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題名:運用合作評量與團體獎勵於線上寫作與合作評量系統對高中生英語寫作成效與態度之研究
作者:邱靖雅
作者(外文):Ching-ya Chiu
校院名稱:國立嘉義大學
系所名稱:國民教育研究所
指導教授:鐘樹椽
學位類別:博士
出版日期:2006
主題關鍵詞:線上合作互評團體獎勵英語寫作成效英語寫作態度互動行為on-line cooperative evaluationreward structureEnglish writing achievementEnglish writing attitudeinteractive behaviors
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寫作活動是幫助學生發掘如何使用語言文字來表達自己的感受或與他人溝通自己的想法。在台灣,學生英語寫作能力相當受重視,英語學科能力測驗中即有英文寫作測驗。但是學生的英語寫作能力並不理想。多數學生認為寫作很困難,他們不知要如何下筆或組織其想法。而批改寫作對英文老師也是很重的負擔。
因此,本研究旨於建立一套線上寫作合作互評寫作系統 (WE-COOL),提供學生進行同儕互評與小組合作評量,並加上團體獎勵策略,期以提昇高中學生英語寫作能力與對英語寫作的態度。本實驗以準實驗方式進行為期25週的線上寫作教學,藉由寫作實驗前後的寫作測驗、態度問卷、系統問卷、與互動行為觀察等資料收集方式評估教學成效。本研究發現:
1. 合作評量與團體獎勵對學生的英語寫作成效的提升有交互作用。
2. 合作評量與團體獎勵對學生的英語寫作態度有交互作用,學生的寫作信心有正面的提升,而寫作焦慮有顯著的減少,但對於寫作實用性的看法沒有改變。
3. 學生對本線上合作寫作與評量系統、合作學習及團體獎勵有正面的評價。
4. 團體獎勵的使用對一些互動行為有顯著的影響。
最後,此研究根據研究結果也提出若干的建議。
Writing can be viewed as a thinking process, a tool for language learners to explore ways of communicating their thoughts and feelings effectively through words. The process-oriented writing paradigm emphasizes the writing stages of planning, translating, and reviewing. Although English writing is highly emphasized in senior high schools in Taiwan, students do not generally demonstrate high degrees of writing proficiency in the College Entrance Exams, and view English writing as difficult and stressful. Therefore, assisting students to improve their level of the achievement in English writing has become an important issue for exploration. With the employment of cooperative evaluation and group rewards in a CALL learning environment (the WE-COOL system), this research set out to investigate whether high school students in Taiwan would improve their English writing performance and attitudes. By means of four instruments – writing tests, questionnaires of English writing attitude, questionnaires of responses to the writing system, and the observation of interactive behavior types – a 25-week quasi-experiment was conducted. The principal findings were as follows:
(1) There was an interaction effect of cooperative evaluation and group rewards on the improvement of students’ overall writing achievement.
(2) There was an interaction effect of cooperative evaluation and group rewards on students attitudes toward English writing. Writing confidence was increased and anxiety was reduced significantly. However, their perceptions of the usefulness of English writing remained unchanged.
(3) The students responded positively to the use of the system. Also, positive attitudes toward cooperative learning and the use of group rewards were also found.
(4) With group rewards, some interactive behavior types were found to be significantly different.
On the basis of these findings, several pedagogical implications are raised, along with suggestions for further related research.
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