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- Publisher Website: 10.1108/IJLLS-10-2018-0070
- Scopus: eid_2-s2.0-85065665774
- WOS: WOS:000479250300003
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Article: A study of variation theory to enhance students’ genre awareness and learning of genre features
Title | A study of variation theory to enhance students’ genre awareness and learning of genre features |
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Authors | |
Keywords | Learning study Variation theory of learning Generative learning English as a foreign language |
Issue Date | 2019 |
Publisher | Emerald Group Publishing Ltd. The Journal's web site is located at http://www.emeraldinsight.com/loi/ijlls |
Citation | International Journal for Lesson and Learning Studies, 2019, v. 8 n. 3, p. 183-195 How to Cite? |
Abstract | Purpose:
The purpose of this paper is to investigate how different arrangements, such as lesson structures and patterns of variation, enhance students’ genre awareness, their understanding of genre features of informative text and can generate new learning.
Design/methodology/approach:
This is an example of learning study consisting of a design experiment, and embedded in the design was the selected test criteria. The variation theory of learning served as the major guiding principle for the pedagogical design, lesson analysis and evaluation.
Findings:
The findings of this study give support to variation theory being a powerful pedagogical tool for improving students’ understanding of informative texts and enabling them to generate new learning. Students in the target group who had more opportunities to encounter the “first contrast, next contrast and last generalisation” pattern of variation performed better than those in the comparison group, who were exposed to the “first generalisation, next contrast and last generalisation” pattern. The pure hierarchical lesson structure used for the target group was found to be more conducive to learning than the mixed structure (sequential–hierarchical structure) used in the comparison group.
Originality/value:
Both the lesson structure and patterns of variation and invariance used are extremely important in developing a powerful method of enhancing students’ genre awareness, their understanding of genre features of informative text and to generate new learning. |
Persistent Identifier | http://hdl.handle.net/10722/277249 |
ISSN | 2023 Impact Factor: 1.0 2023 SCImago Journal Rankings: 0.362 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | To, KK | - |
dc.contributor.author | Pang, MF | - |
dc.date.accessioned | 2019-09-20T08:47:27Z | - |
dc.date.available | 2019-09-20T08:47:27Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | International Journal for Lesson and Learning Studies, 2019, v. 8 n. 3, p. 183-195 | - |
dc.identifier.issn | 2046-8253 | - |
dc.identifier.uri | http://hdl.handle.net/10722/277249 | - |
dc.description.abstract | Purpose: The purpose of this paper is to investigate how different arrangements, such as lesson structures and patterns of variation, enhance students’ genre awareness, their understanding of genre features of informative text and can generate new learning. Design/methodology/approach: This is an example of learning study consisting of a design experiment, and embedded in the design was the selected test criteria. The variation theory of learning served as the major guiding principle for the pedagogical design, lesson analysis and evaluation. Findings: The findings of this study give support to variation theory being a powerful pedagogical tool for improving students’ understanding of informative texts and enabling them to generate new learning. Students in the target group who had more opportunities to encounter the “first contrast, next contrast and last generalisation” pattern of variation performed better than those in the comparison group, who were exposed to the “first generalisation, next contrast and last generalisation” pattern. The pure hierarchical lesson structure used for the target group was found to be more conducive to learning than the mixed structure (sequential–hierarchical structure) used in the comparison group. Originality/value: Both the lesson structure and patterns of variation and invariance used are extremely important in developing a powerful method of enhancing students’ genre awareness, their understanding of genre features of informative text and to generate new learning. | - |
dc.language | eng | - |
dc.publisher | Emerald Group Publishing Ltd. The Journal's web site is located at http://www.emeraldinsight.com/loi/ijlls | - |
dc.relation.ispartof | International Journal for Lesson and Learning Studies | - |
dc.subject | Learning study | - |
dc.subject | Variation theory of learning | - |
dc.subject | Generative learning | - |
dc.subject | English as a foreign language | - |
dc.title | A study of variation theory to enhance students’ genre awareness and learning of genre features | - |
dc.type | Article | - |
dc.identifier.email | Pang, MF: pangmf@hku.hk | - |
dc.identifier.authority | Pang, MF=rp00946 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1108/IJLLS-10-2018-0070 | - |
dc.identifier.scopus | eid_2-s2.0-85065665774 | - |
dc.identifier.hkuros | 305594 | - |
dc.identifier.volume | 8 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 183 | - |
dc.identifier.epage | 195 | - |
dc.identifier.isi | WOS:000479250300003 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 2046-8253 | - |