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The purpose of the study was to investigate the effects of two different types of the relatively unfamiliar Gradual Release of Responsibility (GRR) writing instruction model on Korean middle school students' writing performances and their perceptions. The GRR model of instruction suggests that the cognitive load should shift slowly and purposefully from the teacher-as-model to joint responsibility and then to independent practice by the learner (Pearson & Gallagher, 1983). The Korean middle school students who participated in a one-month experiment were divided into two groups to examine the effects of two different types of GRR model: the computer-enhanced mode (CEM) and the regular mode (RM). The CEM group used a web blog to complete collaborative work. The RM group experienced all components of the GRR model in class. The data were collected through pre- and post-experiment tests and questionnaires. The analysis of the data revealed that the differences found in the pre- and post- average analytical scores were significant. The results suggested that by gradually taking on more responsibility, the participants from both groups gained increased competence in writing. Finally, the analysis also showed that the participants' attitudes became considerably more positive regarding writing in English. The responses pertaining to computer-supported writing were significantly more positive among the participants from the CEM group. |
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