Dual-Spiral Collaborative Learning via Inquiry Activities: Strategies for EFL Writing Classroom

Hui-Fang Shang
May 2009
International Journal of Learning;2009, Vol. 16 Issue 2, p313
Academic Journal
English writing and teaching writing are particularly difficult and time-consuming tasks for both teachers and students. To decrease teacher's loading in marking student's papers, as well as increase student's English writing performance, the purpose of this paper aims at designing an integrated approach by employing dual-spiral peer learning and writing inquiry activities: Each student can have two pairs for discussion on a series of questions that fulfill learner-centered thinking and guided process writing. Through the inquiry process of dual-spiral collaborative learning, it is expected to develop student's writing potential and move them to an understanding of the stages of the writing process by making learners identify their writing problems, share with others, reflect, evaluate, and revise their writing. As learners move through the sequence of writing process, they can be immersed in the development of a piece of writing from the earliest pre-writing strategies to the final moments of revision.


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