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研究資料明細
| 論文名稱 | Bridging English learning and cultural knowledge: Exploring classroom discourse in an indigenous classroom in Taiwan. |
| 研討會開始日期 | 2011-09-01 |
| 研討會結束日期 | 2011-09-05 |
| 所有作者 | Lin, W. C. |
| 作者順序 | 第一作者 |
| 通訊作者 | 否 |
| 研討會名稱 | 2011 International Society for Cultural Research and Activity Theory (ISCAR) Conference |
| 是否具有對外公開徵稿及審稿制度 | 否 |
| 研討會舉行之國家 | NATITA-義大利共和國 |
| 研討會舉行之城市 | Rome |
| 發表年份 | 2011 |
| 所屬計劃案 | National Science Council, NSC 100-2914-I-160-006-A1] |
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| 可公開文檔 | |
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[摘要] :
本研究以wiki網路寫作系統為平台，透過同儕互評活動探究大專生英文寫作技巧與動機之改變。研究對象為南部某技專校院大學部英文系二年級由研究者任教「閱讀與寫作」的一班學生32人，進行一學期單組前後測、兩階段循環之教學行動研究。研究資料蒐集包含寫作評分表、課程回饋問卷、教師反省日誌、學生在wiki平台寫作資料，以及課堂之教室觀察。研究結果顯示，雖然學生整體寫作能力無顯著提昇，但對於wiki線上寫作與同儕互評，呈現從初期保留逐漸轉為正向態度，多數學生並認為線上同儕互評活動能提昇個人寫作能力，表示未來願意繼續使用wiki系統從事英語寫作。本研究結果除能提昇教師個人專業發展，亦能以建構的「wiki線上寫作系統」實踐知識，作為後續研究的方向。
[英文摘要] :
This research investigated the efficacy of using wiki online writing platform and peer-assessments to develop English writing skills and motivation among thirty-two 2nd year college students in southern Taiwan. The wikis were used as a collaborative writing tool to mediate and enhance writing skills. As an integral part of ‘Reading and Writing’ school course, one group pretest-posttest design was employed and a two-stage cycle of investigation were conducted in one class over one school semester. Data was collected using Composition Grading Feedback Sheet, surveys, interview, document as well as observation. Findings revealed that even though general English writing performances were not found to have significant improvements among students, most of them demonstrated positive changing attitudes towards using the wikis for peer-assessments. They agreed that this on-line activity could enhance English writing skills, and were ready to engage in similar future practice. Drawing from the study, several conclusions are set out which highlight some implications for EFL teachers, and future research directions are suggested.
