Computer-supported cooperative prewriting for enhancing young EFL learners’ writing performance

研究成果: 雜誌貢獻文章

15 引文 斯高帕斯(Scopus)

摘要

The current study investigated the effects of different computer-supported cooperative prewriting strategies (text-based brainstorming, drawing, and mind mapping) on the writing performance of elementary-school EFL (English as a foreign language) learners in Taiwan. Three intact classes of fifth graders (N = 81 students; 27 per prewriting strategy group) participated in this study. These subjects in different classes used different prewriting strategies at the prewriting stage. A quasi-experimental design was adopted in this study to collect experimental data, including the scores of English composition (two writing works), the level of grammar knowledge, and the level of English writing motivation. The analytical results indicated that in both the mind mapping group and the drawing group, the participants’ English grammar knowledge had increased significantly after the treatment. It was also found that different computer-supported cooperative prewriting strategies benefited young EFL writers in different dimensions of English composition. The influence of using the mind mapping strategy seems most powerful on young EFL writers, followed by the drawing strategy and the text-based brainstorming strategy. As to English composition motivation, almost all of the participants appreciated the computer-supported cooperative prewriting activities and were also aware of how these activities benefited their English writing.

原文英語
頁(從 - 到)134-155
頁數22
期刊Language, Learning and Technology
19
發行號2
出版狀態已發佈 - 2015 一月 1

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

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