The effect of the writer's workshop on the writing progress of EFL fifth grade students (Record no. 20259)

MARC details
000 -LEADER
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005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211100510.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Shami, Ghina Rustom
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of the writer's workshop on the writing progress of EFL fifth grade students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 49 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study is to investigate the effect of writer's workshop across different levels of writing proficiency on the writing progress of 5th grade students studying English as a foreign language (EFL). The sample of this study consisted of 31, 5th graders who were studying English as a foreign language at a Lebanese private school in Beirut. The students' age group ranged between 10 and 11 years old. The students were classified according to their writing proficiency levels based on their existing scores into three groups: "below average", "average" and "above average". Their English language teacher received three training sessions, 50 minutes each, in using the writer's workshop in order to implement writer's workshop in the classroom. --Writer's workshop was conducted over a period of two months, two sessions per week. The participants were given an essay assignment as a pre-test and a parallel essay assignment at the end of the two months as a post-test. The essays were corrected using ESL Composition Profile. Data analysis was based on MANCOVA test followed by Post-Hoc Bonferroni test to compare the mean difference of the three groups on the post test to determine the effectiveness of writer's workshop. --The results of this study indicated that the mean scores of the students in the three groups on the post-test were significantly higher than on the pre-test and the mean difference between the pre-test and post-test mean scores were statistically significant. The highest mean difference was in favor of the above average group on the content component of essay writing.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم اللغة الانكليزية طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27715">http://search.shamaa.org/FullRecord?ID=27715</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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