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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101719

    Title: Investigation of EFL college learners' critical thinking and creativity in writing on online discussion board
    Other Titles: 探討大學部英語學習者在討論區的批判性思考和創造力
    Authors: 劉蓉蓉;Liu, Jung-Jung
    Contributors: 淡江大學英文學系碩士班
    王藹玲;Wang, Ai-Ling
    Keywords: 批判性思考;創意;主修科系;性別;文化背景;學習態度;討論區;Critical Thinking;Creativity;Academic background;Gender;Cultural background;Learning Attitude;Online discussion board
    Date: 2014
    Issue Date: 2015-05-04 09:16:09 (UTC+8)
    Abstract: 本研究主要探討大學部學生的批判性思考及創造力,及與主修科系,性別,文化背景和學習態度的關聯性。本研究方法是質量合併,利用質性分析學生在討論區的意見,在使用敘述統計探討研究結果。
    This study is aimed to investigate college student’s critical thinking and creativity and the relation between academic background, gender, cultural background, learning attitude and information process in terms of critical thinking and creativity. The research is a mix of qualitative and quantitative research methods with grounded-theory research methods for investigating patterns of postings and the relation between participants’ characteristics and written discourse.
    One hundred and forty-six college students who consist of 57 participants in International Business, 46 participants in Banking and Finance and 43 participants in Mass Communication. The researcher supplemented three discussion sessions in Moodle discussion board and the topics are related to life reflection, an issue related to student life and an issue related to their near future. During the discussion session, the researcher and other TESOL members evaluated the participants’ learning attitude according to the Habits and Attitudes to learning Rubric. After the three sessions of discussion, the researcher and other TESOL member analyzed the participants’ postings and categorized them based on the rubric of critical thinking and creativity.
    The results show that students’ academic background, gender, cultural background and learning attitude differentiate their information process in terms of critical thinking and creativity in the three sessions of discussion. In other words, the findings of the research show that students with different majors, different genders, different cultural background and different levels of learning attitude revealed different level of critical thinking and creativity in detail aspects on the rubric. The results were in consistency with previous studies in the field.
    In light of the result and discussion of the research, it was implied that teachers should take students’ academic background, cultural background and learning attitude into account when they are going to apply discussion sessions in online discussion broad. In order to cultivate students’ critical thinking and creativity more efficiently, teachers should adapt teaching materials and methods according to students with different characteristics.
    Appears in Collections:[英文學系暨研究所] 學位論文

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