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研究生：	李偉綾 Wei-ling Li
論文名稱：	部落格同儕互評對台灣高職生之英文寫作能力與學習態度之效益研究 The Effects of Integrating Blogging into Peer Feedback Revision on English Writing Perfromance and Attitude of Vocational High School Students in Taiwan
指導教授：	周中天 Chou, Chung-Tien
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2009
畢業學年度：	98
語文別：	英文
論文頁數：	173
中文關鍵詞：	部落格、同儕互評、英文寫作、寫作能力、寫作態度、高職生
英文關鍵詞：	blog, peer feedback, English writing, writing performance, writing attitude, vocational high school students
論文種類：	學術論文
相關次數：	點閱：509 下載：20
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Blog是近年來新興的個人交流、知識管理、和網路發表意見的工具，且逐漸被應用於教育和語言學習上。本研究旨在探討應用Blog進行英文寫作結合同儕互評對於高職生英文寫作能力與寫作態度之影響。研究時間為5個月，參與對象為台中市某高職二年級的兩班學生。兩班分別為Blog寫作組(實驗組)和傳統紙筆寫作組(對照組)，共44位學生。Blog寫作組 ( 20人 )和傳統紙筆寫作組 ( 24人 )在20次作文課中在寫作前測和後測之間，寫了3篇英文作文。 Blog寫作組3篇文章皆發表在blog上，同儕互評給予意見，加以修改後，再由老師給意見,做第二次修改後才由老師評分。而傳統紙筆寫作組則是每篇文章寫在紙上，老師給意見，加以修改後由老師評分。所有參與活動的學生在活動前後各撰寫一篇英文作文作為前後測。為了更客觀的評量學生作文能力的進步情形，此研究用the grammar checker program (http://140.122.83.189:8080/wgrammar/default.asp)以及the Vocabprofiler (http://www.lextutor.ca/vp/eng/) 兩軟體來研究學生的句子平均長度全文長度、type-token ratio、及lexical density，以了解學生寫作內容和用字差異; 並且用前後測文中T-Unit數、每句T-Unit長度來比較兩組學生文法結構的複雜度進步情形。在寫作態度方面，作文前測時兩組同時填寫一份寫作態度量表；寫作文後測時，再填寫同樣的寫作態度量表。Blog寫作組則另外寫一份Blog評量問卷以了解實驗組對此活動的看法與建議。本研究採用單因子共變數分析 (ANCOVA) 及單一樣本T考驗 (One sample T-test) 探討蒐集的資料。

本研究之重要研究發現如下：
1.Blog 寫作互評組比起傳統紙筆寫作組在全文長度、Type-token ratio、lexical density及T-Units數上較有進步, 但並無顯著差異。
2.英文學習態度的問卷分析顯示，Blog寫作互評組的學生較傳統紙筆寫作組的學生對英文學習興趣較高，較能減輕焦慮，也更肯定寫作的有效性，但兩組學習態度統計結果皆無顯著差異。
3.Blog寫作互評組對於Blog寫作及Blog同儕評改持肯定態度。多數認為寫作結合Blog和同儕互評有益於英文寫作也認為創新有趣，不過仍有一些建議。
例如，獎勵制度和公開示範好的同儕互評意見及部落格，可以作為讓學生更用心的誘因。而更嚴謹設計的規範、老師更多的介入、及更多上課時間用於訓練同儕互評寫作修改等等，都是不可或缺的。而且每小組只有2~3人對增加意見和回饋似乎略嫌少了些。

最後研究者根據研究結果，針對blog結合同儕寫作及英文寫作教學提供建議與看法。

ABSTRACT
Blogs have been used as a convenient tool for personal interaction, knowledge management, and expression of online opinions with wide popularity in recent years, and they are increasingly being applied to education and language learning. The current study investigated the effectiveness of blog-integrated peer feedback revision on the writing performance and attitude of vocational high school students in Taiwan. The duration of the experiment lasted for approximately five months, and the participants were students of two classes in a vocational high school in Taichung City. The participants were divided into two groups: one class was the experimental group (the blog-integrated group) and the other was the control group (the traditional paper-and-pen writing group), with a total of 44 students. The experimental group (the blog-integrated group) consisted of 20 students while the control group (the traditional paper-and pen writing group) was composed of 24 students. Both groups wrote three in-class essays besides the writing pre-test and writing post-test in the 20-week composition courses. The experimental group (the blog-integrated group) wrote all the three essays, gave peer feedback, and revised their first draft on the blogs. After the revision, they handed in their second draft for teacher feedback. The third draft, revised according to teacher feedback, was scored by the teacher afterwards. However, the control group wrote essays on paper for teacher feedback. Their revised second drafts were graded by the teacher. Every participant in the present study wrote one writing pre-test and post-test. To assess students’ improvement in writing performance more objectively, the researcher adopted the grammar checker program (http://140.122.83.189:8080/ wgrammar/ default.asp ) and the Vocabprofiler system (http://www.lextutor.ca/vp/eng/) to examine students’ text length (i.e. content length & sentence length) and lexical richness (i.e. type-token ratio and lexical density) to have a better understanding of variances in writing content and diction. Moreover, the syntactic complexity, including T-Units and T-Unit length, were also examined to gain more insight into participants’ improvement in grammar structure. With regard to their writing attitude, both groups responded to the writing attitude questionnaire simultaneously when taking the writing pre-test, and took the same questionnaire in the writing post-test. The blog-integrated group filled out another blog-evaluation questionnaire to elicit students’ perceptions and recommendations with regard to the experimental design. The analysis of covariance (ANCOVA) and one sample T-test were employed in the study for data analysis.
The major findings in the current study were summarized as follows:
1. There were no significant differences in their overall writing performance between the experimental group and the traditional group. However, the experimental group made slightly more progress in terms of content length, type-token ratio, lexical density, and T-Units, although this was not statistically significant.
2. There were no significant differences in the writing attitudes between the two groups. Further comparison revealed that students in the experimental group showed greater interest and motivation, felt less anxious and had an increased realization of the usefulness of English writing.
3. The experimental group generally held a positive attitude toward writing on blogs, and blog-integrated peer feedback. The great majority of students perceived that the combination of blogs and peer feedback as beneficial to their English writing and agreed with the novelty and attraction of the design. Nevertheless, they also offered some practical suggestions. For example, the reward system or modeling of quality peer feedback and good blogs were recommended to be adopted as incentives to encourage students to devote themselves to the design. They also suggested that more rigidly structured guidelines, more intervention from teachers, and more class time in training, writing, and revision. Further, one or two members in a group may not be enough to provide diverse perspectives.

Finally, the researcher provides practical pedagogical implications and suggestions concerning blog-integrated peer feedback and English writing instruction.

TABLE OF CONTENTS

ABSTRACT(Chinese)    i
ABSTRACT    ii
ACKNOWLEDGEMENTS    iv
LIST OF TABLES    ix
LIST OF FIGURES    xii
CHAPTER ONE INTRODUCTION    1
1.1 Motivation and background    1
1.2 Purpose of the study    6
1.3 Research questions    7
1.4 Significance of the study    7
1.5 Definition of the terms    8
CHAPTER TWO LITERATURE REVIEW    13
2.1 Writing instruction and writing process    13
2.1.1 Writing instruction    13
2.1.2 Writing process    15
2.2 Writing assessment and writing performance    16
2.3 Peer feedback    20
2.3.1 Advantages of peer feedback    21
2.3.2 Disadvantages of peer feedback    24
2.3.3 Suggestions for enhancing the effectiveness of peer feedback    26
2.4 Web-based learning    27
2.4.1 Definitions of web-based learning    27
2.4.2 Functions and advantages of web-based learning    28
2.4.3 Limitations of Web-based learning    31
2.4.4 Advantages and disadvantages of web-based peer feedback    31
2.4.5 Studies on web-based peer feedback    33
2.5 Weblogs    34
2.5.1 Definition    34
2.5.2 The history of blogs    36
2.5.3 Characteristics and the potential of blogs    38
2.5.4 The basic concept and rationale for using blogs in education:    41
2.5.5 The application of blogs in education    43
2.5.6 Advantages of blogs in the writing class    46
2.5.7 Disadvantages of blogs    51
2.6 Summary    52
CHAPTER THREE METHODOLOGY    55
3.1 Research design    55
3.2 Participants    57
3.3 The setting    59
3.4 Instruments    59
3.4.1. The writing attitude questionnaire    60
3.4.2 The blog-evaluation questionnaire    60
3.4.3. Peer feedback checklist    61
3.5 Writing instruction and writing practices    62
3.5.1. Stage 1: Orientation    62
3.5.2. Stage 2: The same writing instructions for the two groups    64
3.5.3. Stage 3: Different writing and revising practices for the two groups    65
3.6 Data analysis    70
3.6.1 A quantitative analysis    70
3.6.1.1 Text length    71
3.6.1.2. Lexical richness    72
3.6.1.3 Syntactic complexity    72
3.6.1.4 Analysis of questionnaires    73
3.6.2 A qualitative analysis    74
CHAPTER FOUR RESULTS AND DISCUSSION    75
4.1 Effects of blog-integrated peer feedback revision on students’ writing performance    76
4.1.1 Comparison on text length    76
4.1.1.1 Content length    77
4.1.1.2 Sentence Length    79
4.1.2 Comparison on lexical richness    81
4.1.2.1 Type-token ratio    81
4.1.2.2 Lexical Density    83
4.1.3 Comparison on syntactic complexity    85
4.1.3.1 T-Units    85
4.1.3.2 T-Unit length    87
4.2 Analysis of questionnaire data    90
4.2.1. Comparison on the writing attitudes between the two groups    90
4.2.1.1 Usefulness    91
4.2.1.2 Anxiety    92
4.2.1.3 Interest and motivation    94
4.2.1.4 Writing strategies    95
4.2.2 Results of experimental group’ responses to the blog-evaluation questionnaire    97
4.2.2.1 Learning effect    98
4.2.2.2 Confidence in the ability of peer students    99
4.2.2.3 Interaction and Preference    101
4.2.2.4. Responses to open-ended questions    103
4.3 Discussion    108
4.3. 1 Discussion and comparison of participants’ writing performance between the two groups    108
4.3.2 Discussion and comparison of the subjects’ writing attitude    113
4.3.3. Discussion of subjects’ opinions toward blog-integrated peer feedback    119
CHAPTER FIVE CONCLUSION    123
5.1 Summary of the findings    123
5.2 Limitations of the study    125
5.3 Directions for future research    125
5.4 Pedagogical implications    128
REFERENCES    132
Appendix A  The Writing Attitude Questionnaire (寫作態度問卷)    144
Appendix B  The Blog-Evaluation Questionnaire (Chinese Version)    146
Appendix C  The Blog-Evaluation Questionnaire (English Version)    148
Appendix D  The Blog-integrated Peer Feedback Checklist    150
Appendix E  Guidelines for Defining T-Units    152
Appendix F  The Percentage of Students’ Positive and Negative Responses to the Writing Attitude Questionnaire    153
Appendix G  In-class Writing: Pre-test    157
Appendix H  In-class Writing: Post-test    158
Appendix I   Student Samples of the Blog-integrated Peer Feedback Revision    159


LIST OF TABLES
Table 2.1 The Difference between Web-based Learning Interaction and Traditional Classroom Interaction    30
Table 2.2 History of Blogs    37
Table 3.1 Distribution of the Subjects in the Study    58
Table 3.2 The Weekly Schedule and Writing Procedures for the Two Groups    69
Table 4.1 Summary of the Homogeneity of Within-Class Regression Coefficient of the Content Length of the Pre-tests    77
Table 4.2 Analysis of Covariance for the Content Length between the Two Groups    78
Table 4.3 Descriptive Statistics of the Means of the Content Length    79
Table 4.4 Summary of the Homogeneity of Within-class Regression Coefficient of the Sentence Length of the Pre-tests    80
Table 4.5 Analysis of Covariance (ANCOVA) for the Sentence Length between the Two Groups    80
Table 4.6 Descriptive Statistics of the Means of the Sentence Length on the Pretests and Posttests between the Two Groups    81
Table 4.7 Summary of the Homogeneity of Within-Class Regression Coefficient of the Type-token Ratio of the Pre-tests    82
Table 4.8 Analysis of Covariance for the Type-token Ratio between the Two Groups    82
Table 4.9 Descriptive Statistics of the Means of the Type-token Ratio on the pretests and post-tests between the Two Groups    83
Table 4.10 Summary of the Homogeneity of Within-Class Regression Coefficient of the Lexical Density of the Pre-tests    84
Table 4.11 Analysis of Covariance for the Lexical Density between the Two Groups    84
Table 4.12 Descriptive Statistics of the Means of the Lexical Density on the Pretests and Post-tests between the Two Groups    85
Table 4.13 Summary of the Homogeneity of Within-Class Regression Coefficient of the T-Units of the Pre-tests    86
Table 4.14 Analysis of Covariance for the T-Units between the Two Groups    86

Table 4.15 Descriptive Statistics of the Means of the T-Units on the Pretests and Post-tests between the Two Groups    87
Table 4.16 Summary of the Homogeneity of Within-Class Regression Coefficient of the T-Unit Length of the Pre-tests    88
Table 4.17 Analysis of Covariance for the T-Unit Length between the Two Groups    89
Table 4.18 Descriptive Statistics of the Means of the T-Unit Length on the pretests and post-tests between the two groups    89
Table 4.19 Summary of the Homogeneity of Within-Class Regression Coefficient of the Category, “Usefulness”    91
Table 4.20 Analysis of Covariance for “Usefulness” between the Two Groups    91
Table 4.21 Descriptive Statistics of the Means of “Usefulness” on the Pretests and Post-tests between the Two Groups    92
Table 4.22 Summary of the Homogeneity of Within-Class Regression Coefficient of the Category, “Anxiety”    92
Table 4.23 Analysis of Covariance for “Anxiety” between the Two Groups    93
Table 4.24 Descriptive Statistics of the Means of “Anxiety” on the Pretests and Post-tests between the Two Groups    93
Table 4.25 Summary of the Homogeneity of Within-Class Regression Coefficient of the category, “Interest and Motivation”    94
Table 4.26 Analysis of Covariance for “Interest and Motivation” between the Two Groups    94
Table 4.27 Descriptive Statistics of the Means of “Interest and Motivation” on the Pretests and Post-tests between the Two Groups    95
Table 4.28 Summary of the Homogeneity of Within-Class Regression Coefficient of the Category, “Writing Strategies”    96
Table 4.29 Analysis of Covariance for “Writing Strategies” between the Two Groups    96
Table 4.30 Descriptive Statistics of the Means of “Writing Strategies” on the Pretests and Post-tests between the Two Groups    97
Table 4.31 One Sample T-test Results of the Blog-evaluation Questionnaire in “Learning Effects”    99
Table 4.32 One Sample T-test Results of the blog-evaluation Questionnaire in “Confidence in the Ability of Peer Students”    100
Table 4.33 One Sample T-test Results of the blog-evaluation Questionnaire in “Interaction and Preference”    102

LIST OF FIGURES
Figure 2.1 The potentials of Blogs    41
Figure 3.1 A Flow Chart of the Study Procedure    57
Figure 3.2 Overview of a Student’s Personal Blog    64
                                

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