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Writing intervention in university students with normal hearing and in those with hearing impairment : Can observational learning improve argumentative text writing?

van de Weijer, Joost LU ; ÅKERLUND, VIKTORIA LU ; Johansson, Victoria LU and Sahlén, Birgitta LU (2017) In Logopedics Phoniatrics Vocology
Abstract
Observational learning has shown to be a successful intervention for writing. Up until now, however, studies have only been performed with normal-hearing participants, usually highschool or university students. Additionally, there have been conflicting results in whether subjective text quality correlates with one or more objectively measured text characteristics. In this study, we measured the effect of observational learning in a group of four university students with hearing impairment, and compared the results with those of a group of ten students with normal hearing who did the same intervention, and those of a control group consisting of ten students with normal hearing who did not do the intervention. Subjective text quality ratings... (More)
Observational learning has shown to be a successful intervention for writing. Up until now, however, studies have only been performed with normal-hearing participants, usually highschool or university students. Additionally, there have been conflicting results in whether subjective text quality correlates with one or more objectively measured text characteristics. In this study, we measured the effect of observational learning in a group of four university students with hearing impairment, and compared the results with those of a group of ten students with normal hearing who did the same intervention, and those of a control group consisting of ten students with normal hearing who did not do the intervention. Subjective text quality ratings and nine objectively measured text characteristics were collected for three argumentative texts written by each of the participants. In between writing these three texts, the participants in the experimental groups watched a video of a model writer who read out loud and corrected a similar kind of text. The statistical analysis showed significant correlations between the subjective ratings and four out of the nine objective measures, but no significant intervention effect. These findings suggest that observation-learning intervention is most effective when the model writer is a peer learner, and when the intervention is stretched out over time. Additionally, the method may be better suited for learners younger than the ones who were included in the present study. (Less)
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organization
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type
Contribution to journal
publication status
in press
subject
keywords
observational learning, argumentative text, writing intervention, keystroke logging
in
Logopedics Phoniatrics Vocology
publisher
Taylor & Francis
ISSN
1401-5439
language
English
LU publication?
yes
id
f6e52e0e-07cd-41bd-8756-cba4c88b2310
date added to LUP
2017-12-21 08:45:49
date last changed
2017-12-21 16:51:16
@article{f6e52e0e-07cd-41bd-8756-cba4c88b2310,
  abstract     = {Observational learning has shown to be a successful intervention for writing. Up until now, however, studies have only been performed with normal-hearing participants, usually highschool or university students. Additionally, there have been conflicting results in whether subjective text quality correlates with one or more objectively measured text characteristics. In this study, we measured the effect of observational learning in a group of four university students with hearing impairment, and compared the results with those of a group of ten students with normal hearing who did the same intervention, and those of a control group consisting of ten students with normal hearing who did not do the intervention. Subjective text quality ratings and nine objectively measured text characteristics were collected for three argumentative texts written by each of the participants. In between writing these three texts, the participants in the experimental groups watched a video of a model writer who read out loud and corrected a similar kind of text. The statistical analysis showed significant correlations between the subjective ratings and four out of the nine objective measures, but no significant intervention effect. These findings suggest that observation-learning intervention is most effective when the model writer is a peer learner, and when the intervention is stretched out over time. Additionally, the method may be better suited for learners younger than the ones who were included in the present study.},
  author       = {van de Weijer, Joost and ÅKERLUND, VIKTORIA and Johansson, Victoria and Sahlén, Birgitta},
  issn         = {1401-5439},
  keyword      = {observational learning,argumentative text,writing intervention,keystroke logging},
  language     = {eng},
  publisher    = {Taylor & Francis},
  series       = {Logopedics Phoniatrics Vocology},
  title        = {Writing intervention in university students with normal hearing and in those with hearing impairment : Can observational learning improve argumentative text writing?},
  year         = {2017},
}