查詢結果分析
相關文獻
- 應用wiki網路寫作系統發展大專英文寫作技巧之研究
- The Tentative Action Research of Effectiveness on Error Correction in English Classes: Using TPCU Students as Example
- 同儕互評的策略及意義:一個道德科教學的行動研究
- 運用「增強策略」於大一學生線上英文寫作課程學習效果之研究
- 英文寫作磨課師之課程設計、評量與學習成效:以文獻引用教學為例
- 以STS教育理念改進國民小學團體活動自然科學教學之研究
- 制度變革中教育實踐的空間:一個行動研究的實例與概念
- 行動研究與學校教育革新
- 強化社區組織功能之參與式行動研究
- 在國民小學實施STS教育之合作行動研究
頁籤選單縮合
題 名 | 應用wiki網路寫作系統發展大專英文寫作技巧之研究=Using Wiki Online Writing System to Develop English Writing Skills among College Students in Taiwan |
---|---|
作 者 | 林文川; 楊淑晴; | 書刊名 | 課程與教學 |
卷 期 | 14:2 2011.04[民100.04] |
頁 次 | 頁75-102 |
專 輯 | 數位科技的課程與教學 |
分類號 | 525.380517 |
關鍵詞 | 同儕互評; 行動研究; 英文寫作; Wiki; Peer-assessment; Action research; English writing; |
語 文 | 中文(Chinese) |
中文摘要 | 本行動研究以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。本行動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 action research investigates the efficacy of using the online writing platform and peer-assessments to develop English writing skills and motivation among 32 second- 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 the school course 'Reading and Writing', one group pretest-posttest design was employed and a two-stage cycle of investigation was conducted in one class over one school semester. Data was collected using the Composition Grading Feedback Sheet, surveys, interview, document as well as observation. Findings revealed that even though significant improvements of students' general English writing performances were not found, most of them demonstrated positive 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 themselves in similar future practice. Drawing from the study, several conclusions are set out to highlight some implications for EFL teachers, and future research directions are suggested. |
本系統中英文摘要資訊取自各篇刊載內容。