Literaturnachweis - Detailanzeige
Autor/in | Huang, Su-yueh |
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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 |
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 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 |