臺灣博碩士論文加值系統

隨著科技的發展與進步，線上英語學習已經成為英語教師用來訓練學生英語能力的一種方法。本研究的主要目的是探討在臉書(Facebook)上寫英文網路日記對於改善學生們的英文寫作能力與克服對英文寫作恐懼的影響。本研究中的研究對象包含來自主修英文的三十五位大一的學生，並且依其寫作能力分為高分組與低分組來進行研究與觀察。此外，研究中所編製的問卷乃用於探討學生們對於在臉書(Facebook)上寫英文網路日記的看法與觀點。為期一個學期的實驗之後，本研究獲得學生顯著地增進英文寫作技巧與改善他們對於英文寫作恐懼的結論。除了上述研究發現之外，針對線上英文學習亦提出相關的建議。第一，研究者可針對控制組與對照組採取不同的教學方式，以比較其成效差異；第二，同儕之間的相互學習
可利於學習英文寫作的過程。

With developments and advancements in technology, online English learning has become a method for English teachers to use in training students’ English competence. This study focused on the effects of keeping online English journals on Facebook to improve college students’ English writing abilities, as well as to overcome their English writing anxiety. The participants in this study, 35 freshmen majoring in applied foreign languages, were divided into two groups: the high-achievement group and the low-achievement group. The quasi-experimental research lasted one academic semester. A questionnaire was used to explore students’ perceptions toward writing an online journal on Facebook. The results showed that students significantly improved their writing skills and reduced their symptoms of writing anxiety. It is suggested that future research do the following: (1) compare different teaching methods on a control group and an experimental group; (2) increase the valuation of learning from classmates and teachers’ feedback in the process of English writing.

CHINESE ABSTRACT i
ABSTRACT ii
ACKNOWLEDGEMENT iii
CHAPTER ONE 1
Background and Motivation 1
Statements of Problems 3
Purposes of the Study 5
Research Questions 5
Definition of Terms 6
Online Journal 6
Writing Skills 6
CHAPTER TWO 7
CALL in the Instruction of Writing 7
Writing On-Line Journals 9
Writing Skills 10
Online Learning for College Students 12
Assessment in English Writing 13
Paragraph Structure: 13
Grammar: 14
Creativity: 15
Vocabulary: 15
Cohesion/coherence: 16
CHAPTER THREE 17
Experiment Design 17
Participants 18
Instruments 19
Questionnaire 19
Open-ended Questions 20
Scores on Writing Performance 22
English Journal 24
Data Analysis 26
CHAPTER FOUR 27
Overview 27
Research Question 1: 27
The Results of t-test for 35 participants 31
The Results of t-test in the High-achievement Group 32
The Results of t-test in the Low-achievement Group 34
Research Question 2: 35
Decrease in Anxiety in the 35 Participants 36
The Results of t-test Analysis in the High-achievement Group 38
The Results of Interview Analysis in the High-achievement Group 40
The Results of t-test Analysis in the Low-achievement Group 43
The Results of Interview Analysis in the Low-achievement Group 45
Research Question 3 46
The Results of t-test 47
The Results of t-test and Interviews in the High-achievement Group 48
The Results of t-test and an Interview in the Low-achievement Group 51
CHAPTER FIVE 55
Conclusions of the Study 55
Implications of the Study 60
Limitations of the Study 62
Suggestions for Future Research 63
English Reference: 66
Chinese Reference: 76
APPENDIX A 77
APPENDIX B 88
APPENDIX C 93
APPENDIX D 95
APPENDIX E 98

Table 1 Content Validity 21
Table 2 The Reliability Value of the Questionnaire 22
Table 3 Correlation Coefficient of Writing Scores on Mid-term Exam 23
Table 4 Correlation Coefficient of Writing Scores on Final Exam 24
Table 5 The Completed Situation of Online English Journals 28
Table 6 Results Analysis of Writing Scores and Assignments on pretest 32
Table 7 Results Analysis of Writing Scores and Assignments on posttest 32
Table 8 Results Analysis of Writing Scores and Assignments on pretest 33
Table 9 Results Analysis of Writing Scores and Assignments on posttest 34
Table 10 Results Analysis of Writing Scores and Assignments on pretest 35
Table 11 Results Analysis of Writing Scores and Assignments on posttest 35
Table 12 The 35 Participants’ Scores of Pretest and Posttest in Anxiety Sectio
37
Table 13 Comparison of 35 Participants’ Anxiety Degree 38
Table 14 The Scores of Pretest and Posttest in Anxiety Sections in
High-achievement Group 39
Table 15 Comparison of Anxiety Degree in the High-achievement Group 40
Table 16 The Scores of Pretest and Posttest in Anxiety Sections in the Low-achievement Group 44
Table 17 Comparison of Anxiety Degree in the Low-achievement Group 45
Table 18 Comparison of English Writing Improvement in 35 Participants 48
Table 19 Comparison of English Writing Improvement in the High-achievement Group 48
Table 20 Perceptions and Feedback From Selected Interviewees in
High-achievement Group 51
Table 21 Comparison of English Writing Improvement in the Low-achievement Group 52
Table 22 Perceptions and Feedback From Selected Interviewees in
Low-achievement Group 54

Figure 1 The Percentage of No Mark 3
Figure 2 Research Framework 18
Figure 3 Platform of English Journal 25
Figure 4 Statistic Chart of English Journal 25

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