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研究生:宋梅珍
研究生(外文):Mei-Chen Sung
論文名稱:台灣高中生對MOOCs輔助寫作教學之個案研究
論文名稱(外文):A Case Study of Taiwanese EFL High School Students’ Perspectives on the Use of MOOCs-Assisted Writing Instruction
指導教授:歐司迪 博士
指導教授(外文):Dr. Stephen Ohlander
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
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:2015
畢業學年度:103
語文別:中文
論文頁數:98
中文關鍵詞:大規模開放線上課程英文學習動機英語作為外國語同儕評量翻轉學習真實寫作
外文關鍵詞:MOOCsEnglish learning motivation (ELM)EFLpeer assessmentflipped learningauthentic writing
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論文名稱:台灣高中生對MOOCs輔助寫作教學之個案研究
校所組別:國立高雄師範大學英語學系應用英語碩士班
畢業時間:一○三學年度第二學期
指導教授:歐司迪 博士
研究生:宋梅珍

論文摘要:
對大部分的台灣高中生而言,英文寫作是相當困難的。學生們普遍認為作文是為了應付考試,所以當考試成績不理想時,就容易放棄學習英文寫作。事實上,寫作能力就像口語能力,可以在真實的環境中加以訓練。著名的MOOC線上學習網站Coursera開了一門課程“成為寫作高手的途徑和方法(基礎英語寫作)”,針對以英語為外國語的學生,提供一套完整的基礎英文寫作訓練。為了發掘學生在學校寫作課程中的真正需求,擷取可資借鏡之處,筆者實地參與並研究這門課程,針對五大主要研究主題深入探討,發現如下:
一、 線上課程的教學法:線上課程的錄影教學內容及教材深具吸引力。錄影課程不受時間空間的限制,有助於學生理解課程內容。
二、 提高學生的英文學習動機:在傳統教室中,師生及同學之間的學習互動不多。在“成為寫作高手的途徑和方法(基礎英語寫作)”的課程中,系統化的平台提供同儕評量及討論區,激勵學習者自由發表文章,藉此提高學習動機。
三、 跨文化的學習經驗:五位受訪者均同意此線上課程的教學模式能同時增進聽、讀、寫的英文能力。不但如此,學生來自各種不同的文化背景,藉著參與跨國線上課程,可以直接並有效地增進跨文化的學習經驗。
四、 線上學習的限制:受訪者均認同,良好的時間管理、真正的興趣與動機是完成這項課程的主要因素。基於上述理由,最好有在地教學的老師從旁督促與指導。
五、 結合線上課程與翻轉學習的可能性:所有受訪者均同意,在翻轉教育的環境下,此一線上課程可以與學校的課程相結合。但前提是老師必須並接受適當的訓練。
根據研究結果,此一線上課程不僅能增進聽、讀、寫的英文能力,藉由國外實境的學習環境,也能提高他們的學習動機、與文化交流的機會。研究者期盼,透過這項學生實際參與課程之質性研究,對台灣的英文寫作教學提出可行的建議,以供英語教師課程設計參考。
關鍵字:大規模開放線上課程、英文學習動機、英語作為外國語、同儕評量、翻轉學習、真實寫作。

ABSTRACT
English writing has been regarded as the most difficult learning aspect among senior high school students in Taiwan. Most of them take it for granted that writing is merely for exams only, so they give up trying to learn when they cannot get better scores on their exams. In fact, writing skills can be learned just as can speaking ability in an authentic writing environment. The online course “Crafting an Effective Writer: Tools of the Trade (Fundamental English Writing)” (CEW) has provided a full-fledged version of English writing teaching for EFL students. Through the above course, which was designed for beginners of academic written English, we not only can discover what students really need in their writing course at school, but also conclude with the findings for the five research themes, as described below:
1. The pedagogy of the online writing courses: The content of the online video lectures and reading materials is attractive to and comprehensive for senior high school students.
2. The feasible methods to enhance students’ English learning motivation: In the conventional classroom, students enjoy less interaction between teachers and peers. The CEW course provides a systematic platform for peer assessments and discussion forums to elevate students’ ELM for writing freely.
3. The effects of the cross-cultural learning experiences: Most of the five interviewees agreed that the modules of the online course have improved their English writing, reading, and listening abilities simultaneously, and it is an efficient way to increase one’s cross-culture learning experiences from abroad through attending such online courses.
4. The constraints of the online learning: Interviewees agreed that good time management, genuine interest and motivation are the main elements needed to finish the course. For this reason, it would be better to have an on-site teacher guide them through the course.
5. The possibility of flipped learning with online courses: All of participants recognize that it is feasible to combine this online course with an on-site classroom in a flipped learning environment, provided that teachers are properly train.
The researcher hopes that this qualitative research study, based on interviewees’ practical experience attending such an online course, will help EFL teachers realize this type of course can improve students’ listening, reading and writing abilities and enhance their ELM in authentic environment from abroad.
Keywords: MOOCs, English learning motivation (ELM), EFL, peer assessment, flipped learning, authentic writing.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION…….…….…………………….1
1.1 Background and Motivation……………………………….…..1
1.2 Purposes of the Study…………………….…...….…………….6
1.3 Research Questions…………..…………………………...….....7
1.4 Significance of the Study……...…………..……….……….......8
1.5 Limitations of the Study……….……………………….............9
1.6 Definitions of Terms………………..….……………….……………...9

CHAPTER TWO LITERATURE REVIEW………...….…….12
2.1 Writing Instruction ………………..……….……..………...…..…….12
2.1.1 Nature of Writing …………………..……………………...….……...13
2.1.2 Writing Process …………………………………..…….……….……15
2.1.3 Writing Instruction for EFL Students ……….………….……….…...17
2.2 Alternative Writing Approach ……………………….…….……...19
2.2.1 Features of MOOCs ………….……………………….……….……..20
2.2.2 Writing Instruction in MOOC Writing Courses……….………….….22
2.2.3 Activities of MOOC Writing Courses ……………………….……....24
2.3 MOOCs and Flipped Learning………………….….…….…..…….27
2.3.2 The Educational Implications of MOOCs .…….....……..…..….……28
2.3.2 The Importance of Flipped Learning ……….……………..…..……..30
2.3.3 The Effects of MOOCs with Flipped Learning…………….……...…31

CHAPTER THREE METHODOLOGY………….…….....…..33
3.1 The MOOCs Platform ………………………..….……..…..….…..34
3.2 Participants ..……………………………………..……………..….....39
3.3 Study Procedures .......................…………..…....………..……….43
3.4 Date Collection ………………..……………………………………...44
3.4.1 Teaching Material ..………………………….……………….…..…44
3.4.2 The Features of the CEW Course ……………….………….………46
3.4.3 An In-depth Interview Form ……………………….………….……50
3.5 Data Analysis……………………………….……………..……..……51

CHAPTER FOUR DISCUSSION AND SRESULTS..........52
4.1 Perspective on the Writing Course at School ….……….…..53
4.2 Perspective on the Online Writing Course ………………....56
4.3 Perspective on the Activities of the Online Course ….…......61
4.4 Perspective on Development in the Online Writing Course 64
4.5 Summary …………………………………………………..…………..67









CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS………………………69
5.1 Conclusions…………………………………………………..….……..69
5.2 Implications……………………………………………………….……73
5.3 Suggestions……………………………………………….....……...….75
REFERENCES……………………………………………………..………...77 APPENDIXES ……………..………………..………………….….......……..84
Appendix A: Interview Procedure and Questions………….…… 84
Appendix B: Interpretations of Interviews…………….……..….... 87


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