英文對話週記和引導式寫作對台灣高中生英文寫作能力與寫作焦慮之影響
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2007
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本研究旨在探討英文對話週記與引導式寫作對於台灣高中生英文寫作能力與寫作焦慮之影響。研究時間為16週，參與對象為國立岡山高中一年級的兩班學生。兩班各分別為對話週記組與引導寫作組，共70位學生。對話週記組的學生與老師進行對話週記寫作活動，而引導寫作組的學生在課堂中接受英文作文架構的講解，並被要求模仿課本範文的架構，撰寫英文短文。所有參與的學生在活動前後各撰寫一篇英文作文作為前後測。活動前，並填寫一份個人背景資料問卷和寫作焦慮量表；活動後，再填寫一份活動評量表以了解學生對這兩項寫作活動的看法，和另一份寫作焦慮量表。
研究結果顯示，兩組學生在寫作能力上均顯著進步。然而，兩組學生在作文能力的進步上並無顯著差異。引導寫作組在前後測的進步上較對話週記組來的多。兩組在寫作焦慮上都有減低，但是對話週記比引導式寫作更能減低學生的寫作焦慮。根據結果，由於對話週記與引導式寫作對於增進學生的寫作能力與降低寫作焦慮上都有幫助，本研究建議高中英文老師可以依據學生的需要與課程目標，在英文課程中融入這兩項寫作活動。
The purpose of this study was to investigate the effects of dialogue journal writing and guided writing on the writing proficiency and writing apprehension of EFL senior high school students in Taiwan. The study lasted for 16 weeks and included two classes of first-year senior high school students in National Kangshan Senior High School in Kaohsiung County. One class, designated as the dialogue journal group, was engaged in a dialogue journal writing activity; the other class, designated as the guided writing group, received explicit instruction on organization and wrote compositions by imitating the organization of the model texts. All the participants took a writing pre-test and a post-test. Besides, they responded to a background information questionnaire and a pre-Second Language Writing Apprehension Tests at the beginning of the study, and completed a post-Second Language Writing Apprehension Test and an evaluation questionnaire at the end of the study. The results showed that both groups improved significantly in their writing proficiency. No significant difference was found in the improvement of the participants’ writing performance between the two groups, but the guided writing group’s progress was bigger than that of the dialogue journal group. Both groups’ writing apprehension also decreased at the end of the study. However, the dialogue journal writing was found significantly more effective in reducing students’ writing apprehension. Since both dialogue journal writing and guided writing were able to help improve students’ writing proficiency and reduce their writing apprehension, it was recommended that EFL writing teachers implement these two writing practices based on students’ needs and the course objectives in their English courses.
The purpose of this study was to investigate the effects of dialogue journal writing and guided writing on the writing proficiency and writing apprehension of EFL senior high school students in Taiwan. The study lasted for 16 weeks and included two classes of first-year senior high school students in National Kangshan Senior High School in Kaohsiung County. One class, designated as the dialogue journal group, was engaged in a dialogue journal writing activity; the other class, designated as the guided writing group, received explicit instruction on organization and wrote compositions by imitating the organization of the model texts. All the participants took a writing pre-test and a post-test. Besides, they responded to a background information questionnaire and a pre-Second Language Writing Apprehension Tests at the beginning of the study, and completed a post-Second Language Writing Apprehension Test and an evaluation questionnaire at the end of the study. The results showed that both groups improved significantly in their writing proficiency. No significant difference was found in the improvement of the participants’ writing performance between the two groups, but the guided writing group’s progress was bigger than that of the dialogue journal group. Both groups’ writing apprehension also decreased at the end of the study. However, the dialogue journal writing was found significantly more effective in reducing students’ writing apprehension. Since both dialogue journal writing and guided writing were able to help improve students’ writing proficiency and reduce their writing apprehension, it was recommended that EFL writing teachers implement these two writing practices based on students’ needs and the course objectives in their English courses.
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英文對話週記, 引導式寫作, 寫作能力, 寫作焦慮, dialogue journal writing, guided writing, writing proficiency, writing apprehension