| dc.description.abstract | Writing is a crucial aspect of language area. However, elementary school students often face barriers to writing and a lack of ideas. If students frequently encounter these writing difficulties, it can reduce their writing interest and motivation, create negative attitudes, and lead to the development of inefficient writing habits.
Therefore, this study designed and implemented the ＂Habitual Writing＂ learning activity based on the ＂Interest-Driven Creator Theory,＂ providing students with a goal-setting and creative learning environment before writing. During the activity, teachers and students collaboratively set topics, including both teacher-assigned and student-chosen topics. Students autonomously select topics of interest to write about, incorporating elements of free writing, allowing them to write freely about whatever comes to mind. It provides students with opportunities for free creation and offers both teachers and students tools to view and store writing content. This study aims to cultivate students′ interest in and habits of writing through this activity.
The subjects of this study were third to fifth-grade elementary students, including 3 language teachers and 32 students, who participated in the activity for nearly a semester. Each classroom was equipped with reading materials to provide students with topic-related knowledge and had tablets and wireless internet to use technological aids. The study collected questionnaires and writing data before and after the activity, and conducted interviews with both teachers and students to understand the impact of the activity on students′ writing interest and habits, as well as their writing performance and perceptions of the activity. Additionally, the study gathered teachers′ views and suggestions on the activity.
Using writing interest questionnaires, activity perception questionnaires, and writing habit questionnaires, along with descriptive statistics and paired-sample t-tests for analysis, supplemented by semi-structured interviews, the study found that the ＂Habitual Writing＂ activity had a significantly positive impact on students′ writing interest. Both teachers and students believed that the activity helped enhance students′ writing interest, writing habits, and writing performance, and had a positive perception of the activity. | en_US |