臺灣博碩士論文加值系統

本研究旨在探討週記寫作及訂正回饋對大一學生英文寫作表現、流暢度及正確度之影響。 研究對象為五十六名大一學生，分為實驗組(訂正回饋組)28名及控制組28名(未接受訂正回饋)。研究過程中兩組皆參與為期十五週的英文週記寫作計劃。每週週記要求學生寫下新習得單字、把書中情節與現實經驗作連結，寫下印象最深刻的段落，及讀後心得。其中，研究者對實驗組學生的週記會給予訂正回饋，而控制組的學生並未給予任何訂正回饋。研究開始前後學生均需接受多益英文能力測驗及寫作測驗。研究分析採用T檢驗、單因子共變數分析、卡方檢定以及錯誤分析來分析學生寫作表現、流暢度及準確度。實驗結果發現兩組在寫作表現、流暢度都有顯著提升，實驗組表現尤佳。在寫作準確度上，兩組前後測錯誤頻率並無明顯差異，然而實驗組透過訂正回饋後錯誤頻率實有微幅減少。因此，週記回饋對學生寫作表現、流暢度及準確度有其正面影響。

The purpose of this study was to investigate the effects of corrective feedback on EFL college students’ writing performance on writing fluency and writing accuracy in a journal writing program. Fifty-six college freshmen participated in this study. They were equally assigned into the experimental group (n=28), which received corrective feedback and the control group (n=28), which received no feedback. Both groups participated in fifteen weeks of journal writing program. Every journal entry contained four parts: Word Watcher (writing down newly acquired words), Connector (connecting the book plot with own experiences), Illuminator (writing down the most impressive passage), and finally, the reflection. The experimental group received corrective feedback from their instructors in their journals while the control group did not. Students took the TOEIC tests and the writing tests in their pre- and posttests. The data was analyzed by using t-test, ANCOVA, and Chi-squared analyses. The result showed that the experimental group outperformed the control group on their writing performance and fluency, and both groups had significant improvement in writing and fluency. However, no significant group difference was observed in writing accuracy, even though the experimental group slightly exceeded the control group. In conclusion, journal writing conjoined with corrective feedback is helpful to students on their writing performance and fluency.

摘要 i
ABSTRACT ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENT iv
LIST OF TABLES vii
LIST OF FIGURES ix
CHAPTER ONE INTRODUCTION 1
1.1 Background 1
1.2 Statement of Problems 3
1.3 Purpose of the Study 4
1.4 Research Questions 5
1.5 Significance of the Study 5
1.6 Definition of Terms 6
1.7 Organization of the Thesis 7
CHAPTER TWO LITERATURE REVIEW 8
2.1 Journal Writing 8
2.2 Types of Journal Writing 9
2.3 The Influence of Journal Writing 10
2.3.1 The Influence of Journal Writing on Students’ Attitude Toward Writing 10
2.3.2 The Influence of Journal Writing on Students’ Writing Accuracy 12
2.3.3 The Influence of Journal Writing on Students’ Writing Fluency 12
2.4 Feedback 14
2.4.1 Types of Feedback 14
2.4.2 Benefits of Using Corrective Feedback 20
2.5 Journal Writing with Feedback 22
2.6 Error Classification Coding Scheme 23
CHAPTER THREE METHODOLOGY 25
3.1 Participants 25
3.2 Training Program for the Experimental Group 26
3.3 Instruments and Writing Rubrics 27
3.3.1 TOEIC test 28
3.4 Error Classification Coding Scheme and T-Unit Analysis 30
3.5 Data Collection Procedure 31
3.6 Quantitative Data Analysis 33
CHAPTER FOUR RESULTS AND DISCUSSION 35
4.1 Results for Research Question 1 35
4.1.1 ANCOVA for two groups’ writing performance 36
4.1.2 Within-group analyses for two groups’ writing performance 39
4.2 Discussion for Research Question 1 40
4.3 Results for Research Question 2 41
4.3.1 Within-group t-unit analyses for two groups’ writing fluency 41
4.3.2 Between-group analysis for two groups’ writing fluency 42
4.5 Results for Research Question 3 43
4.5.1 Between-group Analyses for Two Groups’ Writing Errors 45
4.5.2 Within-group Analyses for Two Groups’ Error types and frequency 47
4.6 Discussion for Research Question 3 51
CHAPTER FIVE CONCLUSION AND IMPLICATIONS 53
5.1 Summary of the Major Findings 53
5.2 Pedagogical Implications 54
5.3 Limitations and Suggestions for Future Studies 55
References 57
Appendix A Topic of Pre and Post Test 65
Appendix B Error Classification Scheme Developed by Huang (2014) 66
Appendix C T-unit Counting Method Developed by Polio (1997) 70

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