Andere Kunden interessierten sich auch für
![Creeds of Lifelong Learning: Dilemmas & Strategies]( "Creeds of Lifelong Learning: Dilemmas & Strategies")
Creeds of Lifelong Learning: Dilemmas & Strategies51,99 €![Patterns of Engagement in Workplace Learning:]( "Patterns of Engagement in Workplace Learning:")
Patterns of Engagement in Workplace Learning:51,99 €![Distance Learning: Paragons Involved and Social Implications]( "Distance Learning: Paragons Involved and Social Implications")
Distance Learning: Paragons Involved and Social Implications36,99 €![Impact of Vocational Skills Training & Micro-finance for Empowerment]( "Impact of Vocational Skills Training & Micro-finance for Empowerment")
Impact of Vocational Skills Training & Micro-finance for Empowerment32,99 €![Critical Collaborative Communities: Academic Writing Partnerships, Groups, and Retreats]( "Critical Collaborative Communities: Academic Writing Partnerships, Groups, and Retreats")
Critical Collaborative Communities: Academic Writing Partnerships, Groups, and Retreats137,99 €![The Decision Theatre Method of Learning: A Quantitative Study]( "The Decision Theatre Method of Learning: A Quantitative Study")
The Decision Theatre Method of Learning: A Quantitative Study29,99 €![Theorising Transformative Learning: The Power of Autoethnographic Narratives in Education]( "Theorising Transformative Learning: The Power of Autoethnographic Narratives in Education")
Theorising Transformative Learning: The Power of Autoethnographic Narratives in Education161,99 €
This study presents data from a quasi-experiment examining the effects of collaborative writing on Malaysian Chinese pre-university ESL students' writing performance and writing apprehension levels. Based on the theories and methods for modern second language writing instruction: social constructivism, cooperative learning, communicative language learning, process writing, and an integrated approach, students who participated in collaborative writing were tested on the (a) effect of instruction on holistic writing scores; and (b) writing apprehension levels. Data was collected primarily from pre- and post-model questionnaires, writing samples and dialogue journals. At the end of the study, students with weak writing skills demonstrated a significant improvement and students with high apprehension levels exhibited more positive attitudes towards the process of writing in English.