14 research outputs found
Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing:Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks
Get PDFSyntactic development of primary school students in Singapore : analyses of sentence production in Chinese Writing = 新加坡小學生華文作文的句子發展
No full textpublished_or_final_versionEducationDoctoralDoctor of Philosoph
Management contracting: an alternative procurement system for our construction industry
No full textThis report describes a study which introduced management contracting as an alternative form of procurement for our construction industry in this new era.Master of Science (International Construction Management
魏晋文学中的酒文化考察 = A STUDY OF WINE-RELATED CULTURE AS REFLECTED IN THE LITERATURE OF WEI JIN PERIODS
No full textMaster'sMASTER OF ART
Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing
No full textArgumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field
Validation of the Oral Interaction Strategy Scale for speakers of Chinese as the first language in elementary schools
No full text
