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The effects of computer -mediated co...

Hsieh, Pei-Chin (Jean).

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The effects of computer -mediated communication by a course management system (Moodle) on EFL Taiwanese student's English reading achievement and perceptions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of computer -mediated communication by a course management system (Moodle) on EFL Taiwanese student's English reading achievement and perceptions./
作者:	Hsieh, Pei-Chin (Jean).
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3746.
Contained By:	Dissertation Abstracts International70-10A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3374321
ISBN:	9781109434774

The effects of computer -mediated communication by a course management system (Moodle) on EFL Taiwanese student's English reading achievement and perceptions.
Hsieh, Pei-Chin (Jean).

The effects of computer -mediated communication by a course management system (Moodle) on EFL Taiwanese student's English reading achievement and perceptions. - 157 p.

Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3746.

Thesis (Ed.D.)--La Sierra University, 2009.

This research study compared the effects of three instructional methods---collaborative synchronous online communication, asynchronous online communication, and independent study as traditional in grammar translation method---in English reading comprehension. A quasi-experimental research design included pre and post reading comprehension tests for all three groups (N=138) and a post perception survey for the experimental groups. After treatment, collaboratively synchronous and asynchronous online communication users outperformed those in the independent study group. Yet, no significant difference was found in reading posttest scores between synchronous and asynchronous communication groups. Findings from the post perceptions survey of the experimental groups displayed no statistically significant differences between them. But, three variables, the perceptions of collaboration in computer-mediated communication (CMC), effects of CMC, and perceptions of Moodle, each showed positively significant effects on reading comprehension posttest scores.

ISBN: 9781109434774Subjects--Topical Terms:

684418
Curriculum development.

The effects of computer -mediated communication by a course management system (Moodle) on EFL Taiwanese student's English reading achievement and perceptions.
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520 $a This research study compared the effects of three instructional methods---collaborative synchronous online communication, asynchronous online communication, and independent study as traditional in grammar translation method---in English reading comprehension. A quasi-experimental research design included pre and post reading comprehension tests for all three groups (N=138) and a post perception survey for the experimental groups. After treatment, collaboratively synchronous and asynchronous online communication users outperformed those in the independent study group. Yet, no significant difference was found in reading posttest scores between synchronous and asynchronous communication groups. Findings from the post perceptions survey of the experimental groups displayed no statistically significant differences between them. But, three variables, the perceptions of collaboration in computer-mediated communication (CMC), effects of CMC, and perceptions of Moodle, each showed positively significant effects on reading comprehension posttest scores.
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