藉讀而寫：英文系及非英文系學生線上同儕合作計畫   全文下載

From Reading to Writing: An English Major and Non-English Major Online Peer Learning Project

學者指出，臺灣大學生英文寫作技巧欠佳是因為閱讀量不足及缺乏寫作練習，然而此論點仍需實證研究支持。基於先前研究已證實同儕回饋能提升寫作技能，且網路能促進跨校同儕互動，本研究探討跨校線上藉讀而寫合作計畫的成效。研究對象為兩校英文系及非英文系的大一學生。研究者將學生分為17個小組，然後要求學生進行名人傳記閱讀、張貼傳記摘要、回應他校組員文章等活動。研究進行一個學期，學生共閱讀4本傳記、完成4篇傳記摘要及4篇線上同儕回饋。研究問題如下：第一，學生摘要的長度是否有進步？第二，學生摘要的內容、組織、句法及文法正確性、單字、體例是否有進步？第三，兩校學生進步情況有何不同？第四，學生對此跨校合作學習觀感及面臨困難為何？研究資料包含傳記摘要、線上同儕回饋及書面心得回顧。資料分析法則包含描述統計、重複測量變異數分析、雙因子混合變異數分析、單因子變異數分析、持續比較分析法。研究結果顯示，學生作文字數及句數增加，且句法錯誤減少；英文系學生在文章長度有顯著進步，而非英文系學生則在文法的正確度有顯著進步。最後，說明研究義涵及對教學的應用，並提出對未來研究的建議。

Taiwanese university students generally display insufficient English writing skills due to their lack of reading and writing practice. This study’s aim is to investigate the effects of an inter-school online reading-to-write project, on the basis that peer response promises a positive impact on student writing and the use of the Internet allows peer learning across institutions. The participants were first-year English majors and non- English majors at two Taiwanese universities. They were required to read the biographies, to post online summaries of those biographies, and to provide online peer responses within groups. The researchers explored students’ writing improvements and students’ perceptions of the project. The students’ writings have been analyzed using the method of descriptive statistics, repeated measures ANOVA, two-way mixed ANOVA, and oneway ANOVA. Qualitative data gained from students’ written reflections supplemented the findings. The results indicated that the participants’ writings increased in word counts, and had fewer syntactic structural errors in their writings. The English majors improved more than the non-English majors in terms of the total number of sentences, whereas the non- English majors showed significant improvements in terms of having fewer grammatical errors. Pedagogical implications and suggestions for future research are provided in the conclusion of this study.