Other earth3

334 views

Published on

22

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
334
On SlideShare
0
From Embeds
0
Number of Embeds
18
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Other earth3

  1. 1. The Effects of Writing English Blog Journals for University Students’ Achievement and Perception<br />Presenter: Ji-Jhen Li<br />Adviser: Dr. Po-Yi Hung<br />Date: May 18, 2011<br />1<br />
  2. 2. Content<br />2<br />
  3. 3. Introduction<br />Background<br />Purpose of the Study<br />Research Questions<br />
  4. 4. Background<br />4<br />Manipulating science technology on language teaching and learning is growing rapidly and is being created continually.<br />CALL<br />
  5. 5. Background<br />The popularity of blogs among young people has made them appealing to educators seeking to integrate computer-mediated communication (CMC) tools at the university.<br /> (Halic, Lee, Paulus, & Spence, 2010) <br />5<br />
  6. 6. Purpose of the Study<br />to investigate the differences of achievement and perception between blog writers and pen-notebook writers through an analysis of diaries and perception English writing learners produced<br />6<br />
  7. 7. Research Questions<br />7<br />Is there a significant difference on English <br /> writing achievement between blog users and pen-notebook users?<br />2. Is there a significant difference on English <br />journal writing perception between blog users <br />and pen-notebook users?<br />
  8. 8. Research Questions<br />8<br />3. What difficulties do learners encounter on <br /> English writing for both group writers?<br />4. Can learners correct their grammar and vocabulary mistakes through writing diaries or writing blog journals?<br />
  9. 9. Literature Review<br />9<br />Motivation toward CALL<br />CALL as an Environment to Learn Writing<br />Blog Journals to Learn Writing <br />Research Gap<br />
  10. 10. Motivation toward CALL<br />Motivation is the most catch-all term for explaining <br /> the success or failure of visually any complex task about learning language.<br />(Brown, 2000) <br />10<br />
  11. 11. Motivation toward CALL<br />11<br />Authentic<br /> context<br />Individual <br />learning<br />CALL<br />Learning motivation<br />Immediate <br />feedback<br />(Morrow & Gambrell, 2002)<br />
  12. 12. CALL to Learn Writing<br />12<br />Behaviorist theory<br />Communicative CALL<br />Integrative CALL<br />Repetitive language practice and drills<br />Discovery<br />and expression<br />Four skills<br />and<br />various technology <br />(Warschauer, 1996; Warschauer & Meskill, 2006)<br />
  13. 13. Blog Journals to Learn Writing <br />The leaner blog can be as journals on writing practicing for personal expression. Students can have their own blogs. They are encouraged and also willing to write frequently.<br /> (Campbell, 2003)<br />13<br />
  14. 14. Most of the studies on blog writing describe cooperative learning in online communicative activities such as interaction and comments. <br /> (For example, DiGiovanni & Nagaswami, 2001; Guardado & Shi, 2007; Lee, 2008)<br />14<br />Blog Journals to Learn Writing <br />
  15. 15. Research Gap<br />15<br />Blog writing in cooperative learning in online communicative activities<br />Self-study, individual learning, <br />self-correction<br />
  16. 16. Research Gap<br />16<br />Few studies reported the differences between blog-journal writers and pen notebook writers.<br />
  17. 17. Methodology<br />17<br />Participants<br />Procedure<br />Instruments<br />Data Analysis<br /> Reliability and Validity <br />
  18. 18. Participants<br />18<br />Writing <br />journals<br />30<br />57 participants<br />Freshmen majoring in applied foreign languages<br />English Writing Class<br />Writing journals<br />27<br />
  19. 19. Procedure<br />Writing <br />journals<br />19<br />Teaching material: Sentence skills with readings<br />About 16 weeks <br />2 English writing classes every week<br />Writing journals<br />The same instructor<br />
  20. 20. 20<br />
  21. 21. Instruments<br />21<br />Writing <br />journals<br /><ul><li> Questionnaire</li></ul>(5-Likert scale)<br /><ul><li> English writing difficulty
  22. 22. Perception for writing </li></ul> English journals<br /><ul><li>English writing proficiency
  23. 23. Questionnaire</li></ul> (5-Likert scale)<br /><ul><li> Students’ final </li></ul> exam grade<br />Writing journals<br /><ul><li> Explore </li></ul> students’ <br /> self-correction<br /><ul><li>Collecting all diaries </li></li></ul><li>Questionnaire<br />22<br />
  24. 24. Data Analysis<br />23<br /> 1. <br />2.<br />Is there a significant difference on English <br /> journal writing perception and English <br /> writing achievement between blog users and <br /> pen-notebook users?<br />Independent <br />t-test<br />
  25. 25. Data Analysis<br />24<br /> 3. <br />What difficulties do learners encounter on <br /> English writing for both group writers?<br />SPSS 18<br />
  26. 26. Data Analysis<br />25<br /> 4. <br /> Can learners correct their grammar and <br /> vocabulary mistakes through writing diaries <br /> or writing blog journals?<br />Data analysis<br />(4 participants’ journals)<br />
  27. 27. Reliability and Validity<br />26<br />Motivated Strategies for Learning Questionnaire (MSLQ) <br /> (Pintrich, Smith, & Mckeachie, 1989; Wu & Chen, 1992)<br />
  28. 28. Reliability and Validity<br />27<br />Learners’ final achievement of English writing examination<br />A middle-school teacher for 4 years<br />The instructor<br />An instructor teaching English writing over 2 years <br />
  29. 29. Thanks for your listening.<br />28<br />

×