通过阅读学习(r21)计划帮助学生提高写作水平:研究回顾

Noviarti Rahayu, Harni Kartika Ningsih
{"title":"通过阅读学习(r21)计划帮助学生提高写作水平:研究回顾","authors":"Noviarti Rahayu, Harni Kartika Ningsih","doi":"10.25134/erjee.v11i3.8680","DOIUrl":null,"url":null,"abstract":"This paper aims to survey the implementation and the implication of Reading to Learn (R2L) for improving students' writing to inform future teaching practices. Reading to Learn (R2L) is a teaching methodology based on a language theory, Systemic Functional Linguistics (SFL), which has been reported as a successful program to improve students' literacy in different classroom contexts across the globe. This paper systematically reviews 14 studies on the implementation of R2L and its implications on students’ writing development from 2012 to 2023. This review indicates several key findings: 1) Most studies on R2L applied R2L to teach writing an argumentative genre, given that this genre is widely considered the most formidable genre for students; 2) The implementation of R2L exhibited various modifying strategies from the R2L cycles. Most studies modify the first layer of the cycles; 3) The final result shows the impact on students’ writing development. Thirteen out of the fourteen studies reviewed reported an increase in students’ textual organization, written literacy skills, students’ engagement in the classroom, and critical thinking.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"ASSISTING STUDENTS’ WRITING IMPROVEMENT THROUGH READING TO LEARN (R2L) PROGRAM: A REVIEW OF STUDIES\",\"authors\":\"Noviarti Rahayu, Harni Kartika Ningsih\",\"doi\":\"10.25134/erjee.v11i3.8680\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper aims to survey the implementation and the implication of Reading to Learn (R2L) for improving students' writing to inform future teaching practices. Reading to Learn (R2L) is a teaching methodology based on a language theory, Systemic Functional Linguistics (SFL), which has been reported as a successful program to improve students' literacy in different classroom contexts across the globe. This paper systematically reviews 14 studies on the implementation of R2L and its implications on students’ writing development from 2012 to 2023. This review indicates several key findings: 1) Most studies on R2L applied R2L to teach writing an argumentative genre, given that this genre is widely considered the most formidable genre for students; 2) The implementation of R2L exhibited various modifying strategies from the R2L cycles. Most studies modify the first layer of the cycles; 3) The final result shows the impact on students’ writing development. Thirteen out of the fourteen studies reviewed reported an increase in students’ textual organization, written literacy skills, students’ engagement in the classroom, and critical thinking.\",\"PeriodicalId\":31456,\"journal\":{\"name\":\"English Review Journal of English Education\",\"volume\":\"77 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"English Review Journal of English Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.25134/erjee.v11i3.8680\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English Review Journal of English Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.25134/erjee.v11i3.8680","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

本文旨在调查阅读学习(R2L)在提高学生写作方面的实施和意义,以指导未来的教学实践。从阅读到学习(R2L)是一种基于语言理论系统功能语言学(SFL)的教学方法,据报道,该方法在全球不同的课堂环境中成功地提高了学生的读写能力。本文系统回顾了2012 - 2023年间14项关于R2L实施的研究及其对学生写作发展的影响。这篇综述指出了几个关键的发现:1)大多数关于R2L的研究将R2L应用于议论文写作教学,因为这种体裁被广泛认为是对学生最强大的体裁;2) R2L的实施表现出不同的R2L周期修改策略。大多数研究修改了周期的第一层;3)最终结果显示对学生写作发展的影响。在回顾的14项研究中,有13项报告了学生的文本组织、书面读写能力、学生在课堂上的参与度和批判性思维的提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ASSISTING STUDENTS’ WRITING IMPROVEMENT THROUGH READING TO LEARN (R2L) PROGRAM: A REVIEW OF STUDIES
This paper aims to survey the implementation and the implication of Reading to Learn (R2L) for improving students' writing to inform future teaching practices. Reading to Learn (R2L) is a teaching methodology based on a language theory, Systemic Functional Linguistics (SFL), which has been reported as a successful program to improve students' literacy in different classroom contexts across the globe. This paper systematically reviews 14 studies on the implementation of R2L and its implications on students’ writing development from 2012 to 2023. This review indicates several key findings: 1) Most studies on R2L applied R2L to teach writing an argumentative genre, given that this genre is widely considered the most formidable genre for students; 2) The implementation of R2L exhibited various modifying strategies from the R2L cycles. Most studies modify the first layer of the cycles; 3) The final result shows the impact on students’ writing development. Thirteen out of the fourteen studies reviewed reported an increase in students’ textual organization, written literacy skills, students’ engagement in the classroom, and critical thinking.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
审稿时长
8 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信