2 Theoretical Foundations
Important theories supporting teacher collective feedback based on mind maps in students’ continuation writing including interactive alignment theory and cognitive learning theory will be introduced in this chapter. The interactive alignment theory clarifies the mechanism behind the continuation writing. At the same time, cognitive learning theory from a theoretical perspective illustrates the effectiveness of teacher collective feedback based on mind maps in senior high school students’ continuation writing. In other words, the author will state how interactive alignment theory and cognitive learning theory are applied to this study.
2.2.1 Interactive Alignment Theory
Collaboration plays an important role in language learning, which closely combines language understanding with language production. Human communication is basically a cooperative activity, that is to say, human communication has the characteristics of cooperation. Dialogue is a human social interaction activity, and interaction requires cooperation which is a mutual process. From the perspective of psycholinguistics, Pickering and Garrod (2004) believe that alignment arises from interaction and keeps interpersonal dialogue smooth. From the perspective of social cognition, Atkinson et al. (2007) point out that alignment makes a contribution to second language acquisition, and alignment occurs not only in interpersonal communication but also between people and their surroundings.
Chapter Ⅲ : Research Methodology .......................... 27
3.1 Research Questions ........................... 27
3.2 Research Participants .............................. 28
3.3 Research Instruments ........................ 28
Chapter Ⅳ: Results and Discussion ...................... 50
4.1 Effects of Teacher Collective Feedback Based on Mind Maps on Students’ Overall Continuation Writing Achievement ......................... 50
4.1.1 Results of Effects on Overall Writing Achievement .................. 50
4.1.2 Discussion of Effects on Overall Writing Achievement ............ 53
Chapter Ⅴ: Conclusion ........................ 73
5.1 Major Findings ........................... 73
5.2 Implications ................................ 75
Chapter IV: Results and Discussion
4.1 Effects of Teacher Collective Feedback Based on Mind Maps on Students’ Overall Continuation Writing Achievement
The first research question was designed to explore the effects of teacher collective feedback based on mind maps on senior high school students’ overall English continuation writing achievement.
4.1.1 Results of Effects on Overall Writing Achievement
In order to answer the first question, the author organized students in EC and CC to take a pre-test before the experiment. Then, two experienced teachers scored students’ continuation writings of two classes according to the new scoring standard of the college entrance examination (see Appendix V), and the average scores of the two teachers would be taken as the final writing scores. After that, the author converted students’ continuation writings into electronic documents. Finally, SPSS 27.0 was used to conduct an independen
