Text Production Skills Research Articles

Transformation of learning and writing in English: An analysis of strategies and competences in Peruvian university students

This study aims to understand the impact of learning strategies on students' ability to produce effective texts in English. Additionally, it seeks to identify the students' discursive and functional competencies by analyzing their relationship with the use of learning strategies. The study follows a basic design with a quantitative approach, utilizing a hypothetical-deductive method and adopting a non-experimental correlational descriptive approach within a positivist paradigm.The relationship between learning strategies and the production of texts in English was examined among university students. The findings indicate that 18.6% of the participants always employ learning strategies, while 44.3% use them quite often. A significant portion of the students (47.14%) frequently utilize cognitive and control strategies. Additionally, 32.9% of the students sometimes employ learning support strategies. Regarding discursive and functional competencies, 35.7% of students demonstrate a regular level in both,while 31.4% display a good level in both competencies. Encouragingly, 40% of the students achieve a good level in text production, and 24.3% reach an excellent level. These findings provide valuable insights for the design of educational strategies. This study contributes knowledge and validity to the teaching of English as a foreign language and text production in the university context. It holds significant value by enhancing students' English text production skills and preparing them to tackle communication challenges in diverse academic and professional settings.

The Influence of the Project Based Learning Model on the Procedural Text Production Skills of Class X Students of SMK Negeri 1 Batang Onang

This research aims at three things. First, describe the skill of producing procedure text for grade X Student of SMK Negeri 1 Batang Onang, before applying the Project Based Learning model. Secondly, describe the skill of producing procedure text for grade X Student of SMK Negeri 1 Batang Onang, applying the Project Based Learning. Third, analyze the effect of applying the Project Based Learning on the skills of producing procedure text for grade X Student of SMK Negeri 1 Batang Onang. There are four theories used in this research. (1) the skils producing procedure teks, (3) the application of Project Based Learning models to skills producing procedure texts. This type of research is quantitative research with descriptive analytical research method. The research design used was the one group pretest and posttest. There are three research procedures, namely pretest, treatment, and posttest. The population of this research is the X grade students of SMK Negeri 1 Batang Onang who are registered in the 2023 school year, and the sample of this study is the students of class X ATPH (Agribisnis Tanaman Pangan dan Holticultura), amounting to 15 students. Based on the results of data analysis and discussion, the following three things were concluded. First, the skills of producing procedure text for grade X ATPH.I students at SMK Negeri 1 Batang Onang before being applied to the Project Based Learning model are in "almost enough" qualifications with an average grade of 52.40. Secondly, the skills of producing procedure text for grade X ATPH students 1 SMA Negeri 1 Batang Onang after being applied to the Project Based Learning model are in "good" qualifications with an average score of 79.36. Third, there is an effect of the application of the Project Based Learning model on the skills of producing text in class X ATPH 1 student of SMK Negeri I Batang Onang after t-test at 0.95 level, obtained thitung > ttabel or 7.62> 1.70. So, it can be said that Ho is rejected and Ha is accepted.

Effects of a writing strategy on improving text production skills among primary school students

The purpose of this research was to analyze the effects of a writing strategy for text production among primary school students with different cognitive styles (CS) in the field dependence-independence (FDI) dimension. The writing strategy is based on collaborative work, autonomous work, and work integrating technology, which is referred to as ACOTEC. The study was developed with a population of 63 students distributed in two randomly formed groups: one control and one experimental group. The control group developed writing exercises guided by a conventional strategy following the writing teaching processes according to the institution’s curriculum, while the experimental group adopted the ACOTEC strategy for the writing exercises. The results show the promising effects of the strategy on improving text production skills among primary school students with different CS in the FDI dimension.

ANALYSIS OF STUDENTS’ ABILITY AND DIFFICULTIES IN WRITING DESCRIPTIVE TEXT

This research aimed to identification and analysis students’ ability and difficulties in writing descriptive text. This research used qualitative descriptive methods. The research subject are X grade students of Madrasah Aliyah Negeri 1 Palu. The research took 20 students as sample. This research used interview and test to collect the data. The result of this research shows the students’ ability, the students’ difficulty in writing descriptive text and the factors students’ difficulties in writing descriptive texts. The difficulties are difficulties in generic structure, difficulties in grammar, and difficulties in mechanic, while the factors that cause the students’ difficulties in writing descriptive text are lack of proficiency in the text production skills, and lack of interest in learning English

Digital life stories in year four of primary school

"Abstract: In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence. (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children’s text production skills. Our aim was to design an interventionprogramme that develops primary school children’s selfexpression, text production skills, creativity but also their digital competencies. The goal is to use digital storytelling to develop children’s composition skills, including staying on the subject, creating the connection between title and content, spelling, text appearance, and reaching the desired length. In order to achieve our objective, we devised experiments involving two cohorts of children in year four of primary school who were given stories selected from Angi Máté’s book Volt egyszer egy… (Once upon a time there was a…). Using these stories as a starting point, the members of the both groups created their own stories, the experimental group applying digital storytelling, while the control group applied the technique of collage."

AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING DESCRIPTIVE TEXT

This research aims to describe the students’ difficulties in writing descriptive text and to find out the causes of students’ difficulties in writing descriptive text. This research uses quantitative descriptive methods. The research subjects are X MIPA 6 students of SMAN 1 Sukodadi who had difficulties when writing descriptive text, the data of this research are the result of students’ worksheet and the students’ answer in interview. This research used documentation and interview to collect the data. Data reduction, data display and drawing conclusion was used to analyze the data. The result of this research shows that the students of X MIPA 6 have difficulty in writing descriptive text, the difficulties are difficulties in generic structure, difficulties in grammar, and difficulties in spelling. While the factors that cause the students’ difficulties in writing descriptive text are lack of proficiency in the text production skills, lack of knowledge relating to the subject contents of the script to be written, and lack of interest in learning English. Keywords: Students’ difficulties, descriptive text

The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish.

Learning to write effectively is key for learning and participation in social communities. In English, transcription skills (handwriting and spelling) constrain written production at the early stages of learning to write. The effect of transcription diminishes with age, when reading skills enhance text production. Less is known about how transcription and reading interact with writing in other languages. In this study, we explore the relationships between spelling, reading and the length and quality of written text produced by primary school children speaking three different languages: Catalan, English, and Spanish. These languages are good test cases for models of writing development as they contrast orthographically and morphologically. Participants produced a written narrative text and completed standardized assessments of handwriting, spelling, reading decoding, and reading comprehension. Language had a significant effect on text production measures: young Spanish children produced longer texts which were of higher quality than the other two cohorts. They also produced the lowest number of spelling errors both at the root and for affixed morphemes. By contrast, the English children produced the highest number of both types of errors. The Catalan children did not differ significantly from their English peers for root level spelling but produced significantly fewer spelling errors at the affixed morpheme level. To test how transcription and reading skills impact on text production skills, we conducted regression analysis for each language. Different patterns of relationships between transcription, reading and text production emerged. In Catalan only handwriting fluency accounted for significant variance in text productivity and quality. By contrast, for the English children significant variance in productivity was accounted for by reading and handwriting fluency and for text quality by handwriting fluency and spelling. For the Spanish children reading skills were the significant factor for text quality. No other models were significant. Implications for developmental models of writing development are discussed.

Translation competence from the acquisition point of view

Abstract This article discusses translation competence (TC) and its acquisition, introducing a framework, which depicts TC as a situation-based construct with interlingual skills at its core. In this framework, translation is defined as any mediation between different languages and cultures, from everyday conversations to professional translation practise. This view is assumed to reflect the acquisition of TC (ATC), since a rudimentary ability to mediate between two languages can be regarded as the first step towards professional translation skills. The model is built around interlingual text production skills, and it conceptualizes various types of extra-linguistic knowledge as task-specific: the extent to which they are needed in translation is situation-bound. The framework is designed to be used as a theoretical framework in empirical studies into ATC, an example of which is presented in the article.

Exploring the Feasibility of Using Writing Process Features to Assess Text Production Skills

In this report, we examine the feasibility of characterizing writing performance using process features derived from a keystroke log. Using data derived from a set ofCBAL™writing assessments, we examine the following research questions: (a) How stable are the keystroke timing and process features across testing occasions? (b) How consistent are the patterns of feature–human correlation across genres and topics? (c) How accurately can we predict human ratings on writing fundamentals using a combination of the keystroke timing and process features, and what are the contributions of each feature to the reliable variance in the human ratings? (d) If we train a predictive model on one prompt, how well do its predictions generalize to the other prompts of the same or different genre? The results of the study indicate that keystroke log features vary considerably in stability across testing occasions and display somewhat different patterns of feature–human correlation across genres and topics. However, using the most stable features, we can obtain moderate to strong prediction of human essay scores, and those models generalize reasonably well across prompts though more strongly within than across writing genres.

On the relation between automated essay scoring and modern views of the writing construct

Abstract This paper examines the construct measured by automated essay scoring (AES) systems. AES systems measure features of the text structure, linguistic structure, and conventional print form of essays; as such, the systems primarily measure text production skills. In the current state-of-the-art, AES provide little direct evidence about such matters as strength of argumentation or rhetorical effectiveness. However, since there is a relationship between ease of text production and ability to mobilize cognitive resources to address rhetorical and conceptual problems, AES systems have strong correlations with overall performance and can effectively distinguish students in a position to apply a broader writing construct from those for whom text production constitutes a significant barrier to achievement. The papers begins by defining writing as a construct and then turns to the e-rater scoring engine as an example of AES state-of-the-art construct measurement. Common criticisms of AES are defined and explicated—fundamental objections to the construct measured, methods used to measure the construct, and technical inadequacies—and a direction for future research is identified through a socio-cognitive approach to AES.

The impact of the development of verbal recoding on children's early writing skills

The spontaneous recoding of visual stimuli into a phonological code to aid short-term retention has been associated with progress in learning to read (Palmer, 2000b). This study examined whether there was a comparable association with the development of writing skills. One hundred eight children (64 males) in the second year of the UK educational system (mean age 5:8 years, SD = 4 months) were recruited to the study. The children participated in tasks to assess their general cognitive abilities, reading skills, and their predominant short-term memory (STM) strategy for retaining visually presented stimuli. On the basis of their memory profile, children were classified as either engaging in verbal recoding of the stimuli (N = 31) or not (N = 77). Writing performance was indexed as alphabet transcription, spelling, and early text production skills. Children classified as verbal recoders demonstrated better spelling performance and produced more individual letters, words, and T-units in their texts than did children who persisted with a visual memory strategy. In contrast, the alphabet transcription abilities of the groups did not differ. Hierarchical regression analyses revealed that variance in text production skills was associated with STM capacity and that moreover, significant independent variance in the number of words and T-units in the children's texts was predicted by individual differences in verbal recoding abilities. The results suggest that the development of verbal recoding skills in STM may play a role in children's early progress in writing, particularly their text generation skills.

Desarrollo funcional de competencias de producción de textos en alumnos con bajo desempeño en el último año de primaria

Preliminary results of a study with pre - post evaluation with three comparison groups are shown. This study has the purpose of testing three types of strategies for training in text production, which are morphologically, hierarchically and functionally different. This in order to promote three different types of functional relations: intrasituational, extrasituational and transituational. The intervention program was implemented as a summer workshop directed to 14 children of sixth grade in a semi urban area in the State of Morelos, Mexico, having low levels of performance in text production activities. The text production skills were assessed with four sets of two activities each one: writing regulations, writing stories, develop descriptive paragraphs and writing messages with use of synonymous. To compare the performance assessments before and after, and between groups, were descriptive analysis of group averages, using a valuation range between 0 and 4 for each activity. Also tested a structural regression model including as predictor variable to the experimental situation (group) and as variables to predict, the four skills evaluated. The results showed that the children of the transituacional group remarkably improved their competitions in text production from pre and post evaluations, furthermore, the structural regression model showed that in the post test, the experimental condition had a significant effect on the differential performance in three of the four skills assessed.

The Role of Text Production Skills in Writing Development: A Special Issue - I

One way to gain an understanding of how difficulties with text production skills, such as handwriting and spelling, can interfere with the process of composing, is to imagine that you were just asked to write something using a Chinese typewriter. This is the most difficult typewriter in the world to use, as it has 5,850 characters (Hendrickson, 1994). As you diligently search for the characters needed to produce the next word in your masterpiece, some of the ideas and plans you just generated may be forgotten, as the attentional requirements for turning words into print are likely to tax the capacity of your working memory. Allocating attention to planning the next unit of text or sharpening your conceptualization of the current segment of text while simultaneously translating words into print is also likely to be difficult, as the search for the correct characters will undoubtebly consume most of your attentional resources. Even if you were an expert with a Chinese typewriter, cruising along at the dizzying speed of 11 words a minute, you will probably find that this is not fast enough to keep up with your thoughts, causing you to forget ideas, as they slip from working memory. Fortunately, most of us will never experience the travails of a Chinese typewriter. We have, however, at one time or another, experienced frustration from our own limitations in turning words into print. Most likely, this involved the irrevocable loss of some part of an idea as we were unable to write all of our thoughts down fast enough. Nevertheless, most of us have reached a point where our spelling is good enough and our handwriting fast enough so that interference from text production skills is minimal. For many children with learning disabilities (LD) this is not the case, as their handwriting is slow and uneven and they make an inordinate number of spelling miscues when writing (Fulk & Stormont-Spurgin, 1995; Graham & Weintraub, 1996). Eliminating these mechanical difficulties through the use of dictation, however, can improve the writing of students with LD, resulting in text that is longer (MacArthur & Graham, 1987) and qualitatively better (Graham, 1990; MacArthur & Graham, 1987). The difficulties with text production skills that many children with LD experience may affect not only how they write (as the example with the Chinese typewriter illustrates), but the pace and course of their writing development as well. According to McCutchen (1996), the physical act of transcribing text is so demanding for you g writers that they develop an approach to writing (the knowledge telling approach) that minimizes the use of other writing processes, such as planning, because they also exert considerable processing demands. Berninger, Mizokawa, and Bragg (1991) furth r indicate that difficulties acquiring text production skills may lead children to avoid writing and develop a mind set that they cannot write, resulting in arrested writing development. Although additional research is needed to validate mor fully the claims noted above, the outcomes from several recent investigations provide strong support for the critical role of text production skills in writing development. For example, Graham, Berninger, Abbott, Abbott, and Whitaker (1997) found that individual differences in handwriting and spelling accounted for a considerable proportion of the variance in children's wr ting. These two mechanical skills accounted for 66% and 41% of the variance in compositional fluency at the primary and intermediate grades, and 25% and 42% of the variance in compositional quality at these same grade levels, respectively. Even more importantly, explicitly teaching handwriting or spelling to children who have difficulty acquiring these skills resulted in improved writing performance (Berninger, Vaughn, Abbott, Abbott, Brooks, Reed, & Graham, 1998; Berninger, Vaughn, Abbott, Brooks, Abbott, Rogan, Reed, & Graham, 1997). Unfortunately, the effects of text production difficulties extend beyond the act of writing to include perceptions of competence. Probably no one knows this

Writing and Writing Instruction for Students with Learning Disabilities: Review of a Research Program

This article reviews our research program in written language, including examinations of what and how students with LD write. The evidence indicates that these students' writing difficulties stem, in part, from problems with basic text production skills, scant knowledge about writing, and difficulties with planning and revising text. In other studies, we have evaluated the effectiveness of instructional procedures for addressing one or more of these difficulties, including strategy instruction, procedural facilitation, word processing, basic skills instruction, and the process approach to writing. Our research in each of these areas is reviewed and recommendations for future research are provided.