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|Title:||Journal Exchange in a College Composition Classroom|
Department of English, NTNU
The purpose of this paper is to explore the implementation of a journal exchange project and students' views on this practice. Twenty-eight college students from an intact English composition class were assigned to small groups of four. They were encouraged to read and respond to their group mates' journals. Student journals were collected for analysis. The patterns emerging from the analysis include development of audience awareness, establishment of group rapport, and misunderstanding arising from interactions. A questionnaire was administered to elicit the students' views on the journal exchange project. The results indicate that students recognized the advantages of reading and responding to their classmates' journals. It is also revealed that while some students appreciated teacher or peer feedback for various reasons, most of them enjoyed the stimulation of feedback from both sides. Points of reflection generated in the process of the project implementation and evaluation are also offered.
|Appears in Collections:||英語教學|
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