English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 49942/85109 (59%)
造訪人次 : 7784868      線上人數 : 47
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/96566


    題名: Blog-Assisted Learning in the ESL Writing Classroom: A Phenomenological Analysis
    作者: Lin, Ming Huei;Groom, Nicholas;Lin, Chin-ying
    貢獻者: 淡江大學英文學系
    關鍵詞: Classroom blogging;Blog-assisted language learning;ESL writing;Phenomenological analysis
    日期: 2013-01
    上傳時間: 2014-03-10 10:45:40 (UTC+8)
    出版者: Palmerston North: International Forum of Educational Technology & Society
    摘要: This study explores the experiences of a group of Taiwanese ESL student writers on a course of study that used a blog-assisted language learning (BALL) methodology. Data from in-depth interviews with eight participants were studied qualitatively using a phenomenological method of analysis. Participants' blogging activities were found to be inhibited by low L2 proficiency levels, by feelings of anxiety and embarrassment about possible peer reactions to their work, and by the slow pace at which completed compulsory blogging tasks were completed. It is argued that these findings help to explain the observation made in a number of previous studies, that second language writing students are enthusiastic about BALL in principle, but are not motivated to engage voluntarily in second language blogging activities in practice. The paper concludes by offering suggestions for ameliorating the problems identified in our analysis, and by identifying avenues for further research.
    關聯: Educational Technology & Society 16(3), pp.130-139
    DOI: 
    顯示於類別:[英文學系暨研究所] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    index.html0KbHTML138檢視/開啟
    index.html0KbHTML143檢視/開啟

    在機構典藏中所有的資料項目都受到原著作權保護.

    TAIR相關文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋