Teaching paragraph writing skills for 3rd-grade students by the modeling writing of “Think aloud” technique
Main Article Content
Abstract
The technique of “Think aloud” has been mentioned by many studies around the world in teaching reading, writing, speaking, and listening to students. In Vietnam, the orientation of teaching writing for students in the general education program in Literature also clearly states "the purpose of teaching writing is to train thinking and writing". This orientation represents a difference in previous approaches to teaching writing. It requires each teacher to know about types of written texts, writing skills, and innovative writing teaching methods and approaches. This study was conducted to specify the steps to model writing skills and organize paragraph writing teaching with the think-aloud technique for 3rd-grade students to help students know how to write paragraphs and train their thinking during the writing process.
Keywords
Đoạn văn, kỹ năng, làm mẫu, nói to suy nghĩ
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Alhaisoni, E. (2012). A think-aloud protocols investigation of Saudi English major students' writing revision strategies in L1 (Arabic) and L2 (English). English Language Teaching, 5(9), 144-154. DOI: 10.5539/elt.v5n9p144.
Agustiara, A. (2017). Using think-aloud protocols to improve students ‘narrative writing at EFL classroom. Proceeding The first International Conference of Education Iconlee 2016, 267-271. Truy cập từ https://repository.ummetro.ac.id/files/artikel/fd080cba7955cb51a5ce28378e9c5438.pdf#page=85.
Alzu'bi, M. (2019). The impact of think-aloud on EFL students' reading comprehension. Truy cập từ https://www.researchgate.net/profile/Mohammad-Alzubi-6/publication/337890517_The_Impact_of_Think-Aloud_on_EFL_Students'_Reading_Comprehension/links/5df0df4e4585159aa474460b/The-Impact-of-Think-Aloud-on-EFL-Students-Reading-Comprehension.pdf.
Block, C. C., & Israel, S. E. (2004). The ABCs of performing highly effective think‐alouds. The Reading Teacher, 58(2), 154-167.
Bộ Giáo dục và Đào tạo. (2018). Chương trình giáo dục phổ thông môn Ngữ văn. Ban hành kèm Thông tư 32/TT-BDGĐT, ngày 26/12/2018.
Chin, A. S. W., & Ghani, K. A. (2021). The Use of think-aloud in assisting reading comprehension among primary school students. Journal of Cognitive Sciences and Human Development, 7(1), 11-32. https://doi.org/10.33736/jcshd.2456.2021.
Davey, B. (1983). Think-aloud - Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.
Folse, K. S. (2016). Grammar in student books vs. grammar that students need: Which grammar to include, which grammar to omit. In Teaching English grammar to speakers of other languages (pp. 63-83). Routledge.
Graham, S., & Harris, K. R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352. doi.org/10.1037/0022-0663.84.3.340.
Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
Nguyễn, H. Y., & Nguyễn T. N. Y. (2022). Dạy viết văn nghị luận bằng phương pháp làm mẫu. Tạp chí Khoa học và Công nghệ. Trường Đại học Cần Thơ, 109-113, ngày 22/3/2022.
Nguyễn, P. T. (2019). Kiểm tra kỹ năng viết câu qua phân tích đoạn văn. Hội thảo Nghiên cứu và giảng dạy ngoại ngữ, ngôn ngữ và quốc tế học tại Việt Nam. Hà Nội: NXB Đại học Quốc gia Hà Nội. tr. 532-540. Truy cập từ https://repository.vnu.edu.vn/handle/VNU_123/67170?mode=full.
Mofid, M. (2019). The use of think aloud strategy to improve students’ reading skill: Study at 8th grade SMP PGRI Bengkulu in academic year 2018/2019. Bengkulu University, Indonesia. Truy cập từ http://repository.iainbengkulu.ac.id/3775/1/MIFTAKHUL%20MOFID.pdf.
Meier, B., & Nguyễn, V. C. (2016). Lí luận dạy học hiện đại: Cơ sở đổi mới mục tiêu, nội dung và phương pháp dạy học. Hà Nội: NXB Đại học Sư phạm.
Phạm, T. T. H. (2018). Đọc hiểu và chiến thuật đọc hiểu văn bản trong nhà trường phổ thông. NXB Đại học Sư phạm.
Phan, T. N. (2005). Dạy học và phương pháp dạy học trong nhà trường. Hà Nội. NXB Đại học Sư phạm.
Rosenthal, T. L., & Zimmerman, B. J. (1978). Social learning and cognition. New York: Academic Press.
Schunk, D. H., & Rice, J. M. (1987). Enhancing comprehension skill and self-efficacy with strategy value information. Journal of Reading Behavior, 19, 285-302.
https://doi.org/10.1080/108629687095476.
Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125–151). Mahwah, NJ: Erlbaum.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing quarterly, 23(1), 7-25. https://doi.org/10.1080/10573560600837578.
Sonmez, Y., & Sulak, S. E. (2018). The effect of thinking-aloud strategy on the reading comprehension skills of 4th grade primary school students. Universal Journal of Educational Research, 6(1), 168-172. file:///C:/Users/ACER/Downloads/The_Effect_of_The_Think_Aloud_Strategy_on_Studen ts.pdf DOI: 10.13189/ujer.2018.060116.
Sudiati, S., Hanapi, H., & Bugis, R. (2018). The effectiveness of think aloud strategy in students’ reading achievement. Jurnal Retemena, 5(1), 44-56.
Tien, N, H. (2021). Think aloud strategy in overcoming difficulties of English reading comprehension. Conference on: Innovation in Language Teaching to Improve Tien Giang University Students’English Language Abilities. Truy cập từ https://www.researchgate.net/publication/338924602.
Trapsilo, P. (2017). A think-aloud protocols as a cognintive strategy to increase studnents’ writing narrative skill at EFL classroom. Premise: Journal of English Education and Applied Linguistics, 5(2), 81-90. Truy cập từ https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/817/634.
Wade, S. E. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43(7), 442-451.
Agustiara, A. (2017). Using think-aloud protocols to improve students ‘narrative writing at EFL classroom. Proceeding The first International Conference of Education Iconlee 2016, 267-271. Truy cập từ https://repository.ummetro.ac.id/files/artikel/fd080cba7955cb51a5ce28378e9c5438.pdf#page=85.
Alzu'bi, M. (2019). The impact of think-aloud on EFL students' reading comprehension. Truy cập từ https://www.researchgate.net/profile/Mohammad-Alzubi-6/publication/337890517_The_Impact_of_Think-Aloud_on_EFL_Students'_Reading_Comprehension/links/5df0df4e4585159aa474460b/The-Impact-of-Think-Aloud-on-EFL-Students-Reading-Comprehension.pdf.
Block, C. C., & Israel, S. E. (2004). The ABCs of performing highly effective think‐alouds. The Reading Teacher, 58(2), 154-167.
Bộ Giáo dục và Đào tạo. (2018). Chương trình giáo dục phổ thông môn Ngữ văn. Ban hành kèm Thông tư 32/TT-BDGĐT, ngày 26/12/2018.
Chin, A. S. W., & Ghani, K. A. (2021). The Use of think-aloud in assisting reading comprehension among primary school students. Journal of Cognitive Sciences and Human Development, 7(1), 11-32. https://doi.org/10.33736/jcshd.2456.2021.
Davey, B. (1983). Think-aloud - Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.
Folse, K. S. (2016). Grammar in student books vs. grammar that students need: Which grammar to include, which grammar to omit. In Teaching English grammar to speakers of other languages (pp. 63-83). Routledge.
Graham, S., & Harris, K. R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352. doi.org/10.1037/0022-0663.84.3.340.
Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
Nguyễn, H. Y., & Nguyễn T. N. Y. (2022). Dạy viết văn nghị luận bằng phương pháp làm mẫu. Tạp chí Khoa học và Công nghệ. Trường Đại học Cần Thơ, 109-113, ngày 22/3/2022.
Nguyễn, P. T. (2019). Kiểm tra kỹ năng viết câu qua phân tích đoạn văn. Hội thảo Nghiên cứu và giảng dạy ngoại ngữ, ngôn ngữ và quốc tế học tại Việt Nam. Hà Nội: NXB Đại học Quốc gia Hà Nội. tr. 532-540. Truy cập từ https://repository.vnu.edu.vn/handle/VNU_123/67170?mode=full.
Mofid, M. (2019). The use of think aloud strategy to improve students’ reading skill: Study at 8th grade SMP PGRI Bengkulu in academic year 2018/2019. Bengkulu University, Indonesia. Truy cập từ http://repository.iainbengkulu.ac.id/3775/1/MIFTAKHUL%20MOFID.pdf.
Meier, B., & Nguyễn, V. C. (2016). Lí luận dạy học hiện đại: Cơ sở đổi mới mục tiêu, nội dung và phương pháp dạy học. Hà Nội: NXB Đại học Sư phạm.
Phạm, T. T. H. (2018). Đọc hiểu và chiến thuật đọc hiểu văn bản trong nhà trường phổ thông. NXB Đại học Sư phạm.
Phan, T. N. (2005). Dạy học và phương pháp dạy học trong nhà trường. Hà Nội. NXB Đại học Sư phạm.
Rosenthal, T. L., & Zimmerman, B. J. (1978). Social learning and cognition. New York: Academic Press.
Schunk, D. H., & Rice, J. M. (1987). Enhancing comprehension skill and self-efficacy with strategy value information. Journal of Reading Behavior, 19, 285-302.
https://doi.org/10.1080/108629687095476.
Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125–151). Mahwah, NJ: Erlbaum.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing quarterly, 23(1), 7-25. https://doi.org/10.1080/10573560600837578.
Sonmez, Y., & Sulak, S. E. (2018). The effect of thinking-aloud strategy on the reading comprehension skills of 4th grade primary school students. Universal Journal of Educational Research, 6(1), 168-172. file:///C:/Users/ACER/Downloads/The_Effect_of_The_Think_Aloud_Strategy_on_Studen ts.pdf DOI: 10.13189/ujer.2018.060116.
Sudiati, S., Hanapi, H., & Bugis, R. (2018). The effectiveness of think aloud strategy in students’ reading achievement. Jurnal Retemena, 5(1), 44-56.
Tien, N, H. (2021). Think aloud strategy in overcoming difficulties of English reading comprehension. Conference on: Innovation in Language Teaching to Improve Tien Giang University Students’English Language Abilities. Truy cập từ https://www.researchgate.net/publication/338924602.
Trapsilo, P. (2017). A think-aloud protocols as a cognintive strategy to increase studnents’ writing narrative skill at EFL classroom. Premise: Journal of English Education and Applied Linguistics, 5(2), 81-90. Truy cập từ https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/817/634.
Wade, S. E. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43(7), 442-451.
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