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題名 透過電子郵件之過程寫作對高職學生英文寫作能力效益之研究
The Effects of Process Writing via E-mail on Vocational High School Students` English Writing Ability
作者 查獻瑞
Cha, Hsien jui
貢獻者 林啟一
Lin, Chi yee
查獻瑞
Cha, Hsien jui
關鍵詞 過程寫作
電子郵件寫作
電腦中介通信
同儕互評
process writing
process approach
E-mail writing
computer-mediated communication (CMC)
peer review
日期 2007
上傳時間 9-May-2016 13:32:02 (UTC+8)
摘要 有鑒於英文寫作能力日趨重要，英文寫作的教學也愈來愈受到重視。然而在高職英文寫作教學方面來看，其成效卻往往不彰。基於這個原因，研究者運用透過電子郵件之「過程寫作」教學法，期能對高職學生在英文寫作能力的提升上有所裨益。
      本研究以北縣某高職綜高學術學程部五十八位二年級學生為研究對象，研究者教導實驗組學生運用「過程寫作」的策略，配合在電子郵件的環境下加強英文寫作的能力；控制組學生則僅接受「過程寫作」策略之教學。實驗前，對實驗組及控制組學生施予前測來檢視學生英文寫作能力之起點行為；實驗後，對實驗組及控制組學生施予後測來檢視學生英文寫作能力之進步情形。實驗終了，再以一問卷來探討實驗組學生對實驗之態度及其自評成效。
      研究結果如下：
      一、 透過電子郵件之「過程寫作」教學法對學生英文寫作能力確有助
      益。實驗組後測成績高於控制組；再者，實驗組在其前後測比較
      下，整體寫作能力有顯著之進步。
      二、 在電子郵件的環境下運用「過程寫作」的策略幫助學生在作文中之
      內容、組織、文法、用字體例方面有所助益。實驗組與控制組之進
      步情形雖無顯著差異，實驗組進步情形仍大於控制組。
      三、 實驗組學生對透過電子郵件之「過程寫作」教學法，持正面的態
      度。
      四、 實驗組學生認為在接受透過電子郵件之「過程寫作」教學法之後，
      自己的英文寫作能力進步了。
      最後，研究者根據上述研究結果，對高職英文作文教學提出建言，作為未來從事英文寫作教學之教師及研究人員參考。
Owing to the importance of English writing ability on various purposes, teaching writing has received more and more attention nowadays. However, the traditional teaching and then learning process does not work on vocational high school students. This failure inspires the researcher to resort to alternative methods to upgrade his students` English writing ability.
      The present study was intended to prove that the instruction of process writing via E-mail is effective in enhancing students` English writing ability. Fifty-eight second-year students from two intact classes of Academic Oriented Course in a comprehensive high school in Taipei County participated in this study. The experimental group was taught to apply the strategies of process approach in an E-mail environment at every stage during the experiment while the control group was instructed in process writing strategies solely. Before the experiment, the pretest was used to indicate the starting points of students` writing proficiency. After the experiment, the posttest was administered to examine the effectiveness of process writing via E-mail. In addition, a response questionnaire was given to the experimental group to probe students` attitudes and their self-evaluation of the experiment.
      The results were as follows. First, the instruction of process writing via E-mail enhanced students` overall English writing ability. The experimental group outperformed the control group in total scores of the posttest. In addition, concerning the total scores between pretest and posttest, the experimental group made a significant progress. Second, the experimental group outperformed the control group in content, organization, grammar, diction, and mechanics after the experiment although the results showed no significant difference. Still, the experimental group made more progress in all five subskills than the control group did. Third, the majority of students in the experimental group responded positively to the instruction of process writing via E-mail. Last, most students in the experimental group considered they made a progress in their English writing ability after the experiment of process writing via E-mail.
      The present study concluded the effects of process writing via E-mail. Based on the results, the researcher provided writing teachers and educators with constructive suggestions for conducting a writing class or further studies.
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描述 碩士
國立政治大學
英語教學碩士在職專班
92951014
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929510143
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi yeeen_US
dc.contributor.author (Authors) 查獻瑞zh_TW
dc.contributor.author (Authors) Cha, Hsien juien_US
dc.creator (作者) 查獻瑞zh_TW
dc.creator (作者) Cha, Hsien juien_US
dc.date (日期) 2007en_US
dc.date.accessioned 9-May-2016 13:32:02 (UTC+8)-
dc.date.available 9-May-2016 13:32:02 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 13:32:02 (UTC+8)-
dc.identifier (Other Identifiers) G0929510143en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94977-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 92951014zh_TW
dc.description.abstract (摘要) 有鑒於英文寫作能力日趨重要，英文寫作的教學也愈來愈受到重視。然而在高職英文寫作教學方面來看，其成效卻往往不彰。基於這個原因，研究者運用透過電子郵件之「過程寫作」教學法，期能對高職學生在英文寫作能力的提升上有所裨益。
      本研究以北縣某高職綜高學術學程部五十八位二年級學生為研究對象，研究者教導實驗組學生運用「過程寫作」的策略，配合在電子郵件的環境下加強英文寫作的能力；控制組學生則僅接受「過程寫作」策略之教學。實驗前，對實驗組及控制組學生施予前測來檢視學生英文寫作能力之起點行為；實驗後，對實驗組及控制組學生施予後測來檢視學生英文寫作能力之進步情形。實驗終了，再以一問卷來探討實驗組學生對實驗之態度及其自評成效。
      研究結果如下：
      一、 透過電子郵件之「過程寫作」教學法對學生英文寫作能力確有助
      益。實驗組後測成績高於控制組；再者，實驗組在其前後測比較
      下，整體寫作能力有顯著之進步。
      二、 在電子郵件的環境下運用「過程寫作」的策略幫助學生在作文中之
      內容、組織、文法、用字體例方面有所助益。實驗組與控制組之進
      步情形雖無顯著差異，實驗組進步情形仍大於控制組。
      三、 實驗組學生對透過電子郵件之「過程寫作」教學法，持正面的態
      度。
      四、 實驗組學生認為在接受透過電子郵件之「過程寫作」教學法之後，
      自己的英文寫作能力進步了。
      最後，研究者根據上述研究結果，對高職英文作文教學提出建言，作為未來從事英文寫作教學之教師及研究人員參考。		zh_TW
dc.description.abstract (摘要) Owing to the importance of English writing ability on various purposes, teaching writing has received more and more attention nowadays. However, the traditional teaching and then learning process does not work on vocational high school students. This failure inspires the researcher to resort to alternative methods to upgrade his students` English writing ability.
      The present study was intended to prove that the instruction of process writing via E-mail is effective in enhancing students` English writing ability. Fifty-eight second-year students from two intact classes of Academic Oriented Course in a comprehensive high school in Taipei County participated in this study. The experimental group was taught to apply the strategies of process approach in an E-mail environment at every stage during the experiment while the control group was instructed in process writing strategies solely. Before the experiment, the pretest was used to indicate the starting points of students` writing proficiency. After the experiment, the posttest was administered to examine the effectiveness of process writing via E-mail. In addition, a response questionnaire was given to the experimental group to probe students` attitudes and their self-evaluation of the experiment.
      The results were as follows. First, the instruction of process writing via E-mail enhanced students` overall English writing ability. The experimental group outperformed the control group in total scores of the posttest. In addition, concerning the total scores between pretest and posttest, the experimental group made a significant progress. Second, the experimental group outperformed the control group in content, organization, grammar, diction, and mechanics after the experiment although the results showed no significant difference. Still, the experimental group made more progress in all five subskills than the control group did. Third, the majority of students in the experimental group responded positively to the instruction of process writing via E-mail. Last, most students in the experimental group considered they made a progress in their English writing ability after the experiment of process writing via E-mail.
      The present study concluded the effects of process writing via E-mail. Based on the results, the researcher provided writing teachers and educators with constructive suggestions for conducting a writing class or further studies.		en_US
dc.description.tableofcontents Chapter 1 Introduction 1
     1.1 Motivation and Goal 1
     1.2 Purpose of the Study 4
     1.3 Significance of the Study 5
     Chapter 2 Literature Review 7
     2.1 An Overview of Composition Research 7
     2.2 The Process Approach 9
     2.3 The Application of New Technology in Teaching and Learning 12
     2.3.1 Computer-Assisted Language Learning (CALL) 12
     2.3.2 Computer-Mediated Communication (CMC) 13
     2.4 The Application of E-mail 16
     2.5 Research Questions 18
     Chapter 3 Method 20
     3.1 Participants 20
     3.2 Instruments 21
     3.2.1 Writing Books 21
     3.2.2 Composition Tests 22
     3.2.2.1 Scoring Guides 23
     3.2.2.2 Interrater Reliability 23
     3.2.3 Response Questionnaire 25
     3.3 Procedures 26
     3.3.1 Grouping 26
     3.3.2 Pretest 28
     3.3.3 Instruction for Control and Experimental Groups 28
     3.3.3.1 Brainstorming 30
     3.3.3.2 Making Outline 32
     3.3.3.3 Constructing Draft 35
     3.3.3.4 Providing Feedback 37
     3.3.3.5 Revision 42
     3.3.4 Posttest 44
     3.3.5 Response Questionnaire 44
     3.4 Data Analysis 45
     Chapter 4 Results 46
     4.1 Research Question 1 46
     4.2 Research Question 2 48
     4.3 Research Question 3 52
     4.4 Research Question 4 56
     Chapter 5 Discussion 60
     5.1 Review of the Present Study 60
     5.2 Summary and Discussion of Major Findings 61
     5.2.1 Students’ Overall English Writing Ability 61
     5.2.2 Students’ English Writing Ability in Content, Organization, Grammar, Diction, and Mechanics 62
     5.2.3 Students’ Attitude toward the Experiment 65
     5.2.4 Students’ Self-evaluation of the Experiment 65
     5.3 Pedagogical Implications 66
     5.4 Limitations of the Present Study 68
     5.5 Suggestions for Further Study 69
     References 70
     Appendix A 78
     Appendix B 79
     Appendix C 90
     Appendix D 91
     Appendix E 92
     Appendix F 93		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0929510143en_US
dc.subject (關鍵詞) 過程寫作zh_TW
dc.subject (關鍵詞) 電子郵件寫作zh_TW
dc.subject (關鍵詞) 電腦中介通信zh_TW
dc.subject (關鍵詞) 同儕互評zh_TW
dc.subject (關鍵詞) process writingen_US
dc.subject (關鍵詞) process approachen_US
dc.subject (關鍵詞) E-mail writingen_US
dc.subject (關鍵詞) computer-mediated communication (CMC)en_US
dc.subject (關鍵詞) peer reviewen_US
dc.title (題名) 透過電子郵件之過程寫作對高職學生英文寫作能力效益之研究zh_TW
dc.title (題名) The Effects of Process Writing via E-mail on Vocational High School Students` English Writing Abilityen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 陳坤田，黃燦遂，林素娥，林啟一， (1993)。 <大學入學考試英文作文評分指標研究報告>。 College Entrance Examination Center (CEEC).
     劉慶剛，高照明，林秀慧，游春琪，(2004)。<學測與指考英文作文評分樣例>。 College Entrance Examination Center (CEEC).
     Alessi, S. M. (2000). Multi-media for learning: Methods and development (3rd ed.). Massachusetts: A Pearson Education Company.
     Belisle, R. (1996). E-mail activities in the ESL writing class. The Internet TESL Journal, 2, 12.
     Bloomfield, L. (1993). Language. New York: Holt.
     Boswood, T. (1997). New ways of using computers in language teaching. TESOL, Alexandria, VA.
     Cao, Z. X. (2004). Online annotation for language learning. Unpublished master`s thesis, Chung Hua University, Hsinchu, Taiwan.
     Carney, B. (1996). Process writing and the secondary school reality: A compromise. English Journal, 85(6), 28-35. Retrieved Nov. 4th, 2004, from ProQuest database.
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