跨文化学习项目中不同技术反馈模式对英语学习者写作表现的影响

Proceedings of the 5th International Conference on Education and Multimedia Technology Pub Date : 2021-07-23 DOI:10.1145/3481056.3481089

Hui-Wen Huang, Yudi Zhu, Daniel J. Mills

{"title":"跨文化学习项目中不同技术反馈模式对英语学习者写作表现的影响","authors":"Hui-Wen Huang, Yudi Zhu, Daniel J. Mills","doi":"10.1145/3481056.3481089","DOIUrl":null,"url":null,"abstract":"Following Social Constructivism Theory [30, 31], this study explored EFL learners' writing performance in a China-US learning project. A total of 43 sophomores in China participated in two essay writing activities where they received feedback from a native English-speaking teacher (NEST). This quasi-experimental study included 20 students in the experimental group receiving video feedback and 23 students in the control group receiving e-written feedback. Students' writing performance was analyzed using the Mann-Whitney U test due to the small sample size. The results of the quantitative analysis of students' pretest and posttest writing scores indicated that their writing proficiency significantly improved in the two groups. The effectiveness of receiving different modes of feedback was not significantly different in the writing posttest scores between the two groups. The findings suggested that both video and e-written feedback provided by the NEST were equal in enhancing EFL learners' essay writing quality.","PeriodicalId":172046,"journal":{"name":"Proceedings of the 5th International Conference on Education and Multimedia Technology","volume":"23 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring Different Technology-mediated Feedback Modes on EFL Learners' Writing Performance in a Cross-cultural Learning Project\",\"authors\":\"Hui-Wen Huang, Yudi Zhu, Daniel J. Mills\",\"doi\":\"10.1145/3481056.3481089\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Following Social Constructivism Theory [30, 31], this study explored EFL learners' writing performance in a China-US learning project. A total of 43 sophomores in China participated in two essay writing activities where they received feedback from a native English-speaking teacher (NEST). This quasi-experimental study included 20 students in the experimental group receiving video feedback and 23 students in the control group receiving e-written feedback. Students' writing performance was analyzed using the Mann-Whitney U test due to the small sample size. The results of the quantitative analysis of students' pretest and posttest writing scores indicated that their writing proficiency significantly improved in the two groups. The effectiveness of receiving different modes of feedback was not significantly different in the writing posttest scores between the two groups. The findings suggested that both video and e-written feedback provided by the NEST were equal in enhancing EFL learners' essay writing quality.\",\"PeriodicalId\":172046,\"journal\":{\"name\":\"Proceedings of the 5th International Conference on Education and Multimedia Technology\",\"volume\":\"23 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-07-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the 5th International Conference on Education and Multimedia Technology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/3481056.3481089\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 5th International Conference on Education and Multimedia Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3481056.3481089","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

摘要

根据社会建构主义理论[30,31]，本研究在一个中美学习项目中探讨了英语学习者的写作表现。共有43名中国大二学生参加了两项论文写作活动，并得到了一名英语母语老师(NEST)的反馈。本准实验研究包括20名实验组学生接受视频反馈，23名对照组学生接受电子书面反馈。由于样本量小，我们使用Mann-Whitney U检验来分析学生的写作表现。定量分析学生的测试前和测试后的写作得分结果表明，两组学生的写作水平显著提高。两组学生的写作后测成绩在接受不同反馈方式的效果上无显著差异。研究结果表明，NEST提供的视频和电子书面反馈在提高英语学习者的论文写作质量方面是相同的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Exploring Different Technology-mediated Feedback Modes on EFL Learners' Writing Performance in a Cross-cultural Learning Project

Following Social Constructivism Theory [30, 31], this study explored EFL learners' writing performance in a China-US learning project. A total of 43 sophomores in China participated in two essay writing activities where they received feedback from a native English-speaking teacher (NEST). This quasi-experimental study included 20 students in the experimental group receiving video feedback and 23 students in the control group receiving e-written feedback. Students' writing performance was analyzed using the Mann-Whitney U test due to the small sample size. The results of the quantitative analysis of students' pretest and posttest writing scores indicated that their writing proficiency significantly improved in the two groups. The effectiveness of receiving different modes of feedback was not significantly different in the writing posttest scores between the two groups. The findings suggested that both video and e-written feedback provided by the NEST were equal in enhancing EFL learners' essay writing quality.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Proceedings of the 5th International Conference on Education and Multimedia Technology

自引率

0.00%

发文量