| 摘要: | 本研究主要探討和檢驗透過結合互動式網路英語學習網站IWiLL,建構學生對於科技類學術性寫作的連貫性 (coherence)。 雖然許多先前的研究針對錯誤校正 (error correction)的程序和實質的影響探討,尤其在於英文寫作中文法的糾正,但極少數研究是著重於建構學術寫作的連貫性來檢驗對於寫作的功效和文章品質的提升。依據上述的概念,此研究採用歷程寫作 (process writing),心智圖 (mind mapping),和結合電腦資源使學習達到最大的成效。
參與本研究的實驗對象由北部某私立大學20位資訊工程系博士生所組成，且皆選取2009年的下學期春季的寫作研究課程。質性研究的資料蒐集來自於教學前後的寫作測驗;量化研究的資料蒐集則由前後測的問卷調查，其中包含寫作歷程問卷、英文寫作焦慮度問卷，以及IWiLL線上寫作學習問卷。
寫作前後測的分析結果顯示學習者對於文章連貫性技巧的運用(新舊資訊的連結、同義詞和關鍵字的重複，以及指示代名詞所組成的摘要性片語)達統計上顯著的進步。另外，根據兩位評分者針對TOEFL iBT 和Bamberg’s Holistic Coherence的兩個評分項目的前後側寫作分析上，也顯示寫作的整體進步。同時，寫作的進步和連貫性技巧的使用也有顯著的關係。量化結果顯示學習者對於英文寫作的自信心提高且焦慮度下降。
研究結果建議，於此種建構式學習下，對於科技類學術寫作的教學有顯著得成效和突破。另外，本研究同時也鼓勵其他科技領域的寫作教師對於標準課程的規劃可進一步的結合。此外，本研究也發現對於電腦科技教學的結合之困難處需特別關注及考慮，已達到結合電腦輔助教學的最大效益。
This research aims to investigate and examine the effectiveness of building the coherence (Halliday and Hasan, 1976) of scientific/technical academic writing through cooperating the computer-assisted language learning tool, IWiLL (Intelligent Web-based Interactive Language Learning). Although many studies have assessed the procedure and impact of error correction, particularly that of grammar, on EFL writing, few have been done to explore the validity and efficacy of explicating the coherence of academic writing to learners so as to improve their quality of writing. In light of this, process writing, mind mapping, and technology resources were adopted in this research to maximize learning achievement.
The participants in the study are 20 Computer Science and Information Engineering doctoral students enrolled in the Writing Seminar offered by their program at a university in Northern Taiwan in the Spring semester, 2009. The qualitative data were compiled from the pre-and- post English writing assessments and the quantitative data were gathered from the pre-study and post-study questionnaires (English writing process assessment, English writing apprehension questionnaire, and questionnaire of online learning through IWiLL).
The statistical results of pre-study and post-study writing assessments indicated the significant progress of students on the employment of cohesive techniques such as old/new information distribution, synonym and repeated key word, and summary word; meanwhile, the overall improvement also showed in students’ pre-and- post assessments which were graded by two reviewers and based on the criteria of TOEFL iBT and Bamberg’s holistic coherence rubric. Further statistical evidences also projected on students’ pre-and-post writing process assessments and suggested that learners are notably aware of the application of process writing techniques. Furthermore, the data collected from learners’ pre-and-post writing apprehension questionnaires denoted that students’ confidence in composing an academic English writing is enhanced and the anxiety level of writing in English is lower.
The results of this research have arguably shed light on the efficacy of this top-down approach to teaching scientific and technical writing and due to its successful implementation, can be further incorporated into a standard curriculum that can be adopted by practitioners who are now in the field of science and technology. However, some difficulties of incorporating computer technology in such kind of course design have also been observed. These difficulties need to be overcome in order of optimize the role of CALL in language classrooms. |
