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研究資料明細
| 論文名稱 | Exploring college students’ experiences of integrating Google.doc writing platform and peer e-tutors into an English writing course. |
| 研討會開始日期 | 2011-10-15 |
| 研討會結束日期 | 2011-10-19 |
| 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 | The 8th Cross-strait Cross-strait Foreign Language Teaching and Learning 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 | NATCHN-大陸地區 |
| 研討會舉行之城市 | 北京 |
| 發表年份 | 2011 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 | |
| 可公開文檔 |
[摘要] :
本研究主旨在于探究大学生融合谷歌在线写作系统与同侪家教于英语写作课程的经验与观点。研究以一年为期，应用在线合作学习的机制来发展学生英语写作技巧与动机。参与学生来自于台湾南部一所大学非英文系大一学生共44人，以及11位担任在线同侪家教的大四英文系学生。本研究配合研究者所任教之「大一英文」课程，以每学期四阶段在线写作练习为主要流程。资料搜集包含质性问卷、访谈、研究者与学生之反思日志、在线写作文件以及课室观察。数据分析焦点置于探究学生对于融合谷歌在线写作系统与同侪家教于英语写作课程的知觉经验。从第一学期研究发现显示，大部分学生对于此在线合作学习的机制感到满意，尤其对于与英文系同侪家教间的意义化互动特别感到满意与期待。英文系家教与学生普遍均认为此在线同侪合作学习的机制增进了彼此英文写作技巧，同时期待未来能持续相同的在线练习。然而，学生在工具使用上也遭遇到挑战，例如谷歌写作系统屏幕经常出现的画面停滞或偶尔数据漏失等，让学生与家教感到挫折。本研究结果将能提供职场英语教师，以及未来研究的参考。
[英文摘要] :
This study aims to explore college students’ experiences and perceptions of integrating Google.doc writing platform and peer e-tutors into an English writing course. This one-year socio-cultural study employed online collaborative learning mechanism with am attempt to develop students’ English writing skills and motivation. Participants were a class of forty-four 1st year non-English majors from a college in southern Taiwan whilst eleven fourth-year English majors were also invited to assist with online peer e-tutoring. As an integral part of the ‘Freshman English’ school course taught by the researcher, a four-stage of writing investigation were conducted in each semester over one school year. Data were collected using qualitative survey questionnaires, interviews, teacher and students’ reflection logs, documents as well as class observation. Analysis focused on how students’ perceived benefits or challenges of the integration of Google.doc and peer e-tutors into the English writing course. Preliminary findings from the first semester revealed that most students demonstrated positive attitudes towards using this online writing system and were satisfied with the meaningful interactions with peer e-tutors. Both tutors and tutees reported that this on-line tutoring activity has enhanced their English writing skills, and were ready to engage in similar future practice. However, challenges emerged through using Google.doc writing platform including the periodical missing data from the screen and accidental lag occurred during the course of writing online. Drawing from the study, several conclusions are set out which highlight some implications for EFL teachers, and future research directions are suggested.
