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Using computer mediation, peer revie...

Kibler, Ronald L.

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Using computer mediation, peer review, and a writing process in a Japanese second language writing class.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using computer mediation, peer review, and a writing process in a Japanese second language writing class./
作者:	Kibler, Ronald L.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Contained By:	Dissertation Abstracts International77-01A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3720604
ISBN:	9781339016528

Using computer mediation, peer review, and a writing process in a Japanese second language writing class.
Kibler, Ronald L.

Using computer mediation, peer review, and a writing process in a Japanese second language writing class. - 161 p.

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.

Thesis (Ph.D.)--Colorado State University, 2015.

The writing process approach has become an increasingly popular method of writing instruction in "English as a Foreign Language" (EFL) classrooms. However, in traditional, teacher fronted classrooms it is difficult to provide students with maximum opportunities and support to fully engage in the writing process approach. This quantitative study analyzed archival data collected from a Japanese university EFL composition course that used a combination of computer mediation and peer response and evaluation to maximize the amount of time the participants spent being engaged in the writing process approach. It was possible to examine four outcomes related to the course: writing improvement, engagement, motivation, and writing achievement.

ISBN: 9781339016528Subjects--Topical Terms:

3172512
Foreign language education.

Using computer mediation, peer review, and a writing process in a Japanese second language writing class.
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245 1 0 $a Using computer mediation, peer review, and a writing process in a Japanese second language writing class.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
500 $a Advisers: William Timpson; Don Quick.
502 $a Thesis (Ph.D.)--Colorado State University, 2015.
520 $a The writing process approach has become an increasingly popular method of writing instruction in "English as a Foreign Language" (EFL) classrooms. However, in traditional, teacher fronted classrooms it is difficult to provide students with maximum opportunities and support to fully engage in the writing process approach. This quantitative study analyzed archival data collected from a Japanese university EFL composition course that used a combination of computer mediation and peer response and evaluation to maximize the amount of time the participants spent being engaged in the writing process approach. It was possible to examine four outcomes related to the course: writing improvement, engagement, motivation, and writing achievement.
520 $a The analysis first addressed whether the methods of the course lead to writing improvement by looking at the differences between pre and post-tests to measure writing improvement in terms of the complexity, accuracy, and fluency (CAF) of students' short essay writing. The results of paired t-tests showed that there was a statistically significant increase in complexity and fluency, but not accuracy.
520 $a Then the analysis then looked at the association between writing improvement (CAF), engagement, motivation, and writing achievement, using correlations and a hierarchical multiple regression. The results showed that there was a statistically significant, positive correlation between accuracy and writing achievement, a statistically significant negative correlation between linguistic self-confidence motivation and writing achievement, and that accuracy was a statistically significant predictor of writing achievement.
520 $a This study has practical implications for second language (L2) writing classrooms. Primary among these are the potential for using computer mediation to facilitate peer learning. It allowed for high levels of writing intensity and seamless, transparent movement through the various stages of the writing process approach. In this study the combination of computer mediation, peer work, and writing process made it possible for the teacher to step aside, allowing the students to engage in social constructivist learning that supported positive learning outcomes.
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