系統識別號 | U0002-0908201114094700 |
---|---|
DOI | 10.6846/TKU.2011.00302 |
論文名稱(中文) | 寫週記學英文︰紙本與電子對話週記對提升EFL大學生寫作品質影響 |
論文名稱(英文) | Teaching and Learning English through Dialogue Journal: The Impact of Paper- and Electronic-based Journals on the Writing Quality Improvement of EFL University Freshmen |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系博士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 99 |
學期 | 2 |
出版年 | 100 |
研究生(中文) | 張聖恩 |
研究生(英文) | Chang Sheng-En |
學號 | 894010213 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2011-06-15 |
論文頁數 | 240頁 |
口試委員 |
指導教授
-
黃月貴
委員 - 王藹玲 委員 - 李利德 委員 - 程玉秀 委員 - 張雅慧 |
關鍵字(中) |
對話週記 紙本週記 電子郵件週記 寫作能力 寫作品質 寫作焦慮 全民英檢寫作測驗 |
關鍵字(英) |
dialogue journal writing (DJW) paper-based journal e-mail journal writing proficiency writing quality writing anxiety GEPT writing test |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
本研究旨在探討︰「對話週記」對提升台灣大學生英文寫作品質之效能影響。師生或同儕間的日誌或週記在近年來已逐漸被應用於語文教學,然而之前的研究多處於全英語環境、學生年齡層較低、小規模個案實驗、或涉及文法批改,因此對話週記對提升本地大學生英文寫作品質之研究實屬必要。 本研究進行於九十八學年度,對象為台北市某私立大學80位修習「大一英文」的新鮮人,分配成兩個實驗組和一個對照組,為擴大其研究範圍,兩個實驗組分別以「紙本」和「電子郵件」的方式進行,在一學年內撰寫24篇週記和老師進行文字溝通,而對照組則不需寫週記,全體學生在實驗開始和結束時各進行一次全民英檢寫作模擬測驗以供分析。在質性分析方面︰研究者比較兩組的週記內容,並透過問卷調查及課後訪問,以歸納出同異點和寫作特性。在量性分析方面︰以SPSS(t-test和ANOVA)對前後測和各組差異進行統計分析;以ESL Composition Profile分析寫作品質,以T-unit Analysis查驗寫作量和正確度變化;以SLWAI第二語言寫作焦慮量表(身體焦慮、逃避行為、認知焦慮)、TAS考試焦慮量表、自製問卷調查焦慮變化。 而研究結果顯示︰(一)實驗組寫作分數稍有提升,寫作品質之「內容」和「組織」顯著提升,寫作長度及速度增加;(二)紙本組、電郵組進步幅度相似,但前者的寫作品質和參與程度稍高;(三)實驗組身體焦慮及電郵組考試焦慮均下降;(四)實驗組練習寫作機會及興趣增加。結果證明透過對話週記這類功能性語言的持續練習,將有效改進台灣新鮮人的某些寫作品質,建議可將它當成回家作業或課外活動輔助一般教學,然而每週篇幅不宜過長,題目、內容也該較有彈性,以免增加師生們額外負擔產生反效果。 |
英文摘要 |
This study aims to investigate the impacts of paper and electronic “dialogue journals” on Taiwanese university students’ writing quality improvement. The popularity of dialogue journal writing has gradually risen in recent years, with past studies mostly focusing on an EFL setting, relatively young learners, small-scale cases, or grammar correction. So it is valuable for teachers to examine its role in Taiwan’s university English education. This study was conducted in the Academic Year 2009-2010. The participants were 80 freshmen from two “Freshman English” courses at a private university in Taipei City. They were divided into two experimental groups (“Paper-based” group and “E-mail” group) and one control group (“Non-journal” group). All the journal writers had to compose 24 entries throughout the academic year-long project. For qualitative analysis, the researcher studied their entries through content analysis, questionnaire survey, and interview to search for similarities and differences. For quantitative analysis, statistical significance tests on their writing test scores were calculated through SPSS (t-test & ANOVA). The researcher also measured their writing improvement and anxiety change through ESL Composition Profile, T-unit Analysis, two anxiety scales, and a questionnaire survey. After a year of practice, the study results showed that: (a) The writers’ GEPT scores slightly improved, and their writing quality significantly improved in terms of “Content” and “Organization.” (b) The “Paper-based” group outperformed the other groups and had better participation and writing attitudes. (c) Paper and online journal writers’ “somatic anxiety” and online journal writers’ test anxiety slightly reduced. (c) Such practice successfully increased the writers’ weekly practice volume as well as opportunity for functional language use. The results prove that such practice is able to improve Taiwanese university freshmen’s overall writing scores slightly and certain writing qualities significantly. The researcher recommends it as an extracurricular activity to enhance regular instruction. However, the length of each entry should not be too long, and topic selection should be more flexible, so as not to increase teachers’ and students’ burden or even cause a negative reaction. |
第三語言摘要 | |
論文目次 |
TABLE OF CONTENTS CHINESE ABSTRACT………………………………………………………………..i ENGLISH ABSTRACT…………………………………………………………….…ii ACKNOWLEDGEMENTS…………………………………………………………..iv TABLE OF CONTENTS……………………………………………………………...v LIST OF TABLES…………………………………………………………….....….viii LIST OF FIGURES……………………………………………………………….…..ix CHAPTER 1. INTRODUCTION…………...………………………………………...1 1.1 Research Background……………………………………………………………...1 1.2 Statement of the Problems…………………………………………………………3 1.2.1 Poor JCEE results…………………………………………………………4 1.2.2 Writing proficiency decline……………………………………………….5 1.2.3 Three major problems…………………………………………………….6 1.3 Purpose of the Study……………………………………………………………..10 1.4 Research Questions………………………………………………………………11 1.5 Significance of the Study………………………………………………...………12 1.6 Definitions of Key Terms…………………………………...……………………14 CHAPTER 2. REVIEW OF THE LITERATURE……….……………………….…17 2.1 Writing Instruction Evolution…………………………………………………...17 2.1.1 A historical perspective…………………………………………………17 2.1.2 An expressive approach…………………………………………………20 2.1.3 Promotion of fluency……………………………………………………23 2.2 Dialogue Journal Writing (DJW)………………………………...………………27 2.2.1 What is a dialogue journal?......................................................................27 2.2.2 A brief development………………………………………….………….31 2.2.3 Major theoretical foundations…………………………...………………35 2.2.4 Some special characteristics…………………………………………….39 2.2.5 Purposes and functional language use…………………………………..43 2.3 Dialogue Journal Writing in Practice…………………………………………….45 2.3.1 A Comparison of traditional and journal writing………………………..45 2.3.2 Qualities that make a difference…………………………………………48 2.3.3 Benefits and a few drawbacks………………………………...…………51 2.3.4 Staton, Shuy, and Peyton’s reports………………………………………56 2.3.5 Dialogue journal studies in Taiwan………………………………...……58 2.4 Other Key Issues…………………………………………………………,,,…….63 2.4.1 EFL writing apprehension……………………………………………….64 2.4.2 Reducing anxiety through teacher feedback…………………………….67 2.4.3 Raising students’ “voice”………………………………………..………70 2.5 Computer-assisted writing………………………………………………………..76 2.5.1 Technology in the writing class………………………………………….76 2.5.2 Traditional and computer-assisted writing……………………….…...…79 2.5.3 Computer-assisted writing in Taiwan…………………………....………83 CHAPTER 3. METHODOLOGY………………………………………………....…87 3.1 Research Design………………………………………………………………….87 3.1.1 Different perspectives……………………………………………………87 3.1.2 Theoretical framework……………………………………...…….……..89 3.2 Participants……………………………………………………………………….90 3.2.1 The participants’ selection and grouping…….….………………………90 3.2.2 The participants’ proficiency…………………………………………….92 3.3 Instruments……………………………………………………………………….93 3.4 Procedures…………………………………………………………………,,,….101 3.4.1 The pilot study………………………………………………………….101 3.4.2 The current study……………………………………………………….103 3.5 Data Collection and Analysis…………………………………………………...107 3.5.1 Data collection………………………………………………………….107 3.5.2 Quantitative data analysis………………………………………………109 3.5.3 Qualitative data analysis………………………………………………..113 CHAPTER 4. RESULTS…………………………………………………………....118 4.1 Writing Test Results…………………………………………………………….118 4.1.1 GEPT writing tests……………………………………………………..118 4.1.2 ESL Composition Profile……………………………………………....119 4.1.3 Writing length and speed improvement…………………………….….121 4.1.4 T-unit analysis……………………………………………………….…124 4.2 Differences between Two Journal Types…………………………………….….126 4.2.1 Significant difference in certain categories…………………………….126 4.2.2 The writers’ participation and attitudes……………………………...…130 4.3 Writing and Test Anxiety Results……………………………………………….132 4.3.1 Second Language Writing Anxiety Inventory (SLWAI)…………….…132 4.3.2 Test Anxiety Scale (TAS)………………………………………………135 4.4 Opportunity for Practice and Functional Language Use……………………….137 4.4.1 Questionnaire Survey Results………………………………………….137 4.4.2 Functional Language Use………………………………………………139 4.5 Special Characteristics of Dialogue Journal………………………………….…140 4.5.1 Char. 1: Power balanced relationship……………………………..……141 4.5.2 Char. 2: Writing as communication…………………………………….143 4.5.3 Char. 3: Genuine communicative purposes…………………………….144 4.5.4 Char. 4: Being problem-solving…………………………………..……145 4.5.5 Char. 5: Taciturn students’ participation in discussion…………………146 4.5.6 Char. 6: Students’ audience awareness…………………………………148 4.5.7 Char. 7: Optimized individual freedom to write and learn……………..148 4.5.8 Char. 8: A channel to vent emotions………………………………..….150 CHAPTER 5. DISCUSSION…………………………………………………....…154 5.1 Writing Score and Quality Improvement………………………………….……154 5.1.1 Significant improvement in writing quality…………………………....154 5.1.2 Positive responses from the questionnaire……………………………..157 5.1.3 Benefits confirmed in the interviews…..…………………..……….….158 5.2 Major Learning Factors...……………………………………………………….159 5.2.1 Affective, social, and pedagogical factors………….……………..……160 5.2.2 Char. 9: A platform for schoolwork discussion..……………………….163 5.2.3 Char. 10: Students’ imitation of teacher’s writing…………..………….164 5.3 Paper VS. Online Dialogue Journal………………………………………....….166 5.3.1 Improvement in “Content” and “Organization”……..…....……...……166 5.3.2 Different length but different speed………...………………………….168 5.3.3 Different writer participation and attitudes…………………………….168 5.3.4 Char. 11: Writer responsibility for conversation continuance……….…170 5.4 A Non-threatening Writing Environment……………………………………….172 5.4.1 Writing anxiety reduction………………………………………………172 5.4.2 Char. 12: Writers’ concern for grammar errors……………………...…175 5.4.3 Proper teacher feedback………………………………………………..176 5.4.4 Test anxiety reduction…………………………………………………..177 5.5 Opportunity for Functional Language Use………………………………...……179 5.5.1 More writing practice……………………………………………..……179 5.5.2 Rich language functions……………………………………………..…181 CHAPTER 6. CONCLUSION………………………………………………..……188 6.1 Summary of the Study……………………………………………………..……188 6.2 Pedagogical Implications……………………………………………………….192 6.2.1 Sufficient supplementary practice……………………………..…….…192 6.2.2 Meaningful, expressive, and communicative writing……...….…….…193 6.2.3 Lower writing and test anxiety………………………………………....194 6.3 Limitations and Suggestions for Future Research………………………………195 6.3.1 Limitations and recommendations……………………………………..195 6.3.2 Future research suggestions………………………………………..…..200 REFERENCES…………………………………………………………………..….203 APPENDICES………………………………………………………………...……225 Appendix A English Dialogue Journal Writing Guideline…………………..……..225 Appendix B GEPT Practice Writing Tests and Grading Rubrics…………..………228 Appendix C ESL Composition Profile…………………………………..…………230 Appendix D Guidelines for T-units, Clauses, Word Counts, and Errors..………….231 Appendix E Second Language Writing Anxiety Inventory…..…………………….233 Appendix F Test Anxiety Scale………………..……………………………...……234 Appendix G Questionnaire…………………..……………………………………..235 Appendix H The Writers’ Participation……..…………………………….………..237 LIST OF TABLES……………………………………………………………….…viii Table 1.1 The Results of the English Composition Section of the JCEE……………..5 Table 2.1 Shift of Focus in ESL Writing Instruction…………………………………19 Table 2.2 Four Stages in Writing Development………………………………...……22 Table 2.3 Wang’s 8 Dialogue Journal Characteristics………………………….…….42 Table 2.4 The Main Purposes of Dialogue Journal Writing………………………….43 Table 2.5 15 Common Functions and 6 Uncommon Functions…………………...…45 Table 2.6 A Comparison of Traditional Academic Writing and Dialogue Journal Writing……………………………………………………………………………….46 Table 2.7 Benefits for Teachers and Students………………………………………..52 Table 2.8 Benefits and Drawbacks of Dialogue Journal Writing…………………….55 Table 2.9 Comparison of Classroom Talk and Dialogue Journals………………...…57 Table 2.10 15 Taiwanese Studies on Dialogue Journal Writing……………………...60 Table 2.11 Extended ESL Composition Profile Criteria for “Voice”……………...…71 Table 2.12 Benefits and Drawbacks of Computer-assisted Writing………………….77 Table 3.1 The Distribution of the Participants………………………………………..91 Table 3.2 The Instruments for the Four Research Questions……………………….100 Table 3.3 The Timetable of this Study (Fall 2009 & Spring 2010)…………………104 Table 3.4 The Selected Participants for T-unit Analysis…………………………….111 Table 3.5 10 Research Issues for Qualitative Data Analysis………………………..114 Table 4.1 One-way ANOVA Results of the GEPT………………………………….118 Table 4.2 t-test Results of the GEPT………………………………………………..119 Table 4.3 One-way ANOVA Results of the ESL Composition Profile……………..120 Table 4.4 t-Test Results of the ESL Composition Profile………………………..…120 Table 4.5 One-way ANOVA Results of the Number of Sentences…………………121 Table 4.6 t-Test Results of the Number of Sentences………………………………122 Table 4.7 One-way ANOVA Results of the Number of Words……………………..123 Table 4.8 t-Test Results of the Number of Words…………………………………..123 Table 4.9 5-Point Likert Scale on Writing Speed………………………………..…124 Table 4.10 T-unit Analysis Results of the Participants with Highest and Lowest Scores………………………………………………………………………………125 Table 4.11 One-way ANOVA Results of the Six Profile Categories……………….127 Table 4.12 Tamhane's Post-Hoc Test on “Content”…………………………………128 Table 4.13 Tamhane's Post-Hoc Test on “Organization”……………………………128 Table 4.14 t-Test Results of the Six Profile Categories……………………………..129 Table 4.15 One-way ANOVA Results of the SLWAI……………………………….132 Table 4.16 t-Test Results of the SLWAI…………………………………………….133 Table 4.17 One-way ANOVA Results of the Three SLWAI Categories…………….134 Table 4.18 t-Test Results of the Three SLWAI Categories………………………….135 Table 4.19 One-way ANOVA Results of the TAS…………………………………..136 Table 4.20 t-Test Results of the TAS………………………………………………..136 Table 4.21 Section 2 Results of the Questionnaire Survey………………………....138 Table 4.22 The Answers for the 4 Research Questions……………………………..153 Table 5.1 The Participants’ Overall Participation in the Project……………………169 Table 5.2 Pre- and Post-TAS Scores…………………………………………….…..177 LIST OF FIGURES…………………………………………………………….…….ix Figure 2.1. A Sample Dialogue Journal Entry…………………………………….….28 Figure 2.2. A Triangular Model of Dialogue Journal Writing…………………….….30 Figure 3.1. A sample dialogue journal entry from P6 of the “Paper-based” group.….94 Figure 3.2. A sample dialogue journal entry from E18 of the “E-mail” group………94 Figure 3.3. Two photo files attached to the above e-mail entry of E18 in the “E-mail” group…………………………………………………………………………………95 Figure 3.4. The researcher’s response to the e-mail entry from E18……………...…95 Figure 3.5. Qualitative Research Process…………………………………….…….115 Figure 4.1 Sentence number improvement of the three groups……………….……122 Figure 4.2 Word count improvement of the three groups……………………….….124 |
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