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Emergence of multiple groups of learners with different writing-development trajectories in classroom : Growth mixture modeling
https://kinjo.repo.nii.ac.jp/records/1279
https://kinjo.repo.nii.ac.jp/records/1279ab664c63-1330-4f4d-8eb4-aa0b49ac7e25
| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2023-12-09 | |||||
| タイトル | ||||||
| タイトル | Emergence of multiple groups of learners with different writing-development trajectories in classroom : Growth mixture modeling | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Multiple learner groups | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Classroom | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Writing development | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Complex dynamic systems theory | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Growth mixture model | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | journal article | |||||
| アクセス権 | ||||||
| アクセス権 | metadata only access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_14cb | |||||
| 著者 |
Baba, Kyoko
× Baba, Kyoko× Nitta, Ryo |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | To explore factors that may affect learners’ longitudinal developmental trajectories, we investigated whether L2 learners show divergent trajectories of second-language writing development at a group level when they iterate a narrative writing task procedure in class from the perspective of complex dynamic systems theory. One-hundred five university students who were learning English as a foreign language in Japan and spoke Japanese as a mother tongue performed a timed narrative-writing task procedure once a week over one academic year (30 times). A growth mixture model was used to identify three groups with different developmental patterns: stagnating, steadily increasing, and markedly increasing. A general growth mixture model was used to indicate that the three groups had different achievements not only in writing performance but also in the course grade. It was also revealed that the grouping was influenced by the type of reflecting the students did after writing a composition. These findings suggest that individuals orient and act on a task differently, resulting in divergent developmental trajectories even at the group level. The results also indicate that detailed, rather than simple and superficial, reflection on one’s writing may promote learning through task iteration. | |||||
| 書誌情報 |
Journal of Second Language Writing 巻 54, 発行日 2021-12 |
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| 出版者 | ||||||
| 出版者 | Elsevier | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1060-3743 | |||||
| DOI | ||||||
| 識別子タイプ | DOI | |||||
| 関連識別子 | 10.1016/j.jslw.2021.100856 | |||||
| 権利 | ||||||
| 権利情報 | エルゼビア社のグリーンオープンアクセス | |||||
| 関連サイト | ||||||
| 識別子タイプ | URI | |||||
| 関連識別子 | https://www.sciencedirect.com/science/article/am/pii/S1060374321000710 | |||||
| 関連名称 | 著者原稿版 | |||||
