Team Writing Using Colour: An Intervention to Academic Writing
Abstract
Academic writing is considered as a dificult task for many writers. Even instructors who teach the course may or may not be comfortable writing an academic paper voluntarily. Among some of the challenges are teaching and non-teaching responsibilities. In addition to that some may not have the confidence due to lack of experience. Measures must be taken to encourage academicians to write academic papers amidst the challenges. This study investigated the perception of lecturers on the implementation of the intervention program. 31 academicians from a public institution participated in this intervention. After going through the intervention, the participants responded to a questionnaire to report on their perception of the intervention. The questionnaire has 5 sections and they are intervention of colour coded team writing, cognitive load, task modelling, supportive and directive scaffolding. Findings revealed positive high correlation for the intervention of colour coded team writing with the use of task modelling, supportive and directive modelling. The result of this study bear interesting implications for academicians to see academic paper writing as do-able and manageable.
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References
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