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引用次数: 1
摘要
Writeabout是一个基于网络的专门用于写作的应用程序，它可以实现同步和异步的形成性写作任务，并提供书面和口头反馈。然而，关于该软件对学生学习成果影响的实证研究却极为匮乏。因此，本研究为泰国南部一所自治大学的933名非英语专业学生(77.6%女生，22.4%男生)设计了一门包含形成性在线写作任务和Writeabout中介反馈的英语课程。学生写作成绩前后比较，差异有统计学意义(t (932) = 38.49, p < 0.001)。形成性网络写作活动可以预测学生的后测写作成绩(F (932) = 11.03, p <.001)。在这种情况下，女性和男性学生会得到相似的学习结果，但他们的熟练程度会导致差异。目前的研究促进了我们对在线申请如何使英语学生受益的理解。
Using Writeabout as a Tool for Online Writing and Feedback
Writeabout is a web-based application specialized in writing that enables the implementation of synchronous and asynchronous formative writing tasks and the provision of written and oral feedback. Nonetheless, empirical research on the effects of this software on students' learning outcomes is extremely scarce. Thus, this study designed an English course incorporating formative online writing tasks and feedback mediated by Writeabout for 933 non-English major students (77.6% female, 22.4% male) at one autonomous university in southern Thailand. The pre- and posttest writing scores of students were compared, and a significant difference was noticed (t (932) = 38.49, p <.001). Formative online writing activities were found to predict students' accomplishments on the posttest writing (F (932) = 11.03, p <.001). Female and male students would receive similar learning outcomes in this case, but their proficiency levels would result in variances. The current study advances our understanding of how incorporating an online application may benefit EFL students.
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