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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/104712


    Title: Impact of Students' Participation to a Facebook Group on their Motivation and Scores and on Teacher's Evaluation
    Authors: 孟丞書
    Keywords: European Literature;Learning performance;Motivation;Scores
    Date: 2014-02-01
    Issue Date: 2016-01-06 11:07:51 (UTC+8)
    Abstract: Abstract
    The development of Information and communications technology (ICT) has brought rapid and
    profound changes in the field of Education. Nowadays, teachers and students alike are engaging
    on social networks such as Facebook. This study discusses the benefits of using social network in
    the classroom. It aims at assessing the impact of Facebook on students' motivation and scores in a
    course of European Literature in a university of central Taiwan. A class of students was taught
    during the first semester of academic year 2013-2014 (September-January) using a traditional
    way of teaching. During the second semester (February-June 2014), the teacher used multimedia
    and Facebook to teach to the same students. They joined a "secret group", that is a group in which
    only students from the class can join, post, view posts, like, and comment.
    This research compares various data from the first and second semester to measure students'
    improvement in motivation, their participation to the group and their scores. The data collected
    from the Facebook group during the whole second semester and students' evaluation of the
    educator at the end of each semester. Students are expected to make some progress and teacher's
    evaluation should improve. Even though Taiwanese students generally read and write in Chinese
    on Facebook, it is expected that they exclusively use English to read, share, and comment texts
    and information concerning the books studied during the second semester, thus increasing their
    chances to improve their reading and writing skills.
    Keywords: Facebook; European Literature; Learning performance; Motivation; Scores.
    Relation: The IAFOR Journal of Education III(I), pp. 61-74
    Appears in Collections:[法國語文學系暨研究所] 期刊論文

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