東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching the Revision Processes to C...

Zhang, Terrence Tianzhi,

Linked to FindBook

Google Book

Amazon

博客來

Teaching the Revision Processes to College Multilingual English Writers Through Concept-Based Language Instruction /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching the Revision Processes to College Multilingual English Writers Through Concept-Based Language Instruction // Terrence Tianzhi Zhang.
Author:	Zhang, Terrence Tianzhi,
Description:	1 electronic resource (223 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-05, Section: B.
Contained By:	Dissertations Abstracts International86-05B.
Subject:	Cognitive models. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31628728
ISBN:	9798346384922

Teaching the Revision Processes to College Multilingual English Writers Through Concept-Based Language Instruction /
Zhang, Terrence Tianzhi,

Teaching the Revision Processes to College Multilingual English Writers Through Concept-Based Language Instruction /Terrence Tianzhi Zhang. - 1 electronic resource (223 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: B.

Multilingual college students often struggle with writing and revising for academic purposes. This dissertation explored the effectiveness of a Concept-Based Language Instruction (C-BLI) approach to teaching revision processes to college-level multilingual writers. Although a significant body of research exists on effective feedback on multilingual students' writing, little is known about effective ways to support their development of revision skills, an essential part of the writing process. In this study, I designed and implemented C-BLI-informed tutoring sessions using a visual, conceptual tool called a Schema of an Orienting Basis of Action (SCOBA) (Gal'perin, 1989) to promote students' development of revision skills and internalization of the concept of revision. Seven multilingual college students participated in the study. Data sources included audio recordings of tutoring sessions, interviews with the students, student essay drafts, and student-annotated SCOBAs. These data sources were analyzed qualitatively to understand students' conceptual development and revision of writing. Overall, the quality of students' revisions, conceptual understanding of revision, and revision practices improved. Students articulated their revision processes with greater specificity as the tutoring progressed and demonstrated strategic and creative uses of the mediational means (e.g., the SCOBA, the interactions with the writing tutor) to serve their unique trajectories of conceptual development. Findings also demonstrated the dynamic unity between cognitive and emotional processes; students' emotional reactions to revision shaped their cognitive development and vice versa. This study contributes to research on teaching revision, suggesting that the C-BLI approach can effectively foster deeper conceptual understandings and practical applications of revision processes for college multilingual writers.

English

ISBN: 9798346384922Subjects--Topical Terms:

3686958
Cognitive models.

Teaching the Revision Processes to College Multilingual English Writers Through Concept-Based Language Instruction /
LDR:03421nmm a22004213i 4500 001 2431648
005 20250616055548.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346384922
035 $a (MiAaPQD)AAI31628728
035 $a (MiAaPQD)Pittsburgh46472
035 $a AAI31628728
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Zhang, Terrence Tianzhi, $e author. $3 3820561
245 1 0 $a Teaching the Revision Processes to College Multilingual English Writers Through Concept-Based Language Instruction / $c Terrence Tianzhi Zhang.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (223 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-05, Section: B.
500 $a Advisors: McCormick, Dawn; Rainey, Emily; Donato, Richard; Godley, Amanda.
502 $b Ph.D. $c University of Pittsburgh $d 2024.
520 $a Multilingual college students often struggle with writing and revising for academic purposes. This dissertation explored the effectiveness of a Concept-Based Language Instruction (C-BLI) approach to teaching revision processes to college-level multilingual writers. Although a significant body of research exists on effective feedback on multilingual students' writing, little is known about effective ways to support their development of revision skills, an essential part of the writing process. In this study, I designed and implemented C-BLI-informed tutoring sessions using a visual, conceptual tool called a Schema of an Orienting Basis of Action (SCOBA) (Gal'perin, 1989) to promote students' development of revision skills and internalization of the concept of revision. Seven multilingual college students participated in the study. Data sources included audio recordings of tutoring sessions, interviews with the students, student essay drafts, and student-annotated SCOBAs. These data sources were analyzed qualitatively to understand students' conceptual development and revision of writing. Overall, the quality of students' revisions, conceptual understanding of revision, and revision practices improved. Students articulated their revision processes with greater specificity as the tutoring progressed and demonstrated strategic and creative uses of the mediational means (e.g., the SCOBA, the interactions with the writing tutor) to serve their unique trajectories of conceptual development. Findings also demonstrated the dynamic unity between cognitive and emotional processes; students' emotional reactions to revision shaped their cognitive development and vice versa. This study contributes to research on teaching revision, suggesting that the C-BLI approach can effectively foster deeper conceptual understandings and practical applications of revision processes for college multilingual writers.
546 $a English
590 $a School code: 0178
650 4 $a Cognitive models. $3 3686958
650 4 $a Design. $3 518875
650 4 $a Linguistics. $3 524476
650 4 $a Metacognition. $3 521861
650 4 $a Revisions. $3 3681635
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Cognitive psychology. $3 523881
690 $a 0389
690 $a 0290
690 $a 0633
710 2 $a University of Pittsburgh. $e degree granting institution. $3 3759199
720 1 $a McCormick, Dawn $e degree supervisor.
720 1 $a Rainey, Emily $e degree supervisor.
720 1 $a Donato, Richard $e degree supervisor.
720 1 $a Godley, Amanda $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-05B.
790 $a 0178
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31628728