臺灣博碩士論文加值系統

部落格是一種藉由互動來鼓勵寫作的有效工具，現今被廣泛運用在教學上。這篇論
文是關於利用班級部落格作為練習英文寫作的平台之研究，並且嘗試探討學生學習英文
之動機與其書寫表現。此外也研究學生的個人背景與他們的學習動機與書寫表現之關
係。
研究對象為北台灣一所國小之47 名五年級學生，他們被分為兩組。一組由24 位必
須完成三篇短文的學生組成。在寫作的過程中，他們在班級部落格提出問題或意見並立
即獲得老師和同學之回饋。另一組由同樣必須完成三篇短文的23 名學生組成，他們使
用傳統方法書寫並在英文課堂上得到回饋。
研究所需之兩項資料來自於參與研究的成員: 一、學生書寫的三篇短文。二、測量
每位參與者寫作動機的問卷。為獲得學生書寫之短文及他們書寫動機之完整且具分析性
的數據，本實驗使用量化研究來測量學生的學習成效。
對於使用部落格練習短文書寫的學生，有三項重大研究發現: 第一、不同性別在書
寫表現上面有顯著差異。第二、使用班級部落格書寫之學生的寫作動機，顯著高於未使
用部落格之學生。最後，使用部落格書寫的學生在第二篇與第三篇短文的表現，顯著勝
過未使用部落格之學生。

Blog is an effective tool for encouraging reflective writing through interactive exchange and it is widely used in educational contexts nowadays. This study reports on a research using class blog as a writing platform for the practice of English writing skills. It also attempts to reveal the relationship between learners’ English learning motivation and their writing performance. Also, it investigates the relationship between their personal background and their motivation as well as their performance.
Research subjects in this study were 47 fifth graders in an elementary school in northern Taiwan. Subjects were divided into two groups. One group containing 24 students was required to submit three essays. While writing the essays, students posed questions or comments on the class blog and received immediate feedback from the teacher as well as the other students. The other group of 23 students submitted their three essays via traditional method and received feedback during English class.
In order to carry out the study, two major sources were collected from the research participants: (i) students’ written texts generated from three essays, and (ii) a questionnaire to determine the level of English writing motivation of each participant. Quantitative approach was adopted for measuring students’ learning outcomes in terms of holistic and analytic scores of students’ essays and their motivation in writing.
Three important results were found for students who used a weblog in their English essay writing. First, there were significant differences between genders on students’ writing performance. Second, students who used class blog to write had significantly higher motivation in English writing than those who didn’t. Finally, students who use the blog outperformed those students who did not across the second and the third short essays significantly.

ACKNOWLEDGEMENTS i
CHINESE ABSTRACT ii
ENGLISH ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES vii

CHAPTER ONE INTRODUCTION 1
Background 1
Purpose of the Study 3
Research Questions 4
Significance of the Study 5
Definition of Terms 6
Organization of the Thesis 7

CHAPTER TWO LITERATURE REVIEW 8
Foreign Language Learning Motivation 8
Motivation in Writing 9
Computer Mediated Communication (CMC) 10
The advantages of CMC using in language learning 11
Blog Assisted Language Learning (BALL) 12
Types of blogs used in English classroom 13
Using Blogs in English Writing 16
Research on Blog Assisted Language Learning 17
Research on Using Blogs and Motivation 20
Summary 22

CHAPTER THREE METHODOLOGY 24
Research Design 24
Participants 25
Instrument 25
Data Collection Procedure 28
Data Analysis 28

CHAPTER FOUR RESULTS 31
The Differences in the Motivation of Using a Blog to Practice English Writing with Regard to Background Variables 31
Gender and writing motivation 31
Self-perceived English proficiency and writing motivation 32
Years of English learning and writing motivation 33
Interest in English and writing motivation 34
Beliefs in English proficiency and future achievement 35
The Differences in the Performance of Using a Blog to Practice English Writing with Regard to Background Variables 37
Gender and Performance 37
Self-perceived English proficiency and performance 38
Years of English learning and performance 39
Interest in English and performance 40
Belief in English proficiency and future achievement and performance 41
A Comparison of Students’ Writing Motivation between the Students who Used a Blog to Practice English and Those who Didn’t 43
A Comparison of Students’ Writing Performance between the Students who Used a Blog to Practice English and Those who Didn’t 52
The analysis of the writing performance within the same group 54
The analysis of the writing performance between different groups 57

CHAPTER FIVE DISCUSSION AND CONCLUSION 60
Summary and Discussion of the Major Findings 60
Personal background and motivation 61
Personal background and performance 61
Using a blog and motivation 62
Using a blog and performance 62
Conclusions 63
Pedagogical Implication 63
Limitation of the Study 64
Suggestions for Further Study 66
REFERENCES 68
APPENDICES 76
Appendix A. Examples of Question Answering, Sentence Making and Assignment Writing of Experimental Group and Control Group 76
Appendix B. Examples of Grading 100
Appendix C. Questionnaire (English Version) 102
Appendix D. Questionnaire (Chinese Version) 105
Appendix E. Permission to Use the Questionnaire 108
Appendix F. Notice to the Parents of the Students 109

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