以網路學習輔助學術英文寫作之後設語言覺察:語言、學習、科技之整合性研究

Abstract

在學術英文寫作中，後設語言覺察在每個寫作過程中扮演重要的角色。相關文獻探 討亦顯示，EFL 學生在學術論文寫作的後語言覺察與後設認知文章體裁覺察持續受到重 視。對應到網路學習的重要性，了解「後設認知」、「後設語言」、與「網路學術論文寫 作」三者的關係十分重要。雖然網路學習科技提供EFL 寫作發展的契機，當前有關EFL 學習者學術論文寫作之後設語言覺察發展之相關研究仍十分缺乏。 本兩年期研究計畫的理論基礎植基於:後設語言覺察並非靜止不變之狀態，且後設 語言覺察能力是可被訓練的。緣此，本計畫的目的在探討網路學習如何能輔助EFL 學習 者在學術論文寫作之後設語言覺察能力發展。第一年計畫的目的在發展一套網路系統以 作為本研究的工具與操作環境。為此，本研究植基於Schraw & Dennison (1994)所發展 的後設認知覺察理論，以此理論來設計網路學習系統的架構與學習介面。此外，本研究 將以Swales (1990)的文章體裁理論設計學習系統中的教材與學習元件以供後續研究之 用。 第二年將探討六個攸關學習者在使用這套系統時，其後設語言覺察能力之發展情形 與學習成果之關聯。本研究將採用多重研究方法，以求取較全面的研究結果。相關研究 方法包括: 前測與後測、問卷調查、觀察法、面談、與線上學習行為分析等。

In the context of academic writing in English, metalinguistic awareness plays an important role in every stage of the writing process. The development of EFL learners’ metalinguistic awareness and metacognitive genre awareness in academic writing is also a recurring recommendation from research. With the importance placed on online learning, it is essential that teachers and researchers understand the relationships between metacognition, metalinguistics, and online academic writing. Although online learning technology offers opportunities for writing growth, little research has explored EFL learners’ metalinguistic awareness development in English academic writing. The rationale behind the two-year study is: metalinguistic awareness (MA) is not a fixed static entity, but something that resides inside a person, and can be enhanced through awareness training. Therefore, the goal of this study is to examine how online learning systems facilitate the development of metalinguistic awareness in English academic writing. The purpose of the first year study is to design and develop an online learning system for academic writing in English to foster EFL learners’ metalinguistic awareness and metacognitive genre awareness. In this regard, Schraw & Dennison’s (1994) metacognitive awareness theory will serve as the backbone to design the architecture and interface of the system. In addition, Swales’ (1990) EAP genre theory will serve as a framework for developing the online learning system that supports genre-based academic writing. Strategies that will be used to support the online genre-based academic writing include annotating words or sentences, annotating links, hiding links, changing the sequence of learning material, etc. In addition to developing the system, evaluations will be conducted to assess the feedback from students and teachers toward the effectiveness of the proposed system. The second-year study will examine how the online system assists EFL students to develop their metalinguistic awareness in reading and writing academic texts. This study will investigate the following research questions: (1) What are students’ learning behaviors as recorded in the Log Database of the learning system? (2) What is the development of student’s metalinguistic awareness in the learning system? (3) What are the types of metalinguistic awareness that students exhibit during the learning events? (4) What are the types of metacognitive genre awareness that students exhibit during the learning events? (5) What is the relationship between students’ metalinguistic awareness and learning performance in academic writing? (6) What is the relationship between students’ metacognitive genre awareness and learning performance in academic writing? To investigate the above questions, the study will involve data collection through multiple sources: pre-test and post-test, questionnaire administration, participant observation, interviews, and analysis of online behaviors.