研究資料首頁-> 期刊論文
研究資料明細
| 論文名稱 | Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses |
| 發表日期 | 2011-07-01 |
| 論文收錄分類 | SSCI |
| 所有作者 | 12. Lin, W. C. & Yang, S. C. |
| 作者順序 | 第一作者 |
| 通訊作者 | 否 |
| 刊物名稱 | English Teaching: Practice & Critique |
| 發表卷數 | 10 |
| 是否具有審稿制度 | 是 |
| 發表期數 | (2) |
| 期刊或學報出版地國別/地區 | NATTWN-中華民國 |
| 發表年份 | 2011 |
| 發表月份 | 12 |
| 發表形式 | 電子期刊 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
|
| 可公開文檔 |
|
| 可公開文檔 | |
| 附件 |
ETPC-Wiki English [2011v10n2] SSCI.pdf
|
[摘要] :
This study applied Wiki technology and peer review to an
English as a foreign language writing class. The objective was to investigate
whether this system, as a collaborative platform, would improve students’
writing skills. The study gauged students’ perceptions about integrating a Wiki
writing course and peer feedback. The participants were 32 sophomore
students in an English department at a college in Taiwan. The study used a
socio-cultural theoretical framework to explore students’ perceptions of the
effectiveness of Wiki-based writing projects and experiences of social
interaction in the process of writing, based on self-reported reflections about
the project, observations of student learning, interviews and surveys. Findings
revealed that most students explicitly stated that they felt positive about their
ability to apply Wiki and peer feedback to writing instruction. Meaningful
social interaction appears to play a significant role with regard to students’
perceived benefits of this collaborative writing process. Students nevertheless
encountered both functional and psychological obstacles to using the new
tools, indicating the need to alter their traditional learning practices to
embrace new, technology-enhanced learning systems.
