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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87147

    Title: 網路同儕互評對高中一年級學生英文寫作學習滿意度之影響
    Other Titles: The effects of web-based peer assessment on the senior high school 10th graders' learning satisfaction in English writing
    Authors: 黃妙玲;Huang, Miao-Ling
    Contributors: 淡江大學教育科技學系碩士在職專班
    何俐安;Ho, Li-An
    Keywords: 過程導向式寫作教學法;同儕互評;Moodle學習平台;Process-oriented Writing;Peer assessment;Moodle
    Date: 2012
    Issue Date: 2013-04-13 10:46:23 (UTC+8)
    Abstract: 在經濟以外貿為主的台灣,英文的重要性自不待言,而在以英文為外國語言的環境中,英文的聽、說、讀、寫四項能力,寫作能力是比較困難的,尤其是過多的考試以及傳統式的文法講述教學方法影響了學習者的英語文學習意願,以致於學習者無法產生信心或提升其學習動機,因此如何提升學習者的學習滿意度並鼓勵學習者寫作是非常重要的。
      近年來英文寫作教學方式逐漸偏向以溝通、情境為主的過程導向式教學(process-oriented approach)以取代以文法、組織為主的成品導向式教學,因為就學習層面而言,寫作本身就是一種學習的過程,而網際網路的即時性與方便性更是讓學習者有了互相討論與學習的機會。
    The importance of English can never be over-emphasized in Taiwan where English is regarded as a foreign language. Among the abilities of speaking, listening, reading and writing, the writing is a much more difficult skill. Excessive exams and instructors’ traditional Grammar-Translation Method especially discourage learners from enhancing their motivation to learn and write. Thus, it is very important to improve the learners’ satisfaction and confidence to motivate and encourage learners to write.
    In recent years, English writing gradually tends to the Process-Oriented Approach instead of the Product-Oriented Approach. The former focuses more on communicative situations but the latter more on grammar and organization. It’s because writing itself is a process of learning and the convenience and immediacy of Internet offers learners to have a chance to discuss with and learn from each other.
    This study is to investigate the impacts of web-based peer assessment on learning satisfaction in English writing. The subjects, two classes of 10th graders in a public high school with 87 students in all, were offered English writing courses based on process-oriented writing pedagogy. Through the quasi-experimental research methods, the same teaching activities were firstly applied to both classes in the first four weeks. After this, all subjects were asked to fill in the pre-test questionnaire. The fifth week onwards, one class was randomly assigned to the implementation of the peer assessment while the other was applied the general teaching activities. Then both classes were asked to take the post-test questionnaire to collect and analyze the data on their learning satisfaction in the writing activities.
    The preliminary study results show that peer interaction, teaching methods, learning satisfaction and overall satisfaction have improved while the teacher-student interaction and learning environment make no significant difference.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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