Trista's World--- 文字交流園地

Translated by: Trista, Lai. 賴亞萱

Author: Grami, Grami Mohammad A

Publication info: English Language Teaching 5. 10 (2012): 43-48.

1. 1.      Abstract: This paper reports on the experience of seven Saudi female ESL students who worked collaboratively in an interactive online writing environment over a period of four weeks. It chronicles their experiences with online writing tasks, documents their responses to online feedback, and examines their attempts to cope with different settings and audiences. It was found that interactive features of weblogs helped establish a valid peer review culture as an integral part of collaborative writing. The experience also helped develop critical thinking and ability to identify target audience. In general, students' attitudes were positive and participants exhibited a desire to incorporate similar tasks in upcoming ESL writing classes. It is therefore recommended that educational authorities and teachers should solicit online resources more often.

此則論文講述，七個沙烏地阿拉伯的女學生，以英語為第二外語，一起在線上互動寫作環境，合作四個禮拜的經驗。女學生們線上的寫作作業、互相給予的回應、依據不同情況與觀眾的應對方式，皆按著時間順序被記錄下來。部落格的「互動性」，在合作寫作模式中，是個不可或缺的特色，因為它有效地幫助同儕互改文化的建立。這些經驗，同時也訓練學生批判性的思考和辨別目標群眾的能力。普遍來說，對即將開班的ESL寫作課程，學生們的態度是積極的，參與者也都展現，想要學習相關課程的期望。因此，在此建議教育部門與老師們，應該融合更多線上資源在教學中。

Web 2.0 and Second Language Learning: What Does the Research Tell Us?

Author: Wang, Shenggao; V, Camilla

Publication info: CALICO Journal 29. 3 (May 2012):

1. 2.      Abstract: This article reviews current research on the use of Web 2.0 technologies in second language (L2) learning. Its purpose is to investigate the theoretical perspectives framing it, to identify some of the benefits of using Web 2.0 technologies in L2 learning, and to discuss some of the limitations. The review reveals that blogs and wikis have been the most studied Web 2.0 tools, while others, such as social networking applications and virtual worlds, have been less frequently explored. In addition, the most commonly investigated languages have been English, Spanish, German, and French. Considerably less research has been conducted on applying Web 2.0 technologies to less commonly taught languages, such as Arabic, Chinese, or Russian. Additionally, the language learning environments afforded by Web 2.0 technologies have greatly broadened the scope of topics explored in computer-assisted language learning (CALL): from earlier research which tended to concentrate on the traditional four broad language skills, to more recent topics, such as learners' identities, online collaboration, and learning communities. Although very few studies surveyed have actually examined students' progress and learning outcomes associated with these tools, the most frequently reported benefit associated with Web 2.0 technologies is the favorable language learning environments they help to foster. Finally, this review found that much research on Web 2.0 technology and language learning is not clearly grounded in theory, and that a number of studies suffer from a set of common methodological limitations.

這篇論文，提供了目前Web 2.0 technologies，在學習第二語言中的使用概況。  此篇論文的研究目的，是以理論方式整理出Web 2.0 technologies，在第二語言學習中被使用的益處，並討論其限制。論文中指出，部落格和維基百科是兩個最常被研究的Web 2.0工具。而其他像是社群網路應用程式和現實生活，則極少被涉及。另外，對於Web 2.0 technologies應用的語言中，像是英文、西班牙文、德文、法文，是最常被研究的語言，而阿拉伯語、中文、俄羅斯語，則很少被研究。除此之外，使用Web 2.0 technologies的語言學習環境，有關電腦輔助的語言學習主題範疇，已大大地被擴展：早期研究者傾向於研究傳統的四大語言技巧，而現在的主題，像是學習者的身分認知、線上合作寫作、學習社群。極少數研究，真正在檢測學生使用這些工具的學習進程和學習成效，大多數研究，皆是調查Web 2.0 technologies在培養優質語言學習環境的優點。最後，研究發現，Web 2.0 technology和語言學習的領域，並沒有在理論中被界定得很清楚，所以常見有許多研究，遭受研究方法的限制。

The Effect of Portfolio Assessment Technique on Writing Performance of EFL Learners

Author: Tabatabaei, Omid; Assefi, Farzaneh

Publication info: English Language Teaching 5. 5 (May 2012): 138-147.

1. 3.      Abstract: Nowadays, writing has received a great degree of attention not only because it plays a significant role in transforming knowledge and learning but also in fostering creativity and when acquiring of a special language skill is seen as important, its assessment becomes important as well and writing is no exception. This study intended to investigate the effect of portfolio assessment technique as a teaching, learning and assessment tool on writing performance of EFL learners. Writing sub-skills has also been taken into account. To this end, forty Iranian EFL learners who were all English teaching majors were randomly divided into two groups: experimental (n=20) and control (n=20). The experimental group received the treatment i.e. portfolio assessment while the control group underwent the traditional approach of writing assessment. The result of statistical analysis indicated that the students in experimental group outperformed the students in control group in their writing performance and its sub-skills of focus, elaboration, organization, conventions and vocabulary. The findings suggest that portfolio assessment technique improves writing ability of the students. The results have also some implications for assessment, teaching and learning of L2 writing.

現今，寫作受到相當的關注，不僅是因為它在傳遞知識和學習方面扮演重要角色，它更是培養創意的不二法門。隨著培養第二語言的能力，逐漸受到重視，評定的方式也隨之重要，寫作當然也不例外。這項研究試圖找出，身為教學、學習、評定工具的portfolio assessment technique ，對以英語為第二外語的學習者說，有著甚麼樣的效力。次重要的寫作技巧也被考慮其中。為此研究目的，四十位以英語為第二外語的伊朗學習者，其主修科目也皆為英語教學，被隨機分為兩組，實驗組(20人)和對照組(20人)。實驗組將會接受portfolio assessment的檢測，而對照組則是以傳統的寫作評定方式檢測。統計資料結果顯示，實驗組的學生比對照組的表現更為優異，不管是在寫作表現、次要的寫作技巧、闡述能力、組織能力、寫作基本規則或字彙上皆如此。這項發現不僅證明portfolio assessment technique能使學生的寫作能力進步，也是對第二外語寫作上的評定方式、教學與學習，有著重大意義。

The Effect of Online Peer Feedback on the Academic Writing Ability of Iranian EFL Learners

Author: Moradi, Mohammad Reza

Publication info: International Education Studies 5. 2 (Apr 2012): 113-117.

1. 4.      Abstract: This paper reports an exploratory study of 60 English as a foreign language (EFL) student's experiences of online peer feedback in an essay writing course at Islamic Azad University, Dezful Branch. They were required to comment on their peers' writing essays using the checklist to whom had been made available, but in different ways. The groups were required to self-assess their own writing piece, and share it with the other groups, either in offline or online forms and, subsequently, assess the other groups' essays in light of the criteria in the checklist and let them know about their comments. The performance of the two groups was, subsequently, compared using the t-test statistical analysis. It indicated that there is not any significant difference between the performances of the online and offline groups.

此則論文講述，位於丹斯佛布蘭琪，一所名為伊斯蘭阿薩的大學，六十位以英文為第二外語的學生，在寫作課程中，線上同儕互改的經驗。他們被要求以事先準備好的評分清單，對同儕的寫作文章給予不同方式的評論。每個小組需先作自我評論，並以線上或離線形式，分享給其他小組。接著再以同一份評分清單，評論其他組別的文章，並且使之瞭解評論的內容。兩組的表現，皆以t-test統計法分析比較。而結果指出，線上或離線的兩個小組，其表現並沒有相當大的差異。

The Effect of Collaboration on Iranian EFL Learners' Writing Accuracy

Author: Jafari, Narges

Publication info: International Education Studies 5. 2 (Apr 2012): 125-131.

1. 5.      Abstract: This study aims at finding the effect of group work on Iranian EFL learners' writing accuracy. Moreover, the effect of gender on text production has also been investigated. Over a month, sixty Iranian EFL learners were chosen as the participants of this study. They were divided into two groups. The experimental group wrote collaboratively while the control group underwent individual writing tasks. Both groups participated in four essay writing sessions. The participants wrote on the same topics and genre. The results revealed that the students in the collaborative writing group outperformed the students in the control group, hence emphasizing the significant role of collaboration in L2 writing. Regarding gender effect, the data analysis showed the females in the collaborative group outperformed males in the same group proving that gender plays a significant role in Iranian EFL collaborative writing setting. The results have some implications for English writing instructors and learners.

本論文目的，在致力找出，以英語為第二外語的伊朗學生，其分組寫作對他們文法正確性之效力。而「性別」之於寫作的影響力，也會在此納入討論。這一個月裡，這六十位以英語為第二語言的伊朗學生，被選為此研究的參與者。他們被分為兩組，實驗組和對照組，實驗組是分組寫作，對照組是個人寫作。兩組組員皆會參與四個寫作階段。參與者皆是寫相同的主題和文體。結果顯示出，分組寫作的學生表現得比個人寫作組還優異，這更凸顯了「分組寫作」在第二外語寫作課中的重要性。關於性別的影響力，分析資料顯示出，分組寫作組的女性表現比同組男性還優異，這也表示在以英語為第二外語的伊朗學生寫作課程中，性別有著重要的影響力。以上結論，對英語寫作的指導者和學習者來說，皆有著重要意義。

Wikis for Building Content Knowledge in the Foreign Language Classroom

Author: Pellet, Stephanie H

Publication info: CALICO Journal 29. 2 (Jan 2012): n/a.

1. 6.      Abstract: Most pedagogical applications of wikis in foreign language education draw on this collaborative tool to improve (formal) writing skills or to develop target language cultural sensitivity, missing largely on the opportunity to support student-developed L2 content knowledge. Seeking an alternative to traditional teacher-centered approaches, this paper proposes a social-constructivist model that integrates computer-mediated communication (CMC) and collaborative learning to teach two advanced undergraduate L2 content-based courses--French sociolinguistics and modern French. It reports on the processes and learning outcomes for thirty students who built a wiki, and engaged in other collaborative and active-learning exercises, to develop content knowledge in French. This approach provides an authentic and meaningful language learning setting and integrates technology-assisted collaborative learning in syllabus design from the outset. Post-course evaluations indicate that students developed a sense of class community through the collaborative approach and felt engaged with course content. This exploratory, qualitative project also provides insight on the importance of continuous critical instructor feedback for optimal quality of student output and of a system encouraging and controlling equal participation of students. The study suggests that the "read-and-write" Internet offers a unique medium for constructive learning approaches, which together can help students develop learner autonomy and metacognitive skills.

Wiki and Digital Video Use in Strategic Interaction-based Experiential EFL Learning

Author: Dehaan, Jonathan; Johnson, Neil H; Yoshimura, Noriko; Kondo, Takako

Publication info: CALICO Journal 29. 2 (Jan 2012): n/a.

1. 7.      Abstract: This paper details the use of a free and access-controlled wiki as the learning management system for a four-week teaching module designed to improve the oral communication skills of Japanese university EFL students. Students engaged in repeated experiential learning cycles of planning, doing, observing, and evaluating their performance of a role in a strategic interaction scenario. Each performance was digitally video recorded and uploaded to the wiki. Students then used the wiki to evaluate their video performance, transcribe and self-correct their utterances, and reflect on changes in subsequent performances. The instructor used the wiki's video and text to give students online feedback and focus post-performance group debriefing sessions. Comparisons of performance transc-ripts revealed syntactic, pragmatic, lexical and fluency improvement from learning cycle 1 to learning cycle 2, and observations, surveys, and interviews provide evidence for the students' ease of use of the wiki and video cameras, enjoyment of the instructional activities, and improved independence and confidence. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students' oral communication development. Technical and pedagogical recommendations are elucidated.

Bringing Japan and Taiwan closer electronically: A look at an intercultural online synchronic chat task and its effect on motivation

Author: Freiermuth, Mark R; Huang, Hsin-chou

Publication info: Language Teaching Research 16. 1 (Jan 2012): 61-88.

1. 8.      Abstract: This study examines the motivation of 20 Japanese students of English as a foreign language (EFL) who chatted electronically with 19 Taiwanese EFL students using online synchronous chat software. In particular, we were interested in four factors that affect task-based motivation: the willingness to communicate, task attractiveness, task innovativeness, and the need to communicate in the target language. Qualitative analysis of a posttest questionnaire and the texts that students produced during their online task reveal that students were generally motivated throughout the task with respect to all four of the factors. It is suggested that well-designed online chat tasks, whereby students need to arrive at a consensus via interaction, can be very motivating to students. For teachers, electronic synchronous chat represents one more valuable tool for language teachers to facilitate interaction in the target language.

Exploring Egyptian EFL Students' Learning Styles and Satisfaction with Web-Based Materials

Author: Aliweh, Ahmed Mahmoud

Publication info: CALICO Journal 29. 1 (Sep 2011): 81.

1. 9.      Abstract: Due to the increasing demand on the incorporation of web-based materials into Egyptian higher educational institutions, this study examined students' learning styles, satisfaction with online learning, and the relationships be-tween these two variables and students' gender. The study was conducted on 51 EFL college students (24 males and 27 females) who were assigned to three lab classes. The participants were exposed to various web-based ma-terials (e.g., listening, reading, writing, and grammar) which were intro-duced as an add-on to face-to-face courses. An adapted form of Reid's (1998) Perceptual Learning Style Preference Questionnaire (PLSPQ) was used to identify participants' learning styles after exposure to web-based in-struction. Also, a 5-point Likert scale was administered to examine students' satisfaction with web-based learning. Statistical analyses revealed that kin-esthetic, tactile, and visual were the major styles the participants favored when working with online activities. Findings also showed highly positive perceptions toward web-based learning due to an array of benefits (e.g., usefulness, enjoyment, accessibility, convenience, and richness of re-sources). Finally, whereas students' gender had a significant effect on stu-dents' learning style preferences, it had no bearing on their satisfaction with web-based materials. Relevant interpretations and implications were offered.

Exploring students' perceptions of integrating Wiki technology and peer feedback into English writing courses

Author: Lin, Wen-Chuan; Yang, Shu Ching

Publication info: English Teaching 10. 2 (Jul 2011): n/a.

1. 10.  Abstract: This study applied Wiki technology and peer review to an English as a foreign language writing class. The objective was to investigate whether this system, as a collaborative platform, would improve students' writing skills. The study gauged students' perceptions about integrating a Wiki writing course and peer feedback. The participants were 32 sophomore students in an English department at a college in Taiwan. The study used a socio-cultural theoretical framework to explore students' perceptions of the effectiveness of Wiki-based writing projects and experiences of social interaction in the process of writing, based on self-reported reflections about the project, observations of student learning, interviews and surveys. Findings revealed that most students explicitly stated that they felt positive about their ability to apply Wiki and peer feedback to writing instruction. Meaningful social interaction appears to play a significant role with regard to students' perceived benefits of this collaborative writing process. Students nevertheless encountered both functional and psychological obstacles to using the new tools, indicating the need to alter their traditional learning practices to embrace new, technology-enhanced learning systems.