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題名：A Case Study of Web-based Peer Review for College English Writing
書刊名：課程與教學
作者：劉顯親
作者(外文)：Liou, Hsien-chin
出版日期：2010
卷期：13:1
頁次：頁173-208
主題關鍵詞：同儕互評；中英關鍵字索引；搭配詞；連接詞；網路學習環境；Peer review；Concordancer；Collocation；Connectors；Web-based learning environment
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:4
  • 點閱點閱:31
近二十年來，由於體認到寫作雖是個人之活動但目的卻爲表情達意之雙向溝通，傳統英文寫作課程因此常使用同儕互評等溝通性之課堂活動。隨著網路通訊普及與其伴隨之加乘效果，同儕互評活動以嶄新之網路版風貌出現而受到老師重視。然而，目前針對此議題之實證研究仍不多見，不足以了解網路同儕互評對學生線上討論、態度、及作文修改之影響。此個案呈現一群大學生使用網路評閱系統以修改英文作文過程；此系統除具備文件管理及線上聊天功能，也整合中英關鍵字索引及搭配詞兩項檢索工具以提供學生用詞協助。評估學生使用表現含連接詞測驗、一篇作文、及評量問卷；此外，學生學習過程資料（三篇作文）如討論記錄、採納同儕建議程度、以及作文修改情況也納入分析。研究發現此線上同儕互評能輔助學生寫作及單字表現，學生對此網路學習環境滿意度呈中上，對關鍵字索引及搭配詞檢索滿意度略高於其它功能。本文貢獻在於：在大學生英文寫作課上使用網路同儕互評活動情境下，針對學生感受、文本、及寫作過程等三重要面向，提供深入了解。
As writing is increasingly recognized by more scholars as a social activity, peer review as a classroom activity has yielded a great amount of research findings. Recently, peer review has been reinvigorated with the enhancement of electronic communication. However, limited studies have been conducted concerning the impact of computer-mediated peer review on the nature of negotiation in the process, students' attitudes, and textual revision. This case study documents the review process of a group of college English learners who used a web-based review platform on three writing tasks. Besides the functions of document management and synchronous chat, the website integrates a Chinese-English concordancer and a collocation program for diction help. The learners went through three cycles of drafting, peer review and revising in pair-work. Evaluation of the group performance included (1) a vocabulary test and a writing task before and after the three cycles of peer reviews, (2) an evaluation questionnaire given after the reviews, and (3) the students' learning process data during the reviews. Results indicate better performance after three rounds of peer reviews. It seems that the experiences of obtaining feedback via online talk, additional knowledge from the two referencing tools for diction, and revision with reflection of the students' own writing through others' eyes may be facilitative for more accurate word use in collocations and connectors, and better writing quality. During the peer review process, some learners would customize the technology to meet their different demands of obtaining needed feedback and revising texts accordingly with content-or form-related concerns. Last, the learners expressed moderate satisfaction with the web-based platform for peer review, but rated the referencing tools more highly than other online functions. The study makes contribution to our better understanding of student-writers, text, and the process in computer-mediated environments.
期刊論文
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研究報告
1.Chung, S. C., Chiu, C. Y.,、Chiang, F. C.(2007)。The effects of cooperative evaluation and group rewards within the WE -COOL system on senior high students’ English argumentative writing achievement and attitudes。Taipei。  new window
學位論文
1.Liu, L. E.(2002)。A corpus-based lexical semantic investigation of verb-noun miscollocations in Taiwan learners' English(碩士論文)。Tamkang University，Taipei。  new window
2.Chiu, C. Y.(2006)。The effects of cooperative evaluation and group rewards with Writing Evaluation-Cooperative Online Learning (WE-COOL) system on senior high students’ English writing achievement and attitudes。  new window
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圖書論文
1.Ware, P. D.、Warschauer, M.(2006)。Electronic feedback and second language writing。Feedback in second language writing: Contexts and issues。Cambridge University Press。  new window
2.Hyland, K.、Hyland, F.(2006)。Contexts and issues in feedback on L2 writing: An introduction。Feedback in second language writing: Contexts and issues。Cambridge University Press。  new window
 
 
 
 
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