107to122-gong.indd

We use cookies to personalise content and ads, to provide social media features and to analyse traffic. We share info about use of our site with social media, ads and analytics partners. By continuing to browse you are agreeing to use of cookies. See details or close this message.

Page

/16

100%

Specifications	107to122-gong.indd
Business section

Wengao Gong, Donglan Zhang, Lawrence Jun Zhang, Tamas Kiss and May Yin Ang-Tay 117 Discussion From what has been presented ab

Specifications	107to122-gong.indd
Suggested Link Details/Purchase
Content	Wengao Gong, Donglan Zhang, Lawrence Jun Zhang, Tamas Kiss and May Yin Ang-Tay 117 Discussion From what has been presented above, we can see that Singaporean schoolchildren’s self-reported use of literacy learning strategies seems to be inﬂuenced by certain social and psychological factors. Our results show that girls reported more frequent use of strategies related to dealing with unknown words in their reading than boys. In writing, girls reported more frequent use of three groups of writing strategies than boys: Activating Prior Knowledge, Vocabulary Strategy, and Quality Control. Boys only outperformed girls in one strategy group, that is, Rewarding Self. What we can conclude from these results is that boys and girls may have different preferences in strategy use, especially in writing. If we recall Merisuo-Storm’s (2006) comments about a more negative attitude towards writing among boys and their greater reluctance in writing activities, we may not ﬁnd the differences between girls and boys in their use of writing strategies very surprising. What is worth noting here is that language educators may need to encourage boys to pay more attention to strategies which are related to prior knowledge activation, dealing with vocabulary problems, and writing quality enhancement. This is especially important and should be taken into serious consideration if lower-primary English teachers decide to introduce strategy instruction into their teaching practice. Despite the fact that gender differences tend to be developmental and the gap between males and females will be eventually leveled off, it is still worth bearing in mind that boys, especially lower-primary schoolboys, may need more help in their language learning in general and development of writing skills in particular. In a multi-racial society like Singapore, it is quite possible for students from different ethnic groups to have different understanding about literacy learning and to consider more strategic ways of approaching literacy learning. The ﬁnding that ethnic Chinese and Malay students reported signiﬁcantly different use of writing strategies related to Global Planning & Monitoring seems to indicate that ethnicity might have something to do with students’ strategy use in English learning. We also noticed that ethnic group may not be a key variable in Singapore schoolchildren’s use of English literacy learning strategies, as our statistical results did not reveal any other differences among students from different ethnic groups. More investigation should be carried out if we want to have a better understanding about the exact role of ethnicity in students’ literacy learning strategy use. Tukey HSD (I) English (J) English Mean 95% Conﬁdence Interval Dependent writing writing Difference Std. Lower Upper Variable ability ability (I–J) Error Sig. Bound Bound Activating Prior Very Good Fair .4170* .08400 .000 .2196 .6144 Knowledge Low .9667* .17709 .000 .5506 1.3828 Planning Techniques Very Good Fair .6017* .08749 .000 .3961 .8072 Low .9129* .18445 .000 .4795 1.3463 Global Planning & Very Good Fair .5800* .08796 .000 .3733 .7867 Monitoring Low 1.0696* .18544 .000 .6339 1.5054 Drafting Very Good Fair .4960* .08315 .000 .3006 .6913 Low .8876* .17529 .000 .4758 1.2995 Vocabulary Strategy Very Good Fair .5357* .09565 .000 .3109 .7604 Low 1.0326* .20165 .000 .5588 1.5064 Quality Control Very Good Fair .2746* .08297 .003 .0796 .4695 Low 1.0964* .17491 .000 .6854 1.5074 Rewarding Self Very Good Fair .3178 .15076 .089 –.0364 .6721 Low –.0097 .31783 .999 –.7565 .7371 Table 8: Writing ability and writing strategy use *. The mean difference is sigiﬁcant at the .05 level
Navigation	Previous Page / Next Page
Suggested Link Details/Purchase

Following Datasheets	108076AE-1 (4 pages) 108148AE_Monitoring_in_the_Mobile_Network-1 (4 pages) 108227AE-1 (4 pages) 108415AE_0 (4 pages) 108416AE (2 pages) 108434AE (4 pages) 108435AE (4 pages) 108461BE (4 pages) 108576AE-1 (4 pages) 108956AE_0-1 (8 pages)
Check in e-portals	World-H-News Products Extensions Partners Automation Jet Parts
Sitemap Folder	group1 group2 group3 group4 group5 group6 group7 group8 group9 group10 group11 group12 group13 group14 group15 group16 group17 group18 group19 group20 group21 group22 group23 group24 group25 group26 group27 group28 group29 group30 group31 group32 group33 group34 group35 group36 group37 group38 group39 group40 group41 group42 group43 group44 group45 group46 group47 group48 group49 group50 group51 group52 group53 group54 group55 group56 group57 group58 group59 group60 group61 group62 group63 group64 group65 group66 group67 group68 group69 group70 group71 group72 group73 group74 group75 group76 group77 group78 group79 group80 group81 group82 group83 group84 group85 group86 group87 group88 group89 group90 group91 group92 group93 group94 group95 group96 group97 group98 group99 group100 Prewious Folder Next Folder