Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies

Beigang Luo; Yanmei Dai

doi:doi:10.11648/j.ijecs.20230802.14

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Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies

Beigang Luo, Yanmei Dai

Published in International Journal of Education, Culture and Society (Volume 8, Issue 2)

Received: 13 March 2023 Accepted: 6 April 2023 Published: 18 April 2023

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Abstract

Writing teaching is a notably important way to implement the core literacies of English discipline in China, which includes language ability, thinking quality, culture awareness and learning ability. Nevertheless, English learners, in general, have little interest in English writing class and show unsatisfactory English writing levels with teachers putting much attention to the accuracy of language at the cost of the development of thinking quality and cultural awareness. To advance students' core literacies and to address the problems of writing teaching, the researcher constructs a model of English writing teaching in junior high schools on basis of scaffolding instruction theory under core literacies. In this model, teachers set the goals of core literacy development in line with students' zone of proximal development and appropriately apply scaffolding to facilitate learners’ core literacies. Besides, the specific procedures of the model consist of five steps within three phases, that is, creating a context to stimulate learners’ interest in writing, providing scaffolding to boost their core literacies and organize collaborative learning to expand their learning resources in the pre-writing phase; withdrawing scaffolding properly so as to improve learners’ writing skills in the while-writing phase; launching evaluation to check the implementation of core literacies in the post-writing phase. In short, the study aims to provide teachers with effective strategies for writing teaching and help students achieve the goals of core literacies.

Published in	International Journal of Education, Culture and Society (Volume 8, Issue 2)
DOI	10.11648/j.ijecs.20230802.14
Page(s)	57-61
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Core Literacies, Scaffolding Instruction Theory, English Writing Teaching Mode, Junior High Schools, Zone of Proximal Development

References

[1]	Chinese Ministry of Education. English Curriculum Standards for Senior High Schools (2017 edition) [S]. People Education Press, 2018: 1.
[2]	Chinese Ministry of Education. Compulsory Education English Curriculum Standards (2022 edition) [S]. Beijing Normal University Publishing House, 2020: 3.
[3]	Li Kai. Exploring the Teaching Mode of High School English Writing Based on Scaffolding Theory [J]. Basic Foreign Language Education, 2017 (05): 48-54+110.
[4]	Luo Jiaxue. A Study on the Correlation Between High School Students’ Thinking Styles and English Writing Performance [D]. HuaibeiNormal University, 2022. DOI: 10.27699/d.cnki.ghbmt. 2022.000343.
[5]	Ye Qiujin. The Application of Reading for Writing in High School English Writing Teaching [J]. Xueyuan Education, 2022 (21): 89-91.
[6]	Wood, D., Brunner, J., Ross, G. The Role of Tutoring in Problem-solving [J]. Journal of Child Psychology and Psychiatry, 1976 (2): 89-100.
[7]	Applebee, A. N., Langer, J. A. Instructional Scaffolding Reading and Writing as Natural Language Activities [M]. Language Arts, 1983 (2): 68-75.
[8]	Hogan, K., Pressley, M. Scaffolding Student Learning: Instructional Approaches and Issues [M]. Cambridge, MA: Brookline Books, 1997.
[9]	Raymond, E. Cognitive Characteristics: Learners with Mild Disabilities [M]. Needham Heights: Allyn & Bacon Press, 2000.
[10]	Li Jianhong. The Connotation and Teaching Strategies of the Core Literacies of English [J]. Jiaoyu Yuekan (Middle School Version), 2016 (22): 3-7.
[11]	Ren Meiqin, Wu Chaoling. A Study of High School English Teaching Design Pointing to Subject Core Literacies [J]. Global Education, 2020 (07): 79-91.
[12]	Wu Weimin. The Use of Scaffolding Theory in Junior High School English Reading Teaching [J]. Foreign Language Teaching in Schools (Middle School Version), 2017 (08): 59-62.
[13]	Xu Yongjun, Wan Meng, Ding Lei. A Study of Teaching English Writing in High Schools in the Context of Core Literacies [J]. Jiaoyu Guancha, 2020 (09): 104-106.

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APA Style

Beigang Luo, Yanmei Dai. (2023). Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies. International Journal of Education, Culture and Society, 8(2), 57-61. https://doi.org/10.11648/j.ijecs.20230802.14

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ACS Style

Beigang Luo; Yanmei Dai. Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies. Int. J. Educ. Cult. Soc. 2023, 8(2), 57-61. doi: 10.11648/j.ijecs.20230802.14

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AMA Style

Beigang Luo, Yanmei Dai. Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies. Int J Educ Cult Soc. 2023;8(2):57-61. doi: 10.11648/j.ijecs.20230802.14

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@article{10.11648/j.ijecs.20230802.14,
  author = {Beigang Luo and Yanmei Dai},
  title = {Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies},
  journal = {International Journal of Education, Culture and Society},
  volume = {8},
  number = {2},
  pages = {57-61},
  doi = {10.11648/j.ijecs.20230802.14},
  url = {https://doi.org/10.11648/j.ijecs.20230802.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20230802.14},
  abstract = {Writing teaching is a notably important way to implement the core literacies of English discipline in China, which includes language ability, thinking quality, culture awareness and learning ability. Nevertheless, English learners, in general, have little interest in English writing class and show unsatisfactory English writing levels with teachers putting much attention to the accuracy of language at the cost of the development of thinking quality and cultural awareness. To advance students' core literacies and to address the problems of writing teaching, the researcher constructs a model of English writing teaching in junior high schools on basis of scaffolding instruction theory under core literacies. In this model, teachers set the goals of core literacy development in line with students' zone of proximal development and appropriately apply scaffolding to facilitate learners’ core literacies. Besides, the specific procedures of the model consist of five steps within three phases, that is, creating a context to stimulate learners’ interest in writing, providing scaffolding to boost their core literacies and organize collaborative learning to expand their learning resources in the pre-writing phase; withdrawing scaffolding properly so as to improve learners’ writing skills in the while-writing phase; launching evaluation to check the implementation of core literacies in the post-writing phase. In short, the study aims to provide teachers with effective strategies for writing teaching and help students achieve the goals of core literacies.},
 year = {2023}
}

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TY  - JOUR
T1  - Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies
AU  - Beigang Luo
AU  - Yanmei Dai
Y1  - 2023/04/18
PY  - 2023
N1  - https://doi.org/10.11648/j.ijecs.20230802.14
DO  - 10.11648/j.ijecs.20230802.14
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 57
EP  - 61
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20230802.14
AB  - Writing teaching is a notably important way to implement the core literacies of English discipline in China, which includes language ability, thinking quality, culture awareness and learning ability. Nevertheless, English learners, in general, have little interest in English writing class and show unsatisfactory English writing levels with teachers putting much attention to the accuracy of language at the cost of the development of thinking quality and cultural awareness. To advance students' core literacies and to address the problems of writing teaching, the researcher constructs a model of English writing teaching in junior high schools on basis of scaffolding instruction theory under core literacies. In this model, teachers set the goals of core literacy development in line with students' zone of proximal development and appropriately apply scaffolding to facilitate learners’ core literacies. Besides, the specific procedures of the model consist of five steps within three phases, that is, creating a context to stimulate learners’ interest in writing, providing scaffolding to boost their core literacies and organize collaborative learning to expand their learning resources in the pre-writing phase; withdrawing scaffolding properly so as to improve learners’ writing skills in the while-writing phase; launching evaluation to check the implementation of core literacies in the post-writing phase. In short, the study aims to provide teachers with effective strategies for writing teaching and help students achieve the goals of core literacies.
VL  - 8
IS  - 2
ER  -

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Author Information

Beigang Luo

School of Foreign Languages, Shihezi University, Shihezi, China
Yanmei Dai

School of Foreign Languages, Shihezi University, Shihezi, China

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Plain Text BibTeX RIS

APA Style

Beigang Luo, Yanmei Dai. (2023). Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies. International Journal of Education, Culture and Society, 8(2), 57-61. https://doi.org/10.11648/j.ijecs.20230802.14

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ACS Style

Beigang Luo; Yanmei Dai. Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies. Int. J. Educ. Cult. Soc. 2023, 8(2), 57-61. doi: 10.11648/j.ijecs.20230802.14

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AMA Style

Beigang Luo, Yanmei Dai. Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies. Int J Educ Cult Soc. 2023;8(2):57-61. doi: 10.11648/j.ijecs.20230802.14

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@article{10.11648/j.ijecs.20230802.14,
  author = {Beigang Luo and Yanmei Dai},
  title = {Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies},
  journal = {International Journal of Education, Culture and Society},
  volume = {8},
  number = {2},
  pages = {57-61},
  doi = {10.11648/j.ijecs.20230802.14},
  url = {https://doi.org/10.11648/j.ijecs.20230802.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20230802.14},
  abstract = {Writing teaching is a notably important way to implement the core literacies of English discipline in China, which includes language ability, thinking quality, culture awareness and learning ability. Nevertheless, English learners, in general, have little interest in English writing class and show unsatisfactory English writing levels with teachers putting much attention to the accuracy of language at the cost of the development of thinking quality and cultural awareness. To advance students' core literacies and to address the problems of writing teaching, the researcher constructs a model of English writing teaching in junior high schools on basis of scaffolding instruction theory under core literacies. In this model, teachers set the goals of core literacy development in line with students' zone of proximal development and appropriately apply scaffolding to facilitate learners’ core literacies. Besides, the specific procedures of the model consist of five steps within three phases, that is, creating a context to stimulate learners’ interest in writing, providing scaffolding to boost their core literacies and organize collaborative learning to expand their learning resources in the pre-writing phase; withdrawing scaffolding properly so as to improve learners’ writing skills in the while-writing phase; launching evaluation to check the implementation of core literacies in the post-writing phase. In short, the study aims to provide teachers with effective strategies for writing teaching and help students achieve the goals of core literacies.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Construction of Junior High School English Writing Teaching Mode Based on Scaffolding Instruction Theory from the Perspective of Core Literacies
AU  - Beigang Luo
AU  - Yanmei Dai
Y1  - 2023/04/18
PY  - 2023
N1  - https://doi.org/10.11648/j.ijecs.20230802.14
DO  - 10.11648/j.ijecs.20230802.14
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 57
EP  - 61
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20230802.14
AB  - Writing teaching is a notably important way to implement the core literacies of English discipline in China, which includes language ability, thinking quality, culture awareness and learning ability. Nevertheless, English learners, in general, have little interest in English writing class and show unsatisfactory English writing levels with teachers putting much attention to the accuracy of language at the cost of the development of thinking quality and cultural awareness. To advance students' core literacies and to address the problems of writing teaching, the researcher constructs a model of English writing teaching in junior high schools on basis of scaffolding instruction theory under core literacies. In this model, teachers set the goals of core literacy development in line with students' zone of proximal development and appropriately apply scaffolding to facilitate learners’ core literacies. Besides, the specific procedures of the model consist of five steps within three phases, that is, creating a context to stimulate learners’ interest in writing, providing scaffolding to boost their core literacies and organize collaborative learning to expand their learning resources in the pre-writing phase; withdrawing scaffolding properly so as to improve learners’ writing skills in the while-writing phase; launching evaluation to check the implementation of core literacies in the post-writing phase. In short, the study aims to provide teachers with effective strategies for writing teaching and help students achieve the goals of core literacies.
VL  - 8
IS  - 2
ER  -

Copy | Download