Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students
DOI:
https://doi.org/10.17239/jowr-2024.16.01.01Keywords:
Explicit writing instruction, writing performance, self-efficacy, argumentative writingAbstract
Meta-analyses indicate that explicit writing instruction (EWI) is an effective method for improving student writing self-efficacy and writing performance. EWI relies on explicit instruction of writing strategies through modeling, scaffolding and self-regulation. Most EWI-based interventions have been conducted by researchers, generally with subgroups of students or on a one-on-one basis, and very few have been conducted in other languages than English. Our quasi-experimental study aims to address these limits by testing EWI’s effects when teachers themselves intervene using peer feedback during the writing of opinion letters. We used practice-based professional development to teach teachers how to use EWI, and compared two experimental conditions (EWI with and without peer feedback) to a control group (Business as Usual). A total of 483 French-speaking 5th grade students participated in the study. Results from repeated measure analyses showed that, with or without peer feedback, the EWI intervention produced better writing performance and higher self-efficacy compared to the control group. We discuss the role of EWI for writing performance and self-efficacy.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Boscolo, P., & Ascorti, K. (2004). Effects of collaborative revision on children’s ability to write understandable narrative texts. In L. Allal, L. Chanquoy, & P. Largy (Eds.), Revision cognitive and instructional processes (pp. 157–170). Springer. https://doi.org/10.1007/978-94-007-1048-1_10
Bouwer, R., Van Steendam, E., and Lesterhuis, M. (2024). Guidelines for the Validation of Writing Assessment in Intervention Studies. In F. De Smedt, R. Bouwer, T. Limpo and S. Graham (Eds), Conceptualizing, Designing, Implementing, and Evaluating Writing Interventions (p. 199-223). Brill.
Bouwer, R., Koster, M., & van den Bergh, H. (2023) Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner, Assessment in Education: Principles, Policy & Practice, 30(3-4), 302-319, https://doi.org/10.1080/0969594X.2023.2241656
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi:10.1037/a0029692
Bruning, R. H., & Kauffman, D. F. (2016). Self-efficacy beliefs and motivation in writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 160–173). Guilford Publications.
Calkins, L. & Boland Hohne, K. (2019). Écrire son opinion pour changer le monde [Changing the world: Persuasive speeches, petitions, and editorials] (A.-M. Kallemeyn, Trans.). Chenelière Éducation. (Original work published 2013)
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81–105. https://doi.org/10.1037/h0046016
Cartier, S. & Mottier-Lopez, L. (2017). Moyens et dispositifs de l’apprentissage autoréglé et de la régulation des apprentissages [Means and devices for self-regulated learning and learning regulation]. In S. Cartier, & L. Mottier-Lopez (Eds.), Soutien à l’apprentissage autorégulé en contexte scolaire. Perspectives francophones (pp. 1–26). Presses de l’Université du Québec. https://doi.org/10.2307/j.ctt1vw0rmf.7
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155.
Collins, A.A., Ciullo, S., Graham, S., Sigafoos, L.L., Guerra, S., David, M., & Judd, L. (2021). Writing expository essays from social studies texts: a self-regulated strategy development study. Reading & Writing, 34, 1623–1651. https://doi.org/10.1007/s11145-021-10157-2
Crinon, J. (2012). The dynamics of writing and peer review at primary school. Journal of Writing Research, 4(2), 121–154. https://doi.org/10.17239/jowr-2012.04.02.2
Crinon, J., & Marin, B. (2010). The role of peer feedback in learning to write explanatory texts: why the tutors learn the most, Language Awareness, 19(2), 111–128.
https://doi.org/10.1080/09658411003746604
De Smedt, F., & Van Keer, H. (2018a). Fostering writing in upper primary grades: a study into the distinct and combined impact of explicit instruction and peer assistance. Reading and Writing, 31(2), 325–354. https://doi.org/10.1007/s11145-017-9787-4
De Smedt, F., & Van Keer, H. (2018b). An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing. Journal of Writing Research, 10(2), 225–277. https://doi.org/10.17239/jowr-2018.10.02.04
De Smedt, F., Graham, S., & Van Keer, H. (2020). “It takes two”: The added value of structured peer-assisted writing in explicit writing instruction. Contemporary Educational Psychology, 60, 101835. https://doi.org/10.1016/j.cedpsych.2019.101835
Falardeau, É. (2021). Une difficile mise en œuvre d’un modèle interactionniste de l’enseignement explicite des stratégies d’écriture. In S. Bissonnette, É. Falardeau, & M. Richard (Eds.), L’enseignement explicite dans la francophonie. Fondements théoriques, recherches actuelles et données probantes (p. 157–180). PUQ.
Fayol, M. (2016). From language to text. The development and learning of translation. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 130–143). Guilford.
Festas, I., Oliveira, A. L., Rebelo, J. A., Damiao, M. H., Harris, K., & Graham, S. (2015). Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17–27. https://doi.org/10.1016/j.cedpsych.2014.05.004
Finlayson, K., & McCrudden, M. T. (2020). Teacher-implemented writing instruction for elementary students: A literature review. Reading & Writing Quarterly, 26(1), 1–18. https://doi.org/10.1080/10573569.2019.1604278
Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454–473.
https://doi.org/10.1177/0014402914527238
Gillespie Rouse, A. & Kiuhara, S. A. (2017). SRSD in writing and professional development for teachers: Practice and promise for elementary and middle school students with learning disabilities. Learning Disabilities Research & Practice, 32(3), 180–188.
https://doi.org/10.1111/ldrp.12140
Graham, S., & Harris, K. (2005). Writing better. Effective strategies for teaching students with learning difficulties. P. H. Brookes Publishing Co.
Graham, S., & Harris, K. (2017). Evidence-based writing practices: A meta-analysis of existing meta-analysis. In R. Fidalgo, K. Harris, & M. Braaksma (Eds.), Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 13–37). Brill Editions.
Graham, S., & Harris, K. (2018). An examination of the design principles underlying a self-regulated strategy development study. Journal of Writing Research, 10(2), 139–187. https://doi.org/10.17239/jowr-2018.10.02.02
Graham, S., Harris, K. R., Kiuhara, S. A., & Fishman, E. J. (2017). The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. The Elementary School Journal, 118(1), 1–23. https://doi.org/10.1086/693009
Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207–241.
https://doi.org/10.1016/j.cedpsych.2004.08.001
Graham, S., Harris, K., & McKeown, D. (2013). The writing of students with learning disabilities, meta-analysis of self-regulated strategy development writing intervention studies, and future directions. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 405–438). Guilford Press.
Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing. A meta-analysis. The Elementary School Journal, 115(4), 523–547. https://doi.org/10.1086/681947
Guay, F., Gilbert, W., Falardeau, É., Bradet, R., & Boulet, J. (2020). Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write, Contemporary Educational Psychology, 63 101922,
https://doi.org/10.1016/j.cedpsych.2020.101922
Harris, K., Lane, K. L., Graham, S., Driscoll, S. A., Sandmel, K., Brindle, M. (2012). Practice-based professional development for self-regulated strategies development in writing: A randomized controlled study. Journal of Teacher Education, 63(2), 103–119. https://doi.org/10.1177/0022487111429005
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Koster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research, 7(2), 249–274. https://doi.org/10.17239/jowr-2015.07.02.2
Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30–43. https://doi.org/10.1016/j.jslw.2008.06.002
MacArthur, C. A. (2016). Instruction in evaluation and revision. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 272–287). Guilford Publications.
MacArthur, C. A., & Graham, S. (2016). Writing research from a cognitive perspective. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 24–40). Guilford.
Martinelli, M., & Mraz, K. (2017). Les tableaux d’ancrage. Des référentiels dynamiques pour maximiser l’apprentissage [Smarter charts – K-2] (J. L’Italien, Trans.). Chenelière. (Original work published 2015)
McKeown, D., Brindle, M., Harris, K. R., Graham, S., Collins, A. A., & Brown, M. (2016). Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing. Reading and Writing, 29(6), 1105–1140. https://doi.org/10.1007/s11145-016-9627-y
McKeown, D., FitzPatrick, E., Brown, M., Brindle, M., Owens, J., & Hendrick, R. (2019). Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity. Reading and Writing, 32(6), 1483–1506. https://doi.org/10.1007/s11145-018-9864-3
McKeown, D., FitzPatrick, E., & Sandmel, K. (2014). SRSD in practice: Creating a professional development experience for teachers to meet the writing needs of students with EBD. Behavioral Disorders, 40(1), 15–25. https://doi.org/10.17988/0198-7429-40.1.15
Ministère de l’Éducation, du Loisir et du Sport (2013). Faits saillants. Épreuve obligatoire d’écriture de juin 2013. 2e année du secondaire. [Highlights. June 2013 mandatory writing test. Secondary 2.] Gouvernement du Québec.
Mottier-Lopez, L. (2012). La régulation des apprentissages en classe [Regulation of learning in the classroom]. De Boeck.
National Center for Education Statistics. (2012). The Nation’s report card: Writing 2011 (NCES 2012-470). Institute of Education Sciences, U.S. Department of Education.
Pajares, F. (2003). Self-efficacy beliefs, motivation and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139–158.
https://doi.org/10.1080/10573560308222
Palermo, C. & Thomson, M. M. (2018). Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students. Contemporary Educational Psychology, 54, 255–270. https://doi.org/10.1016/j.cedpsych.2018.07.002
Panadero, E., Jonsson, A., & Alquassab, M. (2018). Providing formative peer feedback. In A. A. Lipnevich, & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback (pp. 409–431). Cambridge University Press. https://doi.org/10.1017/9781316832134.020
Prata, M. J., de Sousa, B., Festas, I., & Oliveira, A. L. (2019). Cooperative methods and self-regulated strategies development for argumentative writing. The Journal of Educational Research, 112(1), 12–27. https://doi.org/10.1080/00220671.2018.1427037
Rogers, L. A., & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100(4), 879–906.
https://psycnet.apa.org/fulltext/2008-16034-011.html
Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Rodríguez, C., & Fuentes, S. (2019). The impact of three types of writing intervention on students’ writing quality. PLoS ONE, 14(7), e0218099. https://doi.org/10.1371/journal.pone.0218099
Van Gasse, R., Lesterhuis, M., Verhavert, S., Bouwer, R., Vanhoof, J., Van Petegem, P., & De Maeyer, S. (2019). Encouraging professional learning communities to increase the shared consensus in writing assessments: The added value of comparative judgement. Journal of Professional Capital and Community, 4(4), 269–285. https://doi.org/10.1108/JPCC-08-2018-0021
Wigglesworth, G., & Storch, N. (2012). What role for collaboration in writing and writing feedback. Journal of Second Language Writing, 21(4), 364–374.
https://doi.org/10.1016/j.jslw.2012.09.005
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73–101.
Published
Issue
Section
License
Copyright (c) 2024 Erick Falardeau, Frederic Guay, Pascale Dubois, Daisy Pelletier
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
