标题: | 同步线上同侪互评:以一门大学英语写作课为例 Peer Revision via a Synchronous CMC Mode in an English Writing Course |
作者: | 萧志亿 Hsiao, Chih-Yi 张静芬 Chang, Ching-Fen 英语教学研究所 |
关键字: | 同步线上同侪互评;社交讯息;同步线上同侪互评的感受;过程写作法;Synchronous online peer revision;Social cues;Perceptions of online peer revision;Process writing |
公开日期: | 2008 |
摘要: | 近年来由于过程写作法的发展,同侪互评 (peer revision) 成为第二语言写作中不可或缺的角色之ㄧ。而由于网路和电脑科技的普及,线上同侪互评弥补了第二语言写作课程中课堂时间不足的缺点。尽管已有许多研究探讨面对面和线上同侪互评,但很少研究探讨学生对于线上同侪互评的感受。另外,有部分文献探讨线上互动中所出现社交讯息 (social cues) 的类型及功能,但很少研究检视社交讯息在线上同侪互评中扮演的功能。本研究以台湾北部一所国立大学非英语系的大学生为对象,探讨学生在为期一学期英语写作课程中,进行同步线上同侪互评所使用的评论类型、社交讯息在同步线上同侪互评中的功能、以及学生对于同步线上同侪互评的感受。本研究资料取撷自线上对话MSN记录、写作草稿、访谈、问卷调查表,以及课程文件(如课程大纲、上课投影片和讲义)。MSN对话记录先依据 de Guerrero和Villamil (1994) 所提出的对话模式分成三种类型:与主题相关、相关主题以及与主题无关。与主题相关的对话内容再依据Liu和Sadler (2003) 所提出之分析表格分析出不同类型的评语。最后,社交讯息依据 Henri (1992) 所提出之社交讯息分析模式来探讨其在同步线上同侪互评中的功能。 本研究结果发现学生给予的意见大多是关于单字或句子方面的评论和正确答案。社交讯息帮助学生进行同步线上同侪互评,并使得线上文字沟通变得更加生动。学生们认为同步线上同侪互评可帮助他们培养友谊,并帮助他们独立自主学习。此外,由于学生对MSN很熟悉且其对话纪录可当作修正参考等优点,使得MSN对于同步线上同侪互评的进行有助益。然而,本结果亦发现同步线上同侪互评产生一些缺点,例如同学在进行线上讨论时会不专心,并因考虑同侪自尊问题而保留该给的意见。另外,打字过于麻烦会使学生不想深入讨论过于复杂的问题。最后,在同步线上同侪互评中会发生同侪失约的问题。 本研究结果提供四个在英语教学实务上的应用。首先,MSN对话纪录可帮助老师了解同学的评语,也帮助学生复习同步线上同侪互评时所提及之问题以方便修改文章。第二,进行同步线上同侪互评时,老师可建议学生把同学的文章和评语列印下来,以方便进行讨论。或可使用专业之线上写作/互评系统,使得同步线上同侪互评的进行更加顺畅。第三,老师应要求学生确实按照约定时间进行同步线上同侪互评。最后,老师可先示范同步线上同侪互评的活动,以教导学生如何有效地进行同步线上同侪互评。 With the development of the process writing approach, peer revision has become an essential activity in second language (L2) writing. With the popularity of networked computers in education, peer revision via computer-mediated communication (CMC) may compensate for the disadvantage of insufficient time for instruction. A plethora of studies have examined peer revision via face-to-face and online modes. However, little research has explored students’ perceptions of peer revision via CMC. Furthermore, previous studies have investigated the categories and functions of social cues in online communication, but few studies have been done to explore functions of social cues especially in online peer revision. The study was conducted in an 18-week EFL writing course at a public university in Northern Taiwan. The study attempted to investigate comment patterns generated from synchronous online peer revision, functions of social cues in online peer revision, and students’ perceptions of online peer revision. Data were collected from a questionnaire, MSN logs, writing drafts, an interview, and course documents (a course syllabus, slides, and handouts). Online logs were first categorized into three types of episodes: on-, about, and off-task (de Guerrero & Villamil, 1994). On-task episodes were further analyzed based on Liu and Sadlers’ (2003) analytical scheme by their nature (revision-oriented versus non-revision-oriented), areas (global versus local), and types (evaluation, clarification, suggestion, and alteration). Finally, functions of social cues in online peer revision were analyzed based on Henri’s (1992) analytical scheme of social cues. The results of the study revealed that the majority of the comments were local evaluations and alterations. Also, social cues were found to facilitate the students’ online peer revision and invigorate the text-based communication. The students perceived that online peer revision helped them enhance their friendship with peers and acquire autonomous learning. In addition, because the students were familiar with the MSN environment and MSN logs could be kept for revision reference, MSN was found to be beneficial to the process of online peer revision. The outcomes also uncovered some shortcomings of online peer revision. For example, the students were not concentrated on the discussions and may hesitate providing their comments due to consideration of peers’ dignity. Moreover, laborious typing and time-consuming nature prevented the students from in-depth discussions. Finally, some students failed to show up in the online peer revision. Based on the study results, four pedagogical implications were provided. First, MSN logs helps teachers to understand the comments provided by students. Students can also review their English writing problems and revise their drafts. Second, teachers may require students to prepare hard copies of their peers’ drafts while undertaking online peer revision, or teachers may adopt advanced online systems to facilitate the process of online peer revision. Third, teachers should urge students to show up in their online peer revision. Finally, teachers may demonstrate how to conduct online peer revision effectively. |
URI: | http://140.113.39.130/cdrfb3/record/nctu/#GT009559505 http://hdl.handle.net/11536/39719 |
显示于类别: | Thesis |
文件中的档案:
If it is a zip file, please download the file and unzip it, then open index.html in a browser to view the full text content.