Supporting online Chinese narrative writing pedagogy through metacognitive writing process and approach: A design-based research

Abstract

This study investigated Chinese narrative writing among 50 secondary students in Singapore. It aimed to design and orchestrate a Chinese narrative writing pedagogy (CNWP) using metacognitive writing process and pedagogical approach of making thinking visible with technology. Both quantitative and qualitative data in Design-based Research (DBR), including writing performance, course feedback questionnaires, focus group interviews and teacher’s reflections, were collected. The result indicated that CNWP significantly improved students’ narrative writing performance. The Chinese language teacher and most students had positive attitudes toward CNWP, as it positively affected students’ writing confidence, writing strategies, and metacognition. Using design-based research, this study has detailed the process of improving CNWP and provided effective pedagogical strategies for Chinese narrative writing. 本研究通过对新加坡50位中学生记叙文在线中文写作情况的调查，旨在设计融入元认知写作过程和科技辅助的可见思维策略的记叙文中文写作课程。本次设计本位研究收集了量化和质化的研究数据，包括记叙文写作的表现、两次问卷调查、小组访谈以及教师反思。结果显示：该写作课程能够明显地改善学生的记叙文写作表现。中文教师和多数学生对该写作课程持有积极的态度，他们认为该课程对提升学生的写作自信、写作策略以及元认知有着积极的影响。本次设计本位研究阐明了在线写作课程改进的过程，同时也提供了一次设计本位研究课程发展的范例。