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Dingtalk web1/11/2024 A Chinese perspective on English writing teaching and research. Ĭheng, C.M.: An empirical study on writing strategy teaching. Cambridge University Press, Cambridge (2003). (eds.) Cognitive Processes in Writing, pp. Hayes, J.R., Flower, L.S.: Identifying the organization of writing processes. Yen, Y.-C., Hou, H.-T., Chang, K.E.: Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: A case study in Taiwan. Īndujar, A., Salaberri-Ramiro, M.S.: Exploring chatbased communication in the EFL class: computer and mobile environments. Neumann, H., McDonough, K.: Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus. China (01), 50–55 (2005)Īmiryousefi, M.: The differential effects of collaborative vs. Wang, L.F.: Empirical studies on L2 writing in China: a review. Li, Z.X.: Quantitative analysis of the effects of English majors’ planning variables on their writing performance. Qin, X.Q., Yang, J.J., Bi, J.: EFL writer’s block and writing apprehension: constructs and sources. Lan, Y.-J., Sung, Y.-T., Cheng, C.-C., Chang, K.-E.: Computer-supported cooperative prewriting for enhancing young EFL learners’ writing performance. The results revealed that (1) online collaborative prewriting facilitates junior high school students’ overall writing performance, (2) online collaborative prewriting helps to reduce overall writing anxiety, (3) students generally hold positive attitudes on online prewriting activity. A post-study survey and an interview were conducted to investigate participants’ attitudes and perceptions towards online collaborative prewriting. Meanwhile, second language writing anxiety inventory was administered in pre-test and post-test to examine the change of participants’ writing anxiety. Written texts in pre-test and post-test were collected to analyze in detail. During the treatment, one class was required to adopt online collaborative prewriting in DingTalk, while the other class was asked to brainstorm alone. A total of 60 junior high school students were involved in the experiment. This study aims at investigating the effects of online collaborative prewriting via DingTalk, a social software based on computer-mediated communication (communication across two or more networked computers), on EFL (English as a Foreign Language) learners’ writing anxiety and writing performance.
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