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題名:檔案式評量對技專院校學生英文寫作表現及態度之效益研究
作者:藍美華 引用關係
作者(外文):Mei-Hua Lan
校院名稱:國立高雄師範大學
系所名稱:英語學系
指導教授:張玉玲教授
學位類別:博士
出版日期:2008
主題關鍵詞:英文寫作檔案評量檔案評量英文寫作檔案英文寫作表現英文寫作態度看圖寫作自我評量同儕互評English writing portfolio assessmentsPortfolio assessmentsEnglish writing portfoliosEnglish writing performancesEnglish writing attitudesPicture-guided writingSelf-assesmmetPeer-assessment
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論文摘要:
本研究旨在探討英文寫作檔案對南台灣兩所技專院校學生英文寫作態度及英文寫作表現之效益。就英文寫作態度而言,本研究針對英文寫作動機、情感、價值、信念及堅持度進行分析研究。就英文寫作表現而言,本研究分析、比較五專學生英文寫作成就表現,學生於四個英文寫作主題上之整體、分項的英文寫作表現等。本研究以高雄及屏東兩所技專院校一百二十位應用外語科三、四年級學生為研究對象。兩所技專院校的學生隨機分為實驗組及對照組,兩所學校各有一實驗及對照組。來自兩校的兩組學生皆為同一主修,且根據全民英檢測驗結果顯示,兩組之語言程度亦相似。此外,兩校皆為位於南台灣之醫護管理學校,因而有許多相似之處。在資料收集及分析方面,研究者針對受試學生的英文寫作態度前、後測問卷及實驗組對英文寫作檔案之看法的前、後測問卷進行質化及量化分析。在英文寫作表現方面,實驗者針對英文寫作成就前、後測成績、整體及分項之英文寫作表現 (如:寫作內容、組織、文法與表達,以及標點符號等),分別作量化及質化的比較及分析。因評分信度之考量,兩位評分者參與此實驗之英文寫作評分。本實驗運用Spearman等級相關分析 ,以確保評分者間之評分信度。
本研究的主要發現摘述如下:
一、 在英文寫作檔案課程後,實驗組及對照組間在英文寫作態度上無顯著差異。英文寫作檔案對於實驗組及對照組之英文寫作態度影響有限。
二、 在英文寫作檔案課程後,實驗組及對照組間在英文寫作成就表現上有顯著差異。實驗組在英文寫作成就後測上,有顯著的進步。
三、 在英文寫作檔案課程後,實驗組及對照組在四個寫作主題之整體及分項之英文寫作表現上有顯著差異。英文寫作檔案評量課程有效地改善實驗組之整體英文寫作表現,實驗組在英文寫作內容、組織、文法、及格式標點符號上的分項寫作表現也有顯著進步。
四、 實驗組學生對英文寫作檔案課程有正向之回應。實驗組學生認為英文寫作檔案課程使他們更喜歡英文。英文寫作檔案課程亦能增進學生的英文學習及英文寫作能力,能使學生有成就感。實驗組學生認為英文寫作檔案活動中的自我評量、同儕互評及老師評量皆有益於了解學生英文寫作優缺點,改進英文寫作點子及寫作錯誤,以及發展批判性思考的能力。
五、 實驗組學生對看圖寫作也有正向之回應。實驗組學生認為看圖寫作有益於刺激學生想法、豐富學生英文寫作內容,以及增進英文能力及英文寫作技巧。
根據上述研究發現,本研究提供幾項英文寫作教學及評量上的建議。首先,台灣的英文寫作教學應融入有意義,且能夠鼓勵學生學習英文寫作的教學活動。此外,英語為外語的學習者英文能力有限,英文寫作教學有必要提供足夠的引導及教學上的支援。台灣的英文寫作教學亦須教導學生英文寫作技巧,強調不同語言於寫作組織及寫作慣用格式上的差異,並協助學生了解自己英文寫作上的優缺點,以利改善英文寫作。
ABSTRACT
The purpose of this study is to investigate the effects of English writing portfolio assessments on English writing attitudes and performances of EFL students at technical colleges in southern Taiwan. On one hand, the subjects’ English writing attitudes were addressed in terms of English writing motivation, affections, values, beliefs, and blocking. On the other hand, the subjects’ English writing performances were examined and compared from the perspectives of English writing achievements, holistic and analytical English writing performances on four writing topics.
The research selected 120 subjects from two technical colleges in Kaohsiung and in Ping-tung. Each college had one experimental group (EG) and one control group (CG) that were assigned randomly. The two groups of subjects from both schools were chosen because they had the same majors, and compatible language proficiency as measured by a GEPT before the study. In addition, both schools are medical junior colleges located in southern Taiwan, and they share a lot of similarities.
In data collection, the EG and the CG subjects’ responses to the questionnaire on the attitudes toward English writing, and the questionnaire on the EG subjects’ responses to the English writing portfolio project were analyzed and compared quantitatively and qualitatively. For English writing performances, the scores of pretests and posttests, the holistic and analytical English writing performances in terms of English writing contents, organizations, grammar, mechanics as well as English writing productions were compared quantitatively and qualitatively. Two raters graded the EG and the CG subjects English writings for the concerns of reliability. To ensure the inter-reliability of the English writing assessment in this study, Spearman’s correlation coefficient was also employed.
Based on the data analyses, the findings of the study are summarized as follows:
1. There is no significance in attitudes toward English writing between the EG and the CG subjects after the study. The English writing portfolio assessment had limited effects on the EG and the CG subjects’ attitudes toward English writing.
2. There is a significant difference between the EG and the CG subjects in their English writing achievements after the English writing portfolio assessments. Specifically, the EG subjects made significant progresses in the posttests for English writing achievements.
3. There are significant differences between the EG and the CG subjects in their holistic and analytical English writing performances on four different writing topics. The English writing portfolio assessment was effective for improving the EG subjects’ holistic and analytical English writing performances in terms of English writing contents, organizations, grammar and mechanics.
4. The EG subjects confirmed the effectiveness of the English writing portfolio assessment in motivating them to like English writing, to enhance their English language and writing abilities, to present their progresses and to provide them with a sense of achievements. The self-assessment, peer-assessment and teacher-assessment results show the benefits for recognizing the EG subjects’ strengths and weaknesses in English writing. They served as good indexes for improving writing ideas and writing errors and for developing critical thinking.
5. Picture-guided writings were claimed advantageous for inspiring the students’ thoughts. They are also helpful for enriching English writing contents and for enhancing language and writing skills.
Based on the study findings, some pedagogical implications for English writing instructions and assessment are provided. First, English writing instructions in Taiwan should incorporate meaningful and motivating English writing tasks. Moreover, sufficient guidance and scaffolding are necessary and beneficial for EFL writers with limited language proficiency. Specifically, explicit instructions of English writing skills and awareness of language differences in writing organizations as well as conventions should be emphasized in English writing classes in Taiwan. In addition, students’ English writing assessments from a variety of perspectives should be taken into considerations. In this way, it may assist students to know their strengths and weaknesses in English writing, and to make improvements for their English writings.
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