- 學位論文
英語為外語學習者運用自動寫作評分系統和改寫於英語寫作課程之影響-以台灣中部某科技大學為例
The Effect of Automated Writing Evaluation and Revision on EFL Learners’ Writing Performance in an English Writing Course- An Example from a Technological University in Central Taiwan
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摘要
Chen (2012)的研究指出改寫為提升寫作能力的方法之一。此外，自動寫作評分系統能有效地使用在評估或是協助學習者(Chen & Cheng, 2008)。根據上述原因，本研究目的為探究外語學習者運用自動寫作評分系統和改寫之寫作影響。 本研究以基礎英文寫作兩個班級分為實驗組與對照組，共59位大學生為研究對象。兩班學習者皆使用自動寫作評分系統進行十次英文寫作作業，每次作業評分後，實驗組與對照組皆可查看自動寫作評分系統之回饋，而實驗組的30位學生需再改寫作業一次。 本研究依學習者的作業分數、前測及後測為研究數據，並透過問卷瞭解學習者使用自動寫作評分系統的觀點。為期一學期的實驗後，以T檢定分析數據，研究結果顯示：第一，實驗組之寫作表現明顯比對照組進步；第二，寫作改寫過程對學習者之寫作表現有顯著影響；第三，大部分學習者認為自動寫作評分系統可協助寫作後的改寫。根據上述結果，自動寫作評分系統與改寫對於學習者之寫作有正向影響。
並列摘要
Chen (2012) pointed out that revision was one of the ways to enhance the writing ability. Moreover, Automated Writing Evaluation (AWE) programs can be used effectively both in assessment and assistance for students (Chen & Cheng, 2008). According to these reasons, the study aimed to investigate the effect of AWE and revision on EFL Learners’ Writing Performance. The participants included 59 freshmen in the Basic English Writing course from two classes. Both groups utilized AWE and had ten writing assignments. After grading the assignments, the learners in the two groups can view the feedbacks from AWE. However, the 30 students in the experimental group should revise their homework for only one time after viewing the feedbacks. The data of the study were from the grades of the learners’ writing assignments, pre-test, post-test, and the question about the learners’ perspective on using the AWE program. Data were analyzed using t-test. After a semester, the results showed: (1) the writing performance of the learners in the experimental group improved obviously than that of the learners in the control group; (2) the revising process of the writing positively affected the learners’ writing performance; (3) most learners thought that AWE program can assist them to revise. Based on the above, the AWE program and revision positively affect the learners’ writing.
參考文獻
References
Al-Hazmi, S. H., & Scholfield, P. (2007). Enforced revision with checklist and peer feedback in EFL writing: The example of Saudi university students. Scientific Journal of King Faisal University (Humanities and Management Sciences), 8(2), 237-267.
Al-Khasawneh, F. M., & Huwari, I. F. (2013). The reasons behind the weaknesses of writing in English among pre-year students’ at Taibah University. English for Specific Purposes World, 14(38).
Allal, L., Chanquoy, L., & Largy, P. (2004). Revision cognitive and instructional processes (Vol. 8). Springer.
Attali, Y. (2004). Exploring the feedback and revision features of Criterion. Journal of Second Language Writing, 14, 191-205.
延伸閱讀
- Yu, W. K. (2009). 一探在台灣英語為外語教學課程中使用課程管理系統之究竟 [master's thesis, National Chiao Tung University]. Airiti Library. https://doi.org/10.6842/NCTU.2009.01057
- Chang, P. C. (2002). 過程取向英文作文教學課程對台灣高中生整體英文寫作能力之成效 [master's thesis, National Taiwan Normal University]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0021-1904200715585430
- Pai, S. L. (2017). 藉由影視教學法來提升台灣大學以英語為外語之學習者的形式搭配詞之知識 [master's thesis, Tamkang University]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0002-2302201713182800
- Hsueh, Y. N. (2016). The Effects of Reading Strategies Instruction on EFL Learners’ Textual Comprehension: A Case Study of Five Struggling Senior-High-School Students in Taiwan [master's thesis, National Chung Cheng University]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614043188
- Lu, J. H., Jaw, G. Y., & Cheng, F. S. (2009). Negative Affective Filter or Positive Washback Effect: A Study on English Proficiency Testing for Students at Universities of Technology in Taiwan. 萬能商學學報, (14), 1-10. https://doi.org/10.29678/VCJ.200907.0001