Effects of Labov’s Narrative Analysis Model on Chinese Senior High School Students’ Continuation Writing Tasks’ Performance
Article Sidebar
Main Article Content
Abstract
The present study investigated the development of a continuation writing instruction design to improve the continuation writing abilities of Chinese Senior High school students
in China through the application of Labov's Narrative Analysis Model. The developed continuation writing instruction design was implemented with 50 experimental group students compared to another 50 control group students. Data were collected through a pre-test
and post-test of the experimental group students regarding Complexity, Accuracy, and Fluency. They were analyzed quantitatively by basic statistics programs by mean value comparisons and qualitatively by genre-based analysis following the guidance of Labov's Narrative Analysis Model. After the implementation of the writing instruction design, the students improved their narrative writing significantly in terms of Accuracy and Fluency at the significant value of .01. However, they decreased in terms of complexity at the significant value of .05. Text organization and language features of the experimental group students' writings were improved significantly in terms of qualitative analysis by Labov's Narrative Model. Pedagogically, the study contributes valuable insights for both teachers and students. Teachers gain guidance on designing effective instructional strategies that integrate Labov's Narrative Analysis Model, nurturing students' narrative competence and writing proficiency. Students benefit from an enhanced understanding of their continuation writing needs. Future research may go along with strategies to overcome challenges encountered in continuation task completion.
Article Details
References
Alghizzi, T. M. 2017. Complexity, accuracy, and fluency (CAF) development in L2 writing: the effects of proficiency level, learning environment, text type, and time among Saudi EFL learners. (PhD Thesis, University College Cork).
Buckland, W. (2021). Narrative and narration: analyzing cinematic storytelling. Columbia University Press.
Cai, H. (2019). A Study on the Effect of Continuation Task on the Usages of the Second Language in Argumentative Writing. English Language Teaching, 12(7), 52–57.
Carroll, J. A., Wilson, E. E., Klimow, N., & Hill, K. (2018). Acts of teaching: How to teach writing: A text, a reader, a narrative. Bloomsbury Publishing USA.
Cartwright, K. B. (2023). Executive skills and reading comprehension: A guide for educators. Guilford Publications.
Cheung, Y. L. (2016). Teaching writing. English language teaching today: Linking theory and practice, 179-194.
Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education, 18(4), 401–413.
Flower, L., Stein, V., Ackerman, J., Kantz, M. J., McCormick, K., & Peck, W. C. (1990). Reading-to-Write: Exploring a Cognitive and Social Process. New York: Oxford University Press.
Edge, C. U. (2011). Making Meaning with" Readers" and" Texts": A Narrative Inquiry into Two Beginning English Teachers' Meaning Making from Classroom Events.
Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. John Wiley & Sons.
Galaczi, E., & Taylor, L. (2018). Interactional competence: Conceptualisations, operationalisations, and outstanding questions. Language Assessment Quarterly, 15(3), 219-236.
Heller, M. F. (1999). Reading-writing connections: From theory to practice. Routledge.
Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy, and fluencyfluency. Dimensions of L2 performance and proficiency: Complexity, accuracy, and fluency in SLA, 32, 1-20.
Hyland, K. (2019). Second language writing. Cambridge University Press.
Jiang, L., & Chen, J. (2015). The impact of continuation writing on the accuracy, complexity, and fluency of the English writing language. Modern Foreign Languages, 3, 366-375.
Kirchner, E. (2018). Motivating and Engaging Readers: A Study of Pre-adolescent Namibian Primary School Readers.
Labov, J. (2022). Learning English for a Specific Purpose: A Case Study of a Tailored Curriculum for an ESL Home Care Provider. TESOL Working Papers.
Labov, W. (1972). The social setting of linguistic change. Sociolinguistic patterns, pp. 260–325.
Lambrou, M. (2015). Story patterns in oral narratives: a variationist critique of Labov and Waletzky's model of narrative schemas (Doctoral dissertation, Middlesex University).
Latimer, N. (2018). Reading during an academic reading-into-writing task: an eye-tracking study.
Leńko-Szymańska, A., & Götz, S. (2022). Complexity, accuracy, and fluencyfluency in learner corpus research (Vol. 104, p. 1). John Benjamins Publishing Company.
León, J., & Escudero, I. (2017). Causal inferences in reading comprehension. Reading comprehension in educational settings, 63-100.
Mackey, M. (2019). Visualization and the vivid reading experience. Jeunesse: Young People, Texts, Cultures, 11(1), 38–58.
Marcos, R. I. S., Fernández, V. L., González, M. T. D., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36, 100663.
Martin, N. M. (2022). Supporting Informational Text Comprehension: One Educator’s Scaffolding During Instruction in Kindergarten. Reading Horizons: A Journal of Literacy and Language Arts, 61(1), 3.
Mohsine, J. (2021). Self-disclosure and Moroccan EFL learners writing development: Effects on Complexity, accuracy, and fluency. Journal of Language and Education, 71(25), 127–140.
Mulugeta, F. (2021). Addis Ababa University students’ strategy use in a reading-to-writing Task. The Ethiopian Journal of Education, 41(1), 75–111.
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555-578.
Olson, G. M., Duffy, S. A., & Mack, R. L. (2018). Thinking out loud is a method for studying real-time comprehension processes. In New methods in reading comprehension research (pp. 253–286). Routledge.
Phuoc, V. D., & Barrot, J. S. (2022). Complexity, accuracy, and fluency in L2 writing across proficiency levels: A matter of L1 background? Assessing writing, p. 54, 100673.
Robinson, P., & Robinson, P. J. (Eds.). (2001). Cognition and second language instruction. Cambridge University Press.
Schepps, H. (2014). Grain Size Matters: L1 Effects in Morphological, Complexity, Accuracy, and Fluency Development (Doctoral dissertation, University of Pittsburgh).
Sheikh, A. R., Awan, N. A., & Sheikh, F. R. (2021). The Application of Labov's Sociolinguistic Model of Narrative Analysis to a Short Story, The Lottery, By Shirley Jackson. Pakistan Journal of Society, Education and Language (PJSEL), pp. 8, 283–295.
Su, F., & Zou, D. (2024). Group concept mapping strategies for collaborative continuation tasks. International Journal of Applied Linguistics.
Syahrın, A., Suwıgnyo, H., & Prıyatnı, E. T. (2019). Creative thinking patterns in student‘s scientific works. Eurasian Journal of Educational Research, 19(81), 21-36.
Urfali Dadandi, P., & Ungan, S. (2023). The role of cognitive-motivational factors in reading comprehension of informative and narrative texts: Which is more effective? Reading & Writing Quarterly, 39(2), 137-154.
Virlan, A. Y. (2022). The curricular interplay between second language reading and writing instruction. International Research in Education II, 91.
Wang, C. M. (2012). Continuation after reading is an effective method to improve the efficiency of foreign language learning. Foreign Languages, pp. 5, 2–7.
Wang, C. M. (2014). Content to create language to imitate - the basic idea of effective foreign language teaching and learning. Foreign Languages, pp. 2, 42–48.
Wang, C. M. (2016). Promoting learning with "continuation." Modern Foreign Languages, pp. 6, 784–793.
Wolf, S. A., & Gearhart, M. (1994). Writing what you read: Narrative assessment as a learning event. Language Arts, 71(6), 425-444.
Zimmerman, B. J., & Campillo, M. (2003). Motivating Self-Regulated Problem Solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The Psychology of Problem Solving (pp. 233–262). chapter, Cambridge: Cambridge University Press.
Zhang, L. (2019). Alignment effects of the continuation task on L2 Chinese writing. Chinese as a Second Language Research, 8(2), 227–247.
Zhou, Z.-H. (2021). Machine Learning. Springer Nature.