“4ing”

“4ing” Motivatingwritingteaching K. Buyse (K.U.Leuven & Lessius Hogeschool)

1-2-3-4 “1 ing” “2 ing” “3 ing” “4 ing” K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“1 ing”: Teaching 2000+ K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“2 ing”: Teaching writing (i) K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“2ing”: Teaching writing (ii) K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“2ing”: Teaching writing (iii) K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“2 ing”: Teaching writing (iv) K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“2 ing”: Teaching writing (v) • Default teaching FL writing at a micro level (student-teacher): • in a traditionally one-to-one communication using traditional tools • = manually underlined and/or annotated text • no systematic annotation • discouraging (the “Red Sea”) • low return: time-consuming, inefficient K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“2 ing”: Teaching writing (vi) • normative error marking (not aiming at the assimilation of typical Spanish structures) • purely skill oriented training – at the expense of more cognitive and metacognitive aspects – • Default teaching FL writing at a meso- and macro- level (career, institution / BaMa): • not embedded in a research environment K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“2 ing”: Teaching writing (vii) • nor in a overall view on language acquisition and learning • no well-founded insight in + and - characteristics output writing per career level / institution • no well-founded phasing in objectives and points of interest per career level / institution • no well-founded insight in final attainment level per career K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“3 ing”: Motivating writing teaching (i) • digital experimental corpus of writing tasks at different stages of language careers • experimental digital handling of writing tasks • writing on computer, handing in by mail • systematical digital annotation and evaluation (using Markin) of all components (from orthography and punctuation to text linguistic features) • positive and critical annotations, aiming at the assimilation of typical Spanish structures K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“3 ing”: Motivating writing teaching(ii) Pero... ¿Qué porcentaje de los términos nuevos que uno registra/aprende se pierden en menos de 24 horas? Respuesta: un 80% K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“3 ing”: Motivating writing teaching (iii) • >>make learning how to write more • conscious and • recurrent • >>blended learning setting with • phased • multi-stage • coaching K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“3 ing”: Motivating writing teaching (iv) • 1st stage: digital annotations providing keys and statistics, not answers • keys/labels focussing on • solution, not on error: • when using adv. instead of adj.: “wrong or insufficient use of adj.” • understanding, not on reproduction: • 3 instead of 1 label “misspell”: “bad application of spelling system” / “lexeme ok, wrong spelling” / “form ok, wrong spelling” K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“3 ing”: Motivating writing teaching (v) • if necessary: notes • limited individual and collective statistics • general comment (and grade?) • invitation to reflection + consultation and evaluation of sources providing possible answers + self evaluation • starting with group tasks > students can get more confident and learn from eachother • 2nd stage: class discussion of recurrent and typical items K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“3 ing”: Motivating writing teaching (vi) • 3th stage: opportunities for individual feedback • 4th stage: Writing Portfolio • original + corrected versions of all tasks • individual drafts of group tasks + peer review • for each task: self evaluation, compared to earlier tasks: what was good/better/worse, including with regard to the use of instruments • >> evaluation, based on the student’s progress K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“3 ing”: Motivating writing teaching (vii) • conclusions of the experiment: • more systematic, focussing both on cognitive and metacognitive aspects • less time-consuming • better return • more motivating for both student and coach • first insight in characteristics, objectives and final attainments per career and per level • embedded in overall view on language teaching K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“4 ing”: Investigating motivating writing teaching (i) • enlarge corpus (2 language careers, 3 institutions, 3 years) • uniformize labelset into criteriology for the systematic analysis of the enlarged corpus • statistic analysis of the points of interest in output of writing tasks per career, level and institution > broad insight in objectives and final attainments • more extensive inquiry of the return (comparison with the “traditional” output) K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“4 ing”: Investigating motivating writing teaching (ii) • develop linked XML-database with examples of points of interest • XML-coding > • dynamic publishing in webbased learning environment with database, exercises and “learner corpus” • static publishing in book form K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“4 ing”: Investigating motivating writing teaching (iii) • possible extensions of methodology: • other languages • other language learning components • 5ing..?? K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

I’m wondering if... Para más información: kris.buyse@arts.kuleuven.ac.be K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 (kris.buyse@arts.kuleuven.ac.be)

“4ing”

“4ing”

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