writing skills they learned from the form to the existent writing essay. Do can markedly improve college students' writing ability when it is washed in the context of a professionally relevant task domain that motivates efforts to learn [17] . Johnstone, Ashbaugh, and Warfield [19] found that superior writing skills correlated reliably with the degree of repeated practice and, controlling for practise, with writing in the professionally relevant domain of greatest interest to the students. Educatee needed enough hours to do writing skills in writing essays, like the very best violinists, for case, have accumulated more than ten,000 hours in alone practice, whereas lesser experts (7500 hour), to the lowest degree accomplished experts (5000 hour), and amateurs (1500 hr) have devoted proportionally less fourth dimension to self-improve- ment [20] . Word on writing essays was regarded as the feedback of non-English language-majored college students' writing skills from the teacher. Such feedback is recognized as a powerful learning aid [21] . Although the KWL plus model was used through this whole semester, each circular of grooming had a deliberate focus on one particular role of the cycling. For instance, each of the four principal writing strategies trained in the KWL plus model constituted a focus on unlike rounds of training respectively in IBLL. Before non-English-majored college students wrote essays, they were taught to utilise the strategies of advanced organizers and advanced preparation; during the process of writing, they were taught to apply the strategy of cocky-monitoring to generate the essay, and they were taught to use the strategy of self-evaluation to review the essays later on the essays they wrote completed.

iii.four. Data Collection and Data Analysis

In order to check the effects of KWL plus strategy training on non-English-major colleges' writing ability, 2 types of instruments were employed in this study: writing tests and interview.

Writing tests. Non-English-major colleges' writing tests were measured by pre- and postal service-tests. In guild to avoid the interference of the author's subjectivity in exam design and scoring, writing tests were measured directly by the part of writing in a nationwide standard test new version College English Test iv (CET 4 710). Non- English-major colleges' writing scores were collected. Interview. To observe out non-English-major colleges' response to this new approach to non-English-major colleges' English writing skills, their attitudes, problems, perception of benefits and predicted future employ of this method were gathered through an interview on the KWL plus model of meta-cognitive writing strategies in IBLL with EG in the last English class. They were totally free to make up one's mind on their ain whether to participate in attending the interview.

At the end of the semester, the collected information of subjects' pre-and post-writing test scores were processed with SPPS 15.0. An independent samples t-test was used to find if there were differences between EG and CG pre- and post-tests. Data of the interview were analyzed and categorized according to questions asked in the interview.

4. Results

The findings in this study were shown in iii parts. Part One was writing test results of CG and EG. Part Two was that whether there are significant differences between males and females, equally a instructor-dominated approach with CG is compared with the KWL plus model of writing strategy pedagogy in IBLL with EG. Part Three examined perceptions of the meta-cerebral strategy instruction in IBLL from non-English-major colleges in EG.

4.one. KWL plus Strategy Education in IBLL and Writing

As shown in Tabular array 2, the impact of the KWL plus model of meta-cerebral writing strategy pedagogy on non-English language-major colleges' writing was measured by comparing writing tests' (CET 4) scores betwixt CG and EG in the pre-and post-tests. In the pre-tests, there was no significant difference between CG (M = 57.49, S = 11.29) and EG (K = 57.26, Due south = 11.22) in their writing tests, P = 0.368. Nevertheless, in the postal service-test, there was a significant difference betwixt CG (M = 58.63, S = 10.30) and EG (One thousand = 60.89, S = 10.43) in the writing test, P = 0.001.

4.ii. Results of the t-Examination well-nigh Males and Females in CG and EG

As shown in Table 3, in that location were significant differences between males and females in CG and EG. Males (P = 0.004) suggested that there was the significant deviation between CG and EG and females (P = 0.003) suggested that there was the significant difference betwixt CG and EG in their writing ability.

4.3. Perceptions of KWL plus Model of The Meta-Cognitive Writing Strategy Teaching in IBLL from Non-English-Major Colleges in EG

The interview on the meta-cognitive writing strategy instruction in IBLL from non-English language-major college students in EG was administered to all subjects in EG at the terminate of the semester (Jan, 2015) to examine their responses for this integrated teaching method and to identify the possible benefits and problems of this program.

Amid the 91 subjects in EG, 50 subjects said that the integrated teaching method of KWL plus model of the meta-cognitive writing strategy education in IBLL was practical for them to do English writing and they were also willing to effort this combination in writing essays in the futurity; 21 subjects indicated that the method of KWL plus model of the meta-cerebral writing strategy instruction in IBLL provided them a new method on how to

Tabular array 2. Effects of the KWL plus model of meta-cognitive strategy pedagogy on non-English-major colleges' writing.

Chiliad stands for mean; S stands for standard deviation; ^*P < 0.05; ^**P < 0.01.

Table 3. Results of the t-test about males and females in CG and EG.

write a essay from reading they know as an instance to what they want to know such as how to write the first, the trunk and the decision of the essay, they could have words to say in writing essays and knew how to write correct sentences in essays, and then they learned the writing skills applied to practicing writing essays later class; 10 subjects said that they had not been afraid of writing essays when they learned the method of KWL plus model of the meta-cognitive strategy didactics in IBLL to write essays. The major benefits of employing KWL plus in writing in the back up of IBLL were shown at three aspects. Commencement, not-English-majored college students were instructed and trained past the KWL plus model of meta-cognitive writing strategies with the support of IBLL, they became active writers because more planning and ideas related to the writing topic were generated before they wrote the essay and they could be more hands to talk over their essays with classmates, writing teachers or other people with the aid of IBLL. 2d, not-English language-majored college students could increase their meta-cerebral knowledge about themselves, the tasks and the writing strategies they should apply. 10 subjects said that they too learned to regulate their strategy utilize through continuous attention to their writing process. 3rd, duo to KWL plus strategy training in IBLL, they not only visualized and consolidated their writing ability through practicing writing essays and discussing their essays, also applied the KWL plus model of meta-cognitive writing strategies into the more new writings and communicated with more than people about KWL plus model of meta-cognitive writing strategies with the help of IBLL.

5. Give-and-take

This paper wants to look for the answers to the three questions. One of the purposes in this report is to know if the KWL plus model of meta-cognitive writing strategy instruction through IBLL can improve non-English- majored colleges' writing skills. Subjects' improvement in writing skills shows the important office of meta-cog- nition played in their writings.

Chamot [22] identified proficient language learners as active learners who monitored their comprehension by continuous cocky-questioning, related new information to their ain prior knowledge, knew how to make employ of their prior noesis, and fabricated inferences most possible meanings. The KWL plus arroyo promotes learners' agile involvement in their writing process via pre-writing (planning), during-writing (generating) and mail service-writing (reviewing) activities. Before the test, subjects in CG and EG, their writing scores was not pregnant difference. Notwithstanding, after the test, subjects in CG and EG, their writing scores was significant difference. That is to say, the method of KWL plus model of meta-cognitive writing strategy pedagogy through IBLL can meliorate non- English language-majored colleges' writing level.

After instruction and training by the model of KWL plus of meta-cognitive strategies, male and female non-English-major college students in EG successfully larn and apply the meat-cognitive strategies in writing new essays in IBLL, they show better in writing, compared with male and female person non-English language-major colleges in CG. And at that place are meaning differences betwixt Males and Females in CG and EG.

Non-English language-major colleges in EG generally holding positive response for the KWL plus model of meta- cerebral strategy training program advise that the combination of meta-cognition writing training and IBLL into regular EFL curriculum is a worthy try. Not-English-majored college students need practise writing more academic papers related to their majors, the method of KWL plus model of meta-cognitive writing strategy education and the support of IBLL is practical method for them to learn writing skills and apply the writing skills they learn to practice writing essays and academic papers. Although subjects in EG could larn the KWL plus model of meta-cognitive strategies with the support of IBLL, they also need the aid from teaches. A teacher in Covey'south report commented that the students were marked downward for "lack of development but the students just cannot think of anything to say", so that examiners concluded their writing was "long, general, rambling and imprecise" [18] and that they lacked or ignored world knowledge on geography, politics and economics etc. [eighteen] . Teachers demand to help students build background knowledge if information technology is not presented [23] , and achieve the balance between explicit strategy instruction, language learning and use of IBLL.

six. Limitations and Suggestions for Further Research

Though the present study has provided a comparatively detailed clarification of the KWL plus model of writing strategy instruction through IBLL applied among some non-English-majored college students, there are still some limitations of the study. Having the limitations in mind, suggestions for further research, therefore, tin exist put frontwards at the same fourth dimension in order to achieve a lot thorough understanding of the KWL plus model of writing strategy instruction through IBLL.

Firstly, being time limitation (only a term) and other practical restrictions such every bit the subjects in the study consisted of only 183 non-English-majored college students in 1 university need to be broadened in further research.

Secondly, the instruments used to investigate non-English language-majored college writing strategy educational activity with the KWL plus model through IBLL involve the interview and tests. The study would exist much meliorate, if information technology were combined with other instruments such every bit ascertainment, verbal written report. More than instruments should be used in investigation in further research.

Finally, the KWL plus model of writing strategy instruction through IBLL applied in non-English language-majored college English language writing can meliorate not-English-majored college students' English writing skills, just the KWL plus model of writing strategy instruction through IBLL also works for other subjects such equally graduate students, we need further inquiry.

Despite of the restraints of the study, it is hoped that it can offer some guidelines for further inquiry on the KWL plus model through IBLL practical in English teaching.

7. Conclusion

183 non-English-major colleges from Yangtze University are participated in the one-term experiment in this study. 92 non-English-majored college students are regarded as subjects in the control group (CG) and 91 non-English-majored college students are regarded as subjects in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory with KWL plus model meta-cerebral writing strategy pedagogy for EG did a better chore in enhancing students' writing skills; 2) there were significant differences betwixt males in CG and EG, and females in CG and EG; 3) students in EG held the positive response for the combined educational activity method. The combination of the KWL plus model of meta-noesis strategy instruction and IBLL into the regular EFL curriculum is a better try to improve non-English language-majored college students' writing skills. However, in that location are still more questions needed to solve. For case, this method of KWL plus model of the meta-cognitive writing strategy instruction in IBLL will work for other subjects such equally high school students. We promise this paper will provide some information for other researchers' written report on writing skills.

Cite this paper

Yougen Lou,Liansong Wu,Honglian Liu,Liyou Chen, (2016) Improving Not-English-Majored College Students' Writing Skills: Combining a Know-Want-Acquire Plus Model of Meta-Cerebral Writing Strategy Didactics and Internet-Based Language Laboratory Support. Open Journal of Social Sciences,04,37-44. doi: 10.4236/jss.2016.48005

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NOTES

^*Respective authors.

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