Improving Interaction and Feedback with Computer Mediated Communication in Asian EFL Composition Classes: A Csae Study

Abstract

This paper explores some of the problems associated with teaching writing in Asian EFL contexts. Asian university students are often shy and unresponsive in class. This passivity is especially problematic when writing instructors attempt to introduce a process writing approach that utilizes peer revision along with instructor feedback to their classes. A second problem is that students may feel that they are unqualified or that it is not their place to give peer feedback. Large class sizes also create a heavy workload for writing instructors, who may find it difficult to schedule adequate conference time with their students. Finally, students may not adequately revise their papers after receiving feedback. Introducing synchronous or asynchronous forms of computer mediated communication (CMC) can alleviate these problems. Examination of a case study in which CMC in the form of email was introducing into a university level writing class illustrates the immediate and positive impact a common and simple tool like email can have on student motivation, participation, and interaction.

本篇文章探討了一些關於在亞洲EFL情境中教授寫作的問題。亞洲地區的大學生經常在課堂中表示出害羞與沉默等反應。這樣的被動在寫作教師想介紹強調同儕互評和教師回饋的過程式寫作方法時，造成特別大的困擾。第二個問題是，學生也許會認為自己不夠有能力去給予同學建議。大班級的課堂也為寫作教師帶來沉重的工作負荷，老師們也許會發現訂定適當的一對一指導時間是困難的。並且，即便是在接受過建議與糾正後，學生也許仍不能夠正確的改寫自己的文章。引進同步式或非同步式的電腦媒界溝通可以減輕這些問題的嚴重性。一個引入以電子信件為媒介溝通的大學寫作課堂作為了本文的研究個案，結果發現像電子信件這樣簡易且普遍的工具，可以對學生的學習動機、參與感和互動造成立即且正面的效果。