A Comparison between Chinese EFL Students' Peer Response Sessions Held on Networked Computers and Those Held in a Face-to-Face Setting.

Autor/in	Huang, Su-yueh
Titel	A Comparison between Chinese EFL Students' Peer Response Sessions Held on Networked Computers and Those Held in a Face-to-Face Setting.
Quelle	(1998), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Patterns; Classroom Communication; Classroom Techniques; Collaborative Writing; College Students; Comparative Analysis; Computer Mediated Communication; English (Second Language); Foreign Countries; Higher Education; Language Role; Language Usage; Majors (Students); Second Language Instruction; Student Attitudes; Student Behavior; Teleconferencing; Writing Instruction; Taiwan + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenführung; Collegestudent; Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Fremdsprachenunterricht; Schülerverhalten; Student behaviour; Telekonferenz; Schreibunterricht
Abstract	This study compared techniques for teaching collaborative writing to English majors in Taiwan, focusing on the effectiveness of computer-mediated (CM) vs. face-to-face (FF) peer response sessions, measured by amount of speech produced by students and the level of participation in discussion. Subjects were 17 university sophomores in a composition course, divided into four writing groups. Peer response sessions for half of the writing assignments were conducted using synchronous discussion on networked computers, and half were conducted using face-to-face interaction. Analysis of transcripts of the sessions revealed that FF sessions were far more efficient in producing speech (2.5 times greater in five-person groups). Level of student participation in the discussion of each writing issue was much lower in the CM context, and it was only infrequently that discussion of a writing issue had full-group participation. In a typical CM discussion episode, only one student spoke, with no one responding. In contrast, a typical FF discussion episode had the participation of three students. Implications for writing instruction are drawn. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC