How Reading-Writing Model to Facilitate Writing Idea and Affect Writing Attitude at Prewriting

Abstract

Learning technologies viewed as learning tools, such as smart phone s or netbook s, are increasingly applied to support classroom language learning for teachers and students to conduct a more effective and appealing activity. Recent studies indicated that writing anxiety is a widespread phenomenon in classrooms, especially in Taiwan, and the attitude towards writing critically affects the mo tivation and performance in a writing task. How to make students engage in their writing and how to encourage students to write more without fear are issues to be concerned. In this study, a computer -supported reading -writing learning system was implemente d to support the proposed “2Rs” learning framework —freewriting conjoined with theme -based reading — in a one -to-one digital classroom. This study also conducted an empirical evaluation and the results showed that “2Rs” learning could significantly improved participants’ attitudes to the interest in composition, the confidence in writing competency and idea generation, and the sense of writing ownership. Such results suggest that “2Rs” learning in one -to-one environment may be a potential avenue for motivatin g students to read more, think more and write more in the language arts learning activity.