Socio-cognitive approach to teaching writing for primary school students: theoretical conceptions and pedagogical applications

DOI: 10.5176/2251-3566_L318.301

Authors: Chiew Hong Ng and Yin Ling Cheung

Abstract: In this paper, we describe the theoretical basis of the socio-cognitive approach to writing, examine key studies pertaining to socio-cognitive approach to review benefits, as well as reveal the paucity of research on this approach to writing for primary school students. We discuss pedagogical implications of the approach

Keywords: socio-cognitive approach; writing; primary school students