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研究生:王貴梅
研究生(外文):Kuei-Mei Wang
論文名稱:英文寫作檔案評量對大學生寫作效益之研究
論文名稱(外文):The Effects of English Writing Portfolio on College Students in the EFL Writing Classroom
指導教授:李麗秋李麗秋引用關係李啟範李啟範引用關係
指導教授(外文):Li-Chiu LeeChi-Fan Lee
學位類別:碩士
校院名稱:朝陽科技大學
系所名稱:應用外語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:英文
論文頁數:149
中文關鍵詞:英文寫作態度英文寫作檔案評量自我評量英文寫作能力
外文關鍵詞:English writing portfolio assessmentself-assessmentEnglish writing abilityEnglish writing attitude
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摘要
本研究旨在探究英文寫作檔案評量對英語系大學生英文寫作效益之研究。此研究為量化研究,為使研究內容更加豐富,老師訪談所得之資料與學生課後心得將於文中一併討論。本研究對象為四十九位大三學生;藉由英文寫作成就測驗、英文寫作態度量表、課後問卷、自我評量表、授課教師訪談及英文寫作檔案等工具蒐集研究相關資料。
研究結果顯示英文寫作檔案評量可提升學生之英文寫作能力及英文寫作信心。英文寫作檔案評量對英文寫作焦慮並無明顯降低,學生對英文寫作實用性之看法也無明顯提升。成績較高之學生其英文寫作態度也較高。此外,學生對英文寫作檔案評量及自我評量秉持正面的態度且多數學生贊成使用檔案評量代替傳統紙筆測驗。參與研究之授課教師皆肯定檔案評量之效益。並認為其可應用於任何課程。
ABSTRACT
This study aimed to investigate the effects of the English writing portfolio assessment on English as a Foreign Language (EFL) college students in the EFL writing classroom. The quantitative research method was adopted in this study. Teachers’ interviews and students’ reflections on the portfolio assessment were also explored as additional remarks for the study. Forty-nine students who were juniors from one class in a university of technology in central Taiwan were involved in this one semester study. Data were collected by several instruments, including the English writing achievement test, the questionnaire of English writing attitudes, the post-course questionnaire, the self-assessment form, the questions of teacher’s interviews, and English writing portfolios.
The results of the quantitative analysis showed that students’ scores of English writing achievement tests and confidence in English writing were promoted by adopting the English writing portfolio. Students’ English writing anxiety wasn’t decreased, and values of the usefulness of the English writing portfolio weren’t promoted by the use of the English writing portfolio. The researcher also found that students who got higher scores of English writing achievement tests had higher English writing attitudes. Moreover, students held positive attitudes toward the English writing portfolio and the self-assessment, and most of students approved that their teacher replaced quizzes with the portfolio assessment. As for the teachers’ interviews, both teachers confirmed the usefulness of the portfolio assessment; they assumed the portfolio assessment can be implemented in any kind of courses.
To sum up, the English writing portfolio is a useful assessment tool which helps students to perceive their own learning processes, learning efforts, and learning achievements. Finally, several suggestions for further studies were provided by the researcher as well.
TABLE OF CONTENTS
ABSTRACT……………………………………………………………………………………..i
ACKNOWLEDGEMENTS…………………………………………………………………….iv
TABLE OF CONTENTS………………………………………………………….…………….v
CHAPTER I INTRODUCTION……………………………………………………………....1
Background and Motivation of the Study……………………………………………..………...1
Statement of the Problems……………………………………..………………………...5
Purposes of the Study…………………………………………….………..…………….6
Research Questions…………………………………………………………..……….....6
Research Hypotheses…………………………………………………….………………7
Research Procedures………………………………………………………………….....8
Significance of the Study………………………………………………………………..9
Definition of Terms………………………………………………………..…………...10
CHAPTER II LITERATURE REVIEW……………………………………………………..11
Alternative Assessment…………………………………………..…………………….11
Authentic Assessment……………………………………………………………….....13
Performance Assessment……………………………………………………………....14
Characteristics of Performance Assessment………………………………………17
Categories of Performance Assessment…………………………………………..17
Portfolio Assessment…………………………………………………………………..19
Showcase Portfolio………………………………...………..……………………20
Collections Portfolio…………………..……………………………………….....20
Assessment Portfolio………………………………………....…………………...21
Writing Portfolio Assessment…………………………………………………………..21
Construct Validity……………………………………...……....……………….....22
Authenticity…………………………………………………………………….....22
Interactiveness………………………………………………………………….....23
Impact……………………………………………………………………………..23
Self-Assessment………………………………………………………………………25
The Links between Self-Assessment and Learning………………………………26
The Links between Self-Assessment and Portfolios……………………………...27
Metacognition…………………………………………………………………………28
CHAPTER III METHODOLOGY…………………………………………………………...31
Research Design of the Pilot Study………………………………………………….....32
Participants of the Pilot Study…………………………………………………….32
Research Questions of the Pilot Study…………………………………………………32
Item Analysis…………………………………………………………………………...33
Item Analysis of the Post-Course Questionnaire………………………………...33
Item Analysis of the Self-Assessment Form……………………………………..35
Reliability Analysis……………………………………………………………............35
Reliability Analysis of the Post-Course Questionnaire…………………………..36
Reliability Analysis of the Self-Assessment Form……………………………….37
Validity Analysis……………………………………………………………………….37
Results of the Pilot Study………………………………………………………………38
Research Design of the Formal Study………………………………………………….45
Participants………………………………………………………………………..47
Instruments………………………………………………………………………..47
Research Questions of the Formal Study…...……………………………………….....51
Research Hypotheses…………………………………………………………………..52
Research Procedures…………………………………………………………………...52
Data Analysis…………………………………………………………………………..54
CHPATER IV RESULTS AND DISCUSSION….……………………………………….….56
Results of the Quantitative Analysis…………………………………………………..56
The Analysis of the Scores of English Writing Achievement Tests………..……..57
The Analysis of the Questionnaires of English Writing Attitudes………………..57
The Analysis of the Post-Course Questionnaire………..……..………………….65
The Analysis of the Self-Assessment Form………………………..……………..71
Teachers’ Responses of the English Writing Portfolio Assessment………………..…..77
Interview Analysis of Teacher A………………………………………………….77
Interview Analysis of Teacher B………………………………………………….87
Students’ Reflections…………………………………………………………………...97
Analysis of Students’ Reflections on the Portfolio Assessment…………….…...97
Analysis of Students’ Reflections on the Replacement of Quizzes by the Portfolio Assessment…………………………………………………..…………………..99
CHPATER VI CONCLUSION……………………………………………………………..102
Conclusion.…………………………………………………………………………...103
Pedagogical Implications……………………………………………………………..109
Limitations of the Study………………………………………….………………..….111
Suggestions of Further Studies.……………………………………………..………...111
REFERENCES…………………………………………………………………………….…114
APPENDIX A – Class Syllabus……………………………………………………………...119
APPENDIX B – The Definition of the Scales of the Post-Course Questionnaire……………123
APPENDIX C – The Definition of the Scales of the Self-Assessment Form………………...125

APPENDIX D – The Definition of the Scales of the Questionnaire of English writing attitudes……………………………………………………………….....126
APPENDIX E – Research Consent Form for Teachers……………………………………....127
APPENDIX F - Research Consent Form for Students…………………………………….....129
APPENDIX G – The Questionnaire of English Writing Attitudes………………………..….131
APPENDIX H – The Self-Assessment Form ………………………………………….……137
APPENDIX I – The Post-Course Questionnaire………………………………………….....141
APPENDIX J – The Questions of Teachers’ Interviews….………………………………....146
REFERENCES
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Chang, C. C. (2002). Diagnosing English language for junior high school students by
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歐滄和(2004)。教育測驗與評量。台北:心理出版社股份有限公司。
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