1,101
Views
3
CrossRef citations to date
0
Altmetric
Articles

Teaching writing to elementary school students: an activity theory perspective

ORCID Icon &
Pages 451-466 | Received 24 Aug 2016, Accepted 02 May 2019, Published online: 24 Jul 2019

References

  • Bai, R., G. W. Hu, and P. Y. Gu. 2014. “The Relationship between Use of Writing Strategies and English Proficiency in Singapore Primary Schools.” The Asia-Pacific Education Researcher 23 (3): 355–365. doi: 10.1007/s40299-013-0110-0
  • Chandrasegaran, A. 2013. “The Effect of a Socio-cognitive Approach to Teaching Writing on Stance Support Moves and Topicality in Students’ Expository Essays.” Linguistics and Education 24: 101–111. doi: 10.1016/j.linged.2012.12.005
  • Cheah, Y. M. 2002. “English Language Teaching in Singapore.” Asia Pacific Journal of Education 22 (2): 65–80. doi: 10.1080/0218879020220207
  • Daniels, H. 2008. Vygotsky and Research. London: Routledge.
  • Dȍrnyei, Z. 2007. “Creating a Motivating Classroom Environment.” In International Handbook of English Language Teaching. Vol. 2, edited by J. Cummins and C. Davison, 719–731. New York: Springer.
  • Engeström, Y. 1987. Learning by Expanding: An Activity-theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit.
  • Engeström, Y. 1999. “Activity Theory and Individual and Social Transformation.” In Perspectives on Activity Theory, edited by Y. Engeström, R. Miettinen, and R. Punamäki, 19–38. Cambridge: Cambridge University Press.
  • Engeström, Y. 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133–156. doi: 10.1080/13639080020028747
  • Fitzgerald, J., and G. Noblit. 2000. “Balance in the Making: Learning to Read in an Ethnically Diverse First-grade Classroom.” Journal of Educational Psychology 92 (1): 3–22. doi: 10.1037/0022-0663.92.1.3
  • Foorman, B. R., and C. Schatschneider. 2003. “Measurement of Teaching Practices During Reading/Language Arts Instruction and its Relationship to Student Achievement.” In Reading in the Classroom: Systems for Observation of Teaching and Learning, edited by S. Vaughn, and K. L. Briggs, 1–30. Baltimore, MD: Paul H. Brookes.
  • Freppon, P. A., and K. L. Dahl. 1998. “Balanced Instruction: Insights and Considerations.” Reading Research Quarterly 33: 240–251. doi: 10.1598/RRQ.33.2.5
  • Gibbes, M., and L. Carson. 2014. “Project-based Language Learning: An Activity Theory Analysis.” Innovation in Language Learning and Teaching 8 (2): 171–189. doi: 10.1080/17501229.2013.793689
  • Graham, S., V. Berninger, and W. Fan. 2007. “The Structural Relationship Between Writing Attitude and Writing Achievement in First and Third Grade Students.” Contemporary Educational Psychology 32: 516–536. doi: 10.1016/j.cedpsych.2007.01.002
  • Graham, S, K. R. Harris, and L. Mason. 2005. “Improving the Writing Performance, Knowledge, and Self-Efficacy of Struggling Young Writers: The Effects of Self-Regulated Strategy Development.” Contemporary Educational Psychology (30): 207–241. doi: 10.1016/j.cedpsych.2004.08.001
  • Hafner, C. A. 2014. “Embedding Digital Literacies in English Language Teaching: Students’ Digital Video Projects as Multimodal Ensembles.” TESOL Quarterly 48 (4): 655–685. doi: 10.1002/tesq.138
  • Il'enkov, E. V. 1977. Dialectical Logic: Essays in its History and Theory. Moscow Progress Publishers.
  • Jin, L., and W. Zhu. 2010. “Dynamic Motives in ESL Computer-Mediated Peer Response.” Computers and Composition 27: 284–303. doi: 10.1016/j.compcom.2010.09.001
  • Kramer-Dahl, A. 2008. “Negotiating What Counts as English Language Teaching: Official Curriculum and Its Enactment in Two Singaporean Secondary Classrooms.” Research Papers in Education 23 (1): 85–107. doi: 10.1080/02671520701694417
  • Lantolf, J. P., and S. L. Thorne. 2006. Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
  • Lei, X. 2008. “Exploring a Sociocultural Approach to Writing Strategy Research: Mediated Actions in Writing Activities.” Journal of Second Language Writing 17 (4): 217–236. doi: 10.1016/j.jslw.2008.04.001
  • Leont’ev, A. N. 1981. “The Problem of Activity in Psychology.” In The Concept of Activity in Soviet Psychology, edited by J. V. Wertsch, 37–71. Armonk: M. E. Sharpe.
  • Lo, J., and F. Hyland. 2007. “Enhancing Students’ Engagement and Motivation in Writing: The Case of Primary Students in Hong Kong.” Journal of Second Language Writing 16: 219–237. doi: 10.1016/j.jslw.2007.06.002
  • Loh, J., and G. Hu. 2014. “Subdued by the System: Neoliberalism and the Beginning Teacher.” Teaching and Teacher Education 41: 13–21. doi: 10.1016/j.tate.2014.03.005
  • Mak, B., and I. Lee. 2014. “Implementing Assessment for Learning in L2 Writing: An Activity Theory Perspective.” System 47: 73–87. doi: 10.1016/j.system.2014.09.018
  • Matsuda, P. K. 2015. “The Presence of the Teacher: Achieving Excellence in Language Instruction.” Keynote presented at TESOL Regional Conference, National Institute of Education, Singapore.
  • Miao, Y., R. Badger, and Y. Zhen. 2006. “A Comparative Study of Peer and Teacher Feedback in a Chinese EFL Writing Class.” Journal of Second Language Writing 15 (3): 179–200. doi: 10.1016/j.jslw.2006.09.004
  • Moats, L., B. Foorman, and P. Taylor. 2006. “How Quality of Writing Instruction Impacts High-risk Fourth Graders’ Writing.” Reading and Writing 19: 363–391. doi: 10.1007/s11145-005-4944-6
  • Nelson, C. P., and M. Y. Kim. 2001. “Contradictions, Appropriation, and Transformation: An Activity Theory Approach to L2 Writing and Classroom Practices.” Texas Papers in Foreign Language Education 6 (1): 37–62.
  • Pellegrini, A. D. 2002. “Some Theoretical and Methodological Considerations in Studying Literacy in Social Context.” In Handbook of Early Literacy Research, edited by S. B. Neuman and D. K. Dickinson, 54–65. New York: The Guilford Press.
  • Pressley, M. 2002. Reading Instruction That Works: The Case for Balanced Teaching. New York: The Guilford Press.
  • Russell, D. R. 2014. “Rethinking Genre and Society: An Activity Theory Analysis.” Written Communication 14 (4): 504–426. doi: 10.1177/0741088397014004004
  • Spradley, J. P. 1980. Participant Observation. New York: Harcourt Brace Jovanich.
  • Storch, N. 2004. “Using Activity Theory to Explain Differences in Patterns of Dyadic Interactions in an ESL Class.” The Canadian Modern Language Review 60 (4): 457–480. doi: 10.3138/cmlr.60.4.457
  • Storch, N. 2013. New Perspectives on Language and Education: Collaborative Writing in L2 Classrooms. Clevedon: Multilingual Matters.
  • Swain, M., P. Kinnear, and L. Steinman. 2015. Sociocultural Theory in Second Language Education: An Introduction through Narratives. Bristol, United Kingdom: Multilingual Matters.
  • Teo, P., and A. Kramer-Dahl. 2011. “Of Monsters and Mayhem: Teaching Suspense Stories in a Singapore Classroom.” Journal of Writing Research 3 (1): 19–49.
  • Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
  • Wharton-Mcdonald, R., M. Pressley, and J. M. Hampston. 1998. “Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement.” The Elementary School Journal 2 (99): 101–128. doi: 10.1086/461918
  • Wertsch, J. V. 1985. Vygotsky and the Social Formation of Mind. Boston, MA: Harvard University Press.
  • Wilson, J. K. 2008. “Activity-system Analysis of a Highly Effective First-grade Teacher and her Students.” Doctoral diss., ProQuest Dissertations Publishing.
  • Yu, S., and I. Lee. 2015. “Understanding EFL Students’ Participation in Group Peer Feedback of L2 Writing: A Case Study from an Activity Theory Perspective.” Language Teaching Research 19 (5): 572–593.
  • Zheng, C. 2012. “Understanding the Learning Process of Peer Feedback Activity: An Ethnographic Study of Exploratory Practice.” Language Teaching Research 16 (1): 109–126.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.