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Dissertations / Theses on the topic 'Writing attitude'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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1

Barnes, Helen F. A. "Writers' Club: The Effect of Extra Writing on Fourth-Grade, Hispanic Students' Writing, and Their Attitude Towards Writing." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2183.

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Nationally, as well as at state and local level, 75% of students in Grades 4, 8 and 12 have been determined to be writing at the basic or below basic level. In 2012, the standards were made more stringent for the incorporation of details and adherence to customary English conventions. After that, students’ writing scores plummeted. Hispanic students scored more poorly than their White counterparts. Earlier studies indicated that students’ attitude towards writing becomes less positive as they progress through the grades. The purpose of the study was to examine the effect of extra writing on 60
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2

Li, Nim-yu Kitty. "The word processor and ESL college basic writers : a study of writing quality, revision strategies, writing attitude and writing apprehension /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1594993X.

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3

Schleifer, Neal. "The Effects Of Using Computers In Writing Instruction on Writing Apprehension and Attitude Toward Using Computers." NSUWorks, 1992. http://nsuworks.nova.edu/gscis_etd/822.

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This study investigated the effects of using computers in writing instruction on writing apprehension and attitude toward writing with the computer. Possible correlates of writing apprehension considered in the study were gender and GPA. Possible correlates of attitude toward writing with the computer were gender and the number of courses taken requiring in-class use of the computer. Analyses were conducted to determine if there was any correlation between the test instruments and to identify differences between the computer treatment group, the non-treatment comparison group, and an advanced
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4

Chen, Wenting. "How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895.

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5

Millican, Beverly Robinson. "The Effects of Writing-to-learn Tasks on Achievement and Attitude in Mathematics." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279196/.

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The problem of this study was to determine the effects of implementing writing-to-learn tasks in mathematics instruction on fourth grade students' achievement and attitude toward mathematics. Also addressed in this study is whether or not achievement and attitude measures of female students and low achieving students are effected by the use of writing in mathematics.
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6

Folkeryd, Jenny W. "Writing with an Attitude : Appraisal and student texts in the school subject of Swedish." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.

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Learning in school is in many respects done through language. However, it has been shown that the language of school assignments is seldom explicitly discussed in school. Writing tasks are furthermore assigned without clear guidelines for how certain lexical choices make one text more powerful than another. The present study is a contribution to a linguistic and pedagogical discussion of student writing. More specifically the focus is on the use of evaluative language in texts written by students in the school subject of Swedish in grades 5, 8 and 11. The major investigations of the study have
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Folkeryd, Jenny Wiksten. "Writing with an attitude : appraisal and student texts in the school subject of Swedish /." Uppsala : Acta Universitatis Upsaliensis : Uppsala universitetsbibliotek [distributör], 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.

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Vanli, Gokce. "Student And Instructor Perceptions On Feedback To Student Writing." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615711/index.pdf.

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Giving written feedback to students&rsquo<br>essays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students&rsquo<br>writing. In contrast, there have been very few studies on the teacher and students&rsquo<br>perceptions of teacher feedback. The aim of the present study is to investigate the EFL students&rsquo<br>expectations of, preferences for and handling of teacher feedback and to investigate the instructors&rsquo<br>perception of written feedback and thei
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Anderson, Dianne S. "The impact of writing and collaborative problem solving on student achievement and attitude in intermediate algebra /." ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270451&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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10

Bayindir, Hatice. "An Investigation Of Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12604909/index.pdf.

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This thesis aims to examine students&rsquo<br>attitudes towards brain-based applications in the English Composition II course. For this purpose, a case study was carried out with a group of 23 first year students at the Department of Foreign Language Education at Middle East Technical University in the second half of the 2002-2003 academic year. After receiving writing training with a brain-based methodology for ten weeks, the students were given an attitude questionnaire which aimed at identifying their attitudes towards brain-based applications in the course. One week later, the iv researche
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11

Cote, Robert Arthur. "The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/307005.

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Over the past 30 years, there has been little consensus on the benefits of peer review (PR) with respect to the teaching of expository writing in English to non-native speakers. Lu & Bol (2007) reported on several ESL writing instruction studies (Chaudron, 1983; Mangelsdorf, 1992; Paulus, 1999) that suggested peer feedback was as good as, and in some cases better than teacher feedback in helping revise and improve students' papers (p. 101). Brammer & Rees (2007), however, reported, "We frequently hear students complain bitterly that peer review is a waste of time or blame their peers for `not
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12

Xie, Jiawei. "Writing Chinese Characters: Right or Left? : The Chinese Discriminatory Policy of Left-Handedness Correction in Terms of Handwriting." Thesis, Linköpings universitet, Centrum för tillämpad etik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129186.

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Chinese left-handed are found to be very few, especially in terms of handwriting. The Chinese educational policy that fully entitles teachers in primary school to change the left-handed students to write with their right-hand, by nudging and even force, is found to be mainly blamed as the main cause. The thesis is to raise the ethical discussion and define this policy as being discriminatory against the left-handed by checking the features, definition and identification of discrimination, and reasons forming and supporting such a discriminatory policy will be taken into the major consideration
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13

Gustavsson, Urban. "Elevers attityder till handskrift : En flermetodsstudie om handskriftens betydelse och framtid enligt elever i årskurs 5." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45128.

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Handskrift – definierat som skrivande för hand med penna – har av tradition varit en viktig komponent i grundskolans läroplan. Sett till de teknologiska framsteg som gjorts under de senaste 20 åren står dock handskriften numera inför en osäker framtid. Likt övriga samhället har skolväsendet påbörjat en digital omställning där en stor del av debatten kretsar kring huruvida handskrift och handskriftsundervisning är relevant. Enligt lärare minskar också handskriftens betydelse i skolorna på grund av upplevd tidsbrist, styrdokumentens utformning, brister i lärarutbildningen och rådande digitaliser
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Young, Catherine Elizabeth Crutchfield. "Case studies the effect of an autobiographical writing project on student self-perceptions of motivation and attitude in the L1 and L2 foreign language classroom /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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15

Larsson, Andreas Hiroui. "Seduced by (a) last year : Interdisciplinary Music Motivated by Non-Idiomatic Improvisation, The Non-Productive Attitude, and Pluralist Aesthetics." Thesis, Kungl. Musikhögskolan, Institutionen för jazz, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3694.

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In my master’s project I investigated an interdisciplinary musical practice based on my artistic and educational background in art, music and philosophy. I chose one concept per discipline: non-idiomatic improvisation from the field of music, the non-productive attitude from art, and pluralist aesthetics from philosophy. I used the three concepts to find materials for my project: both musical materials, for example live improvisation and recordings, and non-musical materials, for example photographs and texts. The materials I found made up the components of a performative piece of music and be
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Jerling, P. A. (Petra Adriana). "Music therapy for second language English-speaking learners in an english-medium school : a case study." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41587.

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In many South African schools where English is used as the language of instruction learners with a different mother tongue are accepted, yet they may experience many challenges. In this research study I investigated whether group music therapy sessions can have a positive impact on such learners in relation to particularly two of these difficulties. The first difficulty is social interaction and integration. The second difficulty is their negative attitude towards English, the school and their school work. This difficulty develops because of their weak competency in the language. The paradigm
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17

Thaipakdee, Supaporn. "Relationships Among Writing Quality, Attitudes Toward Writing, and Attitudes Toward Computers in a Computer-Mediated Technical Writing Class for English as a Foreign Language Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278582/.

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The purpose of this study was to investigate the relationship of word processor use by foreign college writers and their attitudes toward writing, writing revision practices, writing quality, attitudes toward the use of computers, and time spent on computers. The results indicate that students' attitudes toward writing and their perceptions of computer usefulness significantly affected their writing quality. Students with more positive attitudes toward writing and the usefulness of computers tended to produce better quality writing. In addition, the findings indicate that students' writing
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18

Gatts, Strawberry Kathy. "Community development work study grant proposal to HUD: The selection factors and management plan." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1816.

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19

Kelly, Christa D. "Teaching practices that affect student attitudes toward writing." < Digital Thesis and Dissertation Collection > Username and password required for access, SU only, 2004. http://www.su.edu/library/digitalthesis/kellychrista.pdf.

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Street, Chris Paul. "Preservice teachers' writing attitudes and the role of context in learning to teach writing /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Hardie, Jacqueline Gibson. "Developing boys' attitudes towards writing in the Foundation Stage." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423702.

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22

Jiang, Wei. "Peer review in ESL writing : attitudes and cultural concerns." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272422.

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To investigate how Chinese ESL learners feel about the peer review process in oral and email-based modalities and how Chinese cultural barriers such as concerns about face saving and shyness might impact their learning attitudes, I taught an ESL writing course to collect data and write this dissertation. Tools for investigation I used included two identical peer review attitude questionnaires that were conducted at two occasions (at the beginning and the end of the course), a Peer Review Guideline and Sign Test.Many published studies on peer review focus on how to implement computer technology
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23

Cassorla, Leah F. "Tutor attitudes toward tutoring creative writers in writing centers." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000404.

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Brooks, Stella Rosemary. "Attitudes to childhood in eighteenth-century writings." Thesis, Loughborough University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390548.

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Greenlee, Edwin D. "Inservice and preservice teacher attitudes toward creative writing as a learning mechanism." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1306.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains vii, 436 p. Vita. Includes abstract. Includes bibliographical references (p. 430-435).
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26

Nicholls, Kathy. "Kindergarten Writing and the State Diagnostic Test, A Personal Journey in the Teaching of Writing." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281632250.

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Wahlström, Anna. "Teaching Writing in Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-692.

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<p>The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing.</p><p>My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlie
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Dobkin-Kurtz, Caroline Beth. "Implementing a process writing unit in a grade one French immersion classroom, a case study of writing skills and attitudes toward writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ40643.pdf.

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29

Alluhaybi, Maram. "Psychology, gender and EFL writing : a study of the relationship between Saudi students' writing performance and their attitudes, apprehension and self-efficacy." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/12270.

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It has long been accepted in the field of EFL teaching and learning that writing in a foreign language by learners is a complex practice that involves not only cognition, but also psychology. With this in mind, in the present study, social-psychological and social-cognitive research frameworks were adopted to explore the relationship between the writing attitudes, apprehension and self-efficacy of Saudi learners of English, and their writing performance, with a view to expanding the frontiers of current scholarship. This relationship was investigated on two levels: that of writing in general,
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Anson, Joseph P. "Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6363.

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The Central Utah Writing Project (CUWP) was created in 2009 and, following the National Writing Project's model of professional development, has held a 3- or 4-week summer institute each subsequent year. This training includes collaborative, constructivist, teacher-led training to improve the teaching of writing in schools. Multiple qualitative and quantitative studies have shown the effectiveness of this professional development in the language arts classroom. This multiple-case study of four secondary teachers, whose individual content areas lie outside English or language arts (math, music,
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Palacio, Katherine. "Re-centering Students’ Attitudes About Writing: A Qualitative Study of the Effects of a High School Writing Center." NSUWorks, 2010. http://nsuworks.nova.edu/writing_etd/2.

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While attitudes are difficult to assess, a qualitative research study can produce results to give insight into how a student feels a writing center has improved his or her confidence and attitude towards writing. This study reviews the minimal discussion of students‟ attitudes towards writing in past and current writing center research and builds upon the conversation by following three students‟ journeys in the writing center and discussing whether their experiences with the tutors has improved their attitudes about writing.
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DeMent, Lisa. "The relationship of self -evaluation, writing ability, and attitudes toward writing among gifted Grade 7 language arts students." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/644.

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Previous research has indicated that literary skills performance in reading and writing for middle school students has declined. There remains an important gap in the current literature regarding the decline in literary skills, which is a good predictor of the potential for students to drop out of school. The goal of this study was to determine if the use of self-evaluation influences students' writing ability and their attitudes toward writing. Using a quasi-experimental nonequivalent control group design, and over the course of 10 weeks, the researcher administered a writing pre- and posttes
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Kiser, Charlene. "To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28035.

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Although it may not seem possible that a student could graduate from an Ivy League institution without basic writing skills, a 2003 Chronicle of Higher Education article concluded that it is not only possible, but that it does happen. Some students are actually suing colleges and universities because they do not believe they have been taught the skills necessary to succeed in the area of written communication. This deficiency reflects poorly on universities, and even small liberal arts colleges are not exempt from this problem. This dissertation was driven by a desire to learn how professors
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Thomas, Dana L. "The Effects of Freewriting on High School Students’ Attitudes Toward Writing." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/41.

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This paper investigates the hypothesis that freewriting, when used as part of the writing process, will lead to more positive attitudes toward writing in a sample of advanced tenth grade students. An additional issue focuses on the level of positive attitudes of males when compared to females. Two intact classrooms taught by one teacher wrote weekly papers. The experimental group wrote freely, while the control group was restricted in topic choice, length and form of their writing. The experimental group received positive comments on the content of their writing, but the control group received
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Wang, Chung-Ming, and 王寵銘. "Improving Fifth-graders’ Writing Attitude and Performance by Limited Writing Instructionwith Interactive Whiteboard." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/59603637851458190943.

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碩士<br>中原大學<br>教育研究所<br>99<br>Improving Fifth-graders’ Writing Attitude and Performance by Limited Writing Instruction with Interactive Whiteboard Abstract The purpose of the study is to investigate the effect of limited writing instruction with Wiimote interactive whiteboard on writing attitudes and performance for the fifth grade students. This study adopted quasi-experiment design. Two fifth grade classes from an elementary school in Taoyuan County were selected to be the subjects in this study. One class was arranged for the experimental group (n=30), another was for the control g
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Nguyen, Ngoc-Nguyen, and 阮玉原. "English Writing Anxiety And Its Relationship With Vietnamese Senior High School Students’ Writing Attitude And Writing Competence." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/t9e5vn.

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碩士<br>銘傳大學<br>應用英語學系碩士班<br>106<br>There has been a growing interest in affective factors and their impact on the learning of English as a second language or a foreign language. Although affective factors have been increasingly scrutinized by a great number of researchers and educators worldwide, few studies have paid attention to their impact on the learning of English by Vietnamese students in senior high schools, in particular, the impact of anxiety on English writing. The aims of this present study, therefore, were to measure Vietnamese ESL learners’ writing anxiety, attitude toward English
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SUN, YI-WANG, and 孫宜旺. "The Effects of Blog-Integrated Writing Instruction on Writing Attitude and Writing Performance for Fifth and Sixth Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/72r9ym.

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碩士<br>國立臺東大學<br>教育學系(所)<br>97<br>In order to investigate the effects of Blog-integrated writing instruction on writing attitude and writing performance,a quasi-experimental research design was conducted in this study. The subjects were the students selected from an elementary school in Pingtung County. Each had 20 students in the experimental group (EG) and control group (CG). The experimental group received Blog-integrated writing instructions and the control group received general writing instructions for a period of 7 weeks. The major findings of this study are as follows: l) There were no
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廖亦君. "The Effects of Creative Writing on Junior High School Second Grade Students’ Writing Attitude." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/49258524690247217466.

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碩士<br>國立彰化師範大學<br>商業教育學系<br>99<br>Abstrart The purpose of the thesis is to explore the effects of student’s writing attitude and, then, to compare the gender difference of the creative writing instruction to the students of the 8th grade. The quasi-experimental study was used in this research. The 66 participants are the junior high school 8th grade students in Yunlin County. After the traditional composition instruction was used in the first two weeks, the creative thinking writing instruction was then used for four weeks: two classes hour in a week, which total took eight classes. Al
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Tsai, Shih-Yun, and 蔡詩韻. "The Effects of Blog integrated into Writing Instruction Program on Writing Capability and Writing Attitude for Sixth Grade Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/92209380050182665088.

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碩士<br>國立臺南大學<br>科技發展與傳播研究所<br>95<br>This study conducted the one-group pretest-posttest design of aquasi-experiment. The main purposes of this study were (1) to understand the effects of Blog integrated into writing instruction program on students’ writing capability and writing attitude; (2) to investigate both the teachers and the students’ opinions and comments about the Blog integrated into writing instruction program. The subjects were 21 sixth grade students from Chiku Elementary School in Tainan County. There were six writing articles, including two compositions in traditional writing w
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HSU, FANG-CHIUNG, and 許方瓊. "Study of the Imitative Writing Teaching for Promoting First-grade Students’ Writing Ability and Attitude." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/98096250533688846190.

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碩士<br>國立屏東教育大學<br>教育學系碩士班<br>102<br>The aim of this research is to promote students' writing skills and attitude according to the Mandarin language textbooks’ second volume of Kang Hsuan edition and students’ experiences of life, abilities, and interests in order to achieve the Competence Indicators of the first-grade students’ writing ability. An action research method was applied in this study. The researcher practically taught first-grade students to learn imitative writing in class. There are some instruments applied to collect quantitative and qualitative data, including “The Picture Stor
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Ko, Chih-Chung, and 柯志忠. "An Examination of the Effects of Social-Interaction Writing Approach on Writing Quality and Writing Attitude of Elementary High-Grade Students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/96877797552889210029.

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碩士<br>國立嘉義大學<br>國民教育研究所<br>88<br>An Examination of the Effects of Social-Interaction Writing Approach on Writing Quality and Writing Attitude of Elementary High-Grade Students. Chih-Chung Ko ABSTACT The research adopted a quasi-experimental design. The researcher selected randomly three six-grade classes as subjects. One class was assigned as the control group(C group), and the other two classes were experimental groups: One was teacher-student interaction group(T-S group), and the other one was peer-interaction group(S-S group).
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Yen, Hsiu-ling, and 顏秀玲. "The Effects of Blended Learning Integrated with Situational Composition Writing on Writing Attitude and Writing Performance for Vocational High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/24102348839981359947.

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碩士<br>國立屏東科技大學<br>技術及職業教育研究所<br>99<br>This study aims to discuss the influence of the learning attitude and effects which the situational composition writing applied with blended-learning have on vocational high school students. A quasi-experimental research method is used in this study; the samples are 84 sophomore students of a vocational high school in Kaohsiung City, who are divided into two groups—experimental group(41 students) and comparative group(43 students). 7 times’ experimental composition teachings and nine times’ composition writing were carried out by the researcher. The e
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陳雲珠. "The study on the influence of cooperative-learning writing courses in the 3rd grade students’ writing performance and attitude for writing." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/38050782091816991854.

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碩士<br>國立台北師範學院<br>課程與教學研究所<br>93<br>The aims of the research were to explore the influence of the cooperative-learning writing courses in students’ writing performance and attitude to writing. A teaching experiment in writing goes on for two semesters. Two 3rd grade classes from a Taipei elementary school were chosen, with 34 students in the experiment group (the cooperative-learning group, CLG) and 34 students in the control group (the ordinary class learning group, OCG). Written Language Ability Diagnostic Test for Children, The Rating Scale for Writing and The Attitude to Writing
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Chou, Wen-Chun, and 周文君. "The Effects of “Multiple Intelligence Integrated-Cooperative-Reflective Thinking”Writing Instruction on Writing Attitude and Writing Performance for The Elementary School Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/75001336796967968797.

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碩士<br>國立屏東師範學院<br>國民教育研究所<br>90<br>The purpose of this study was to investigate the effects of “Multiple Intelligence Integrated-Cooperative-Reflective Thinking”writing instruction on writing attitude and writing performance. A quasi-experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were the forth grade students selected from an elementary school in Kaohsiung City. Each had 37 students in the experimental group (EG) and control group (CG). The experimental group received 13 weeks, 2 classes a week of 「Multiple Intelligence Integrated-Coo
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LIN, PEI-YI, and 林佩儀. "An Action Research on Story Follow-up Writing Strategies to Improve Students' Writing Attitude: A Case of Writing Instruction at Grade Eight." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/726g3f.

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碩士<br>國立臺北教育大學<br>教育學系教育創新與評鑑碩士班<br>104<br>This study aims to explore the design strategies, development processes, possible obstacles and solutions to a story follow-up writing. By understanding the changes of students before and after a story follow-up writing, this study would provide a learning process to researcher. The action research approach was adopted and 28 eight-grade students were participated for this study. The subject was follow-up writing with four units of worksheet. The quantitative data were collected and analyzed through students’ writing attitude scale. Meanwhile, the qua
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Hong, Jing-Ya, and 洪靖雅. "The Effects of Computer-mindmapping integrated into Writing Instruction Program on Writing Attitude and Writing Capability for Fifth Graders of immigrant residents." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/39944312865989330317.

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碩士<br>國立臺南大學<br>教育學系科技發展與傳播碩士班<br>99<br>The purpose of this study was to examine the effects of computer-mindmapping in the writing instruction, particularly on the writing attitudes and abilities of children of immigrant residents. The one-group pretest-posttest methodology was used in this study. Five fifth graders whose parents are immigrant residents participated in this study. The writing rubric, writing attitude scale, teaching reflection journals, class observed journals, writing articles, interview and computer-mindmap were used in this study for data collection and analysis. The re
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Hsuan, Chen Tsen, and 陳岑瑄. "An Action Research on Improving Writing Attitude and Writing Ability of the First Graders by Combining Picture Books with Guided Writing Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/95x46a.

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碩士<br>國立臺中教育大學<br>教育學系課程與教學碩士班<br>102<br>The research aims at exploring the process, difficulty and solutions of teachers implementing picture books in guided writing teaching as well as the changes of students’ writing attitude and writing ability. This research was an action research which took 31 classes in 9 weeks. The researcher took 29 first graders in her class as research objects. Collected materials mainly included qualitative data, with quantitative data as supplementation, and then the two kinds of data were mutually corroborated in order to ensure the fairness of the research. To s
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CHEN, TING-JU, and 陳亭儒. "A Research on Applying Literacy-Oriented Group Connection Between Reading and Writing Teaching to Improve Pupils’ Narrative Writing Performance and Writing Attitude." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/a7vf94.

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博士<br>國立臺中教育大學<br>語文教育學系碩博士班<br>107<br>Guidelines for the Twelve-Year-Basic-Education Curricula will be carried out in August 2019. Teachers encounter challenge and difficulty. Insufficient teaching hours and students’ low motivation and performance in reading and writing need to be solved. In this research, Literacy-Oriented Group Reading is used for improving students’ narrative writing performance and attitude. This study adopts Quasi-Experimental Design. Two classes of fourth graders are selected as experimental and control group. The researcher implemented an 8-week experimental tea
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Huang, Hsiu-chi, and 黃秀琪. "A Study of the relationship between reading behavior and writing attitude." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/89555124447501537446.

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碩士<br>國立屏東教育大學<br>教育學系<br>100<br>The purpose of this research was to investigate the current situation of elementary school students’ reading behavior and writing attitude in Kaohsiung city, and to analyze the differences of reading behavior and writing attitude with different background variables, in order to discuss the relationship between reading behavior and writing attitude. In this study, the questionnaire survey was adopted. The samples of sixth-graders and fourth-graders in elementary schools of Kaohsiung City were selected according to purposive sampling. A total of 619 samples were
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Chen, Hung-chi, and 陳鴻基. "The Effects of Cooperative-computer-mindmapping Composition Program on Writing Achievement and Writing Attitude for Fourth-Grade Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/36763490068657732491.

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碩士<br>國立臺南大學<br>教育學系科技發展與傳播碩士班<br>96<br>The main purpose of this study was to investigate the effects of cooperative-computer-mindmapping composition program and traditional writing program on elementary school fourth grade students’ writing achievement and attitude. Sixty-one fourth grade students from two classes of an urban elementary school of Tainan were used as samples. One class (the experimented group n=31) received the cooperative-computer-mindmapping program to write an article, while the other class (the control group n=30) received the traditional writing program. There were four w
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