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題名:運用網路合作學習於英文寫作行為之研究
作者:傅敏芳
作者(外文):Min-Fang Fu
校院名稱:國立屏東教育大學
系所名稱:教育行政研究所
指導教授:顏慶祥
學位類別:博士
出版日期:2011
主題關鍵詞:網路合作學習Wiki英文寫作錯誤率學習態度English writingwikierror rateweb-based cooperative learninglearning attitudes
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國際性的英語檢定考試日益注重受試者英文寫作能力以顯示其真正實力,然而,台灣科技大學學生英文寫作程度低落且對其感到焦慮。如何透過教學設計之創新及相關輔助工具之引用,建構符合科大學生英文寫作學習之教學模式及學習環境,有其研究的必要性與價值性。
本研究旨在探討運用Wiki於科大學生英文寫作之成效,主要的研究問題:(一)合作學習對於學生網路英文寫作之成效。(二)合作學習對於教師英文寫作教學之影響。(三)探究科技運用於學生網路英文寫作之成效。(四)探究科技運用於教師英文寫作教學之影響。(五)建構科技應用於英文寫作教學之可行模式。本研究採個案研究中之工具型個案研究方式進行研究設計。於所選取之研究個案為台灣某技職院校大四學生31位,依據其「英文能力」進行最大變異取樣(maximum variation sampling),取向對象作為嵌入(embedded)分析單位,共有八位研究分析對象,其中高英文學習成就及低英文學習者各四名,進行為期15週之研究。
本研究依據Jacobs等人(1981)的分析評方法,再依照研究者的個人經驗法則、教學策略及研究目的等要素,採用組織內容、文法、及用字格式作為英文寫作學習成效評分指標,用以評估研究個案英文寫作之成效。並輔以英文學習態度問卷、訪談及課室觀察資料分析,探究研究個案對於網路合作學習運用英文寫作之行為表現及看法。所獲致研究結果顯示:
一、網路合作學習對於科大生學生英文寫作學習態度具有提升效益。
二、網路合作學習對於提升科大生整體英文寫作能力上有效。
三、發現Wiki運用於英文寫作之用字格式、文法、組織架構上具有提升作用。
四、Wiki應用於不同寫作程度科大生的適用性,得知Wiki應用可有效增進不同程度學習者各項度之能力,尤其對於低成就學習者用字格式、文法、組織架構上具有提升作用,其中以用字格式及文法效果最好。
最後,本研究依據研究目的與研究結論,提出英文寫作課程導入網路合作學習之建議事項,以供英文寫作教學及後續研究之參考。
Internationally accepted English language proficiency exams nowadays are looking into the testers’ English writing ability, which leads to the anxiety of Taiwan’s technological college and university students along with their poor English writing performance. A study of how to formulate a model of and to create an environment for English writing learning via innovative class design and learning tools is a necessity and has its own value.
The purpose of the paper is to study the effects on technological college and university students’ English writing by integrating Wiki into English writing courses. The main researches are outlined: (1) the effects on students’ e-learning English writing by integrating web-based cooperative learning; (2) the impacts of cooperative learning on teaching English writing for teachers; (3) the effects on online English writing using technology; (4) the impacts to teachers on teaching English writing courses using technology; and (5) feasible models of technological application for teaching English Writing. Cases in this study apply instrumental case study method for research design. Thirty-one cases studies are students from one of technological colleges in Taiwan and selected by maximum variation sampling based on English abilities. Eight cases, four in the high performance range in English learning and four in low performance range, were involved in this study for 15 weeks and analyzed by using embedded analysis.
The analysis method of Jacobs et al (1981), researcher’s personal teaching experience and teaching strategies and research purposes etc. are used in this study. To evaluate the effects on subjects’ English writing, content and organization, grammar, and verbal and form are accessed. Questionnaire mainly on learning attitudes, interviews, class observation and data analysis is used to obtain subjects’ behaviors and views on using web-based cooperative learning in English writing courses. Along with teaching in class personally and designing and re-designing teaching models, feasible teaching models are formulated. The findings of the study are below.
1. Technological college students’ learning attitudes towards English writing are improved via Web-based cooperative learning.
2. Web-based cooperative learning effectively assists in the improvement on technological college student’s English writing.
3. The study found verbal and form, grammar and organizational structure can be enhanced by using Wiki in English writing.
4. Wiki applied to technological college students with different levels of English writing abilities can effectively improve their English writing abilities in all aspects; especially, those students in poor English performance range are able to improve their verbal and form, grammar, and content and organization of English writing. Verbal, form, and grammar even improved the most.
The last, recommendations on introducing web-based cooperative learning to English writing courses are based on my research purposes and results and could be reference for future and further study.
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