Effects of Collaborative Online Learning on EFL Learners' Writing Performance and Self-Efficacy

Autor/in	Tai, Hung-Cheng
Titel	Effects of Collaborative Online Learning on EFL Learners' Writing Performance and Self-Efficacy
Quelle	In: English Language Teaching, 9 (2016) 5, S.119-133 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Cooperative Learning; Electronic Learning; Foreign Countries; English (Second Language); Second Language Learning; Writing Achievement; Self Efficacy; Nursing Students; Undergraduate Students; Student Attitudes; Beliefs; Educational Experiments; College Freshmen; Questionnaires; Likert Scales; Computer Mediated Communication; Vocational Education; Multivariate Analysis; Factor Analysis; Structural Equation Models; Teaching Methods; Writing Improvement; Pretests Posttests; Correlation; Hypothesis Testing; Writing Instruction; Taiwan + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Belief; Glaube; Schulversuch; Studienanfänger; Fragebogen; Likert-Skala; Computerkonferenz; Ausbildung; Berufsbildung; Multivariate Analyse; Faktorenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Hypothesenprüfung; Hypothesentest; Schreibunterricht
Abstract	This study explored the effects of collaborative writing instruction on undergraduate nursing students' writing performance and self-efficacy beliefs within an online learning system. A single-group experimental study utilized two instruments, the NCEEC (National College Entrance Examination Center) writing grading criteria (the SRCT) and a modified writing self-efficacy questionnaire (the WSQ), was conducted. The intervention was applied in the context of a four-month freshmen semester at the beginning of a two-year vocational education program conducted in fall 2010. Two hundred and nine learners were recruited through convenience sampling from four classes at a nursing vocational university in southwestern Taiwan. Quantitative data were analyzed using descriptive statistics, repeated measures MANOVA, explorative factor analysis (EFA), and structural equation modeling (SEM). The results showed that this instructional method effectively improved the learners' writing performances and also influenced the latent structures of the learners' self-efficacy from theoretical constructs toward pedagogical meanings, with the learners' writing self-efficacy beliefs being altered by the instruction and becoming consistent with the assessment criteria. In addition, both the learners' pre- and post-test self-efficacy levels had significant causal relationships with their individual learning progressions. These correlations between self-efficacy and writing performance suggest further teaching implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01