Grammar Errors AGAIN!!!
Posted by ginny on 2007/5/10 15:45:58
Applying Computer-Mediated Communication (CMC) as a teaching tool in English as a Foreign Language (EFL) writing classroom is becoming a trend. The purpose of this study is to investigate the influences of synchronous and asynchronous CMC and two communication models on EFL online peer-evaluation at the college level. The independent variables are communication tools and communication models, and the dependent variables are participants’ perceptions and their writing performance. The participants of this study included 140 undergraduates from two universities in Taiwan. During the peer-evaluation, all the participants were divided into four groups: E-mail with circle model, E-mail with all-channel model, Instant Messenger (IM) with circle model, and IM with all-channel model. Each of them did evaluation activities and self-revisions twice. The participants were asked to fill in the questionnaires after evaluation in order to know their perceptions on the online peer evaluation, communication tools and communication models. Participants’ writings were also collected.
The findings derived from this study revealed that after evaluation activity, four groups of participants had the same perceptions toward online peer-evaluation and different perceptions toward communication tools and communication models. Finally, participants’ final drafts were better than their second drafts, and both communication tools and communication models influenced students’ writing performance. On the basis of the major findings, some pedagogical implications were provided: (1) with E-mail and IM communication, the computer network technology provides the students with various learning environment and collaborative interaction; (2) after online peer-evaluation, the scores of the students’ final drafts are significant improved when comparing their second drafts; (3) the usage of communication model is a kind of learning mechanism that students can interact with their peers who have the same ability, experience, and concept during the mechanism of collaborative learning.
Keywords: online peer evaluation, computer-mediated communication, communication tool, communication model, writing instruction.
The findings derived from this study revealed that after evaluation activity, four groups of participants had the same perceptions toward online peer-evaluation and different perceptions toward communication tools and communication models. Finally, participants’ final drafts were better than their second drafts, and both communication tools and communication models influenced students’ writing performance. On the basis of the major findings, some pedagogical implications were provided: (1) with E-mail and IM communication, the computer network technology provides the students with various learning environment and collaborative interaction; (2) after online peer-evaluation, the scores of the students’ final drafts are significant improved when comparing their second drafts; (3) the usage of communication model is a kind of learning mechanism that students can interact with their peers who have the same ability, experience, and concept during the mechanism of collaborative learning.
Keywords: online peer evaluation, computer-mediated communication, communication tool, communication model, writing instruction.
This Post was from: http://okenglish.tw/newbb/viewtopic.php?forum=31&topic_id=1934&post_id=7168