臺灣博碩士論文加值系統

抽象
Facebook作为一个社交网站拥有超过5亿活跃用户。因此，全球有超过5亿人拥有Facebook帐户，特别是对学生而言。该研究的目的是调查Facebook Live对提高学生写作技巧的影响，并检查学生对使用facebook live作为教学方法的看法。该研究的研究设计是定量方法。定量方法用于测试结果的治疗。它由实验和控制类组成。在实验课中，研究人员使用Facebook作为治疗，否则在没有Facebook的控制类中。它是通过传统方法教授的。两个班级都进行了预测试和后测试。该研究的参与者是台湾中部的20名大学生。在写作活动中，他们在小组中共同分享想法，共同解决问题并分享他们的想法。它被称为合作学习。根据这一发现，实验组学生的得分高于对照组。可以得出结论，Facebook对提高学生的写作技能有显着的作用。作为建议，研究人员建议教师，学习者，家长和其他研究人员研究使用社交网站尤其是Facebook作为语言学习的好处。
关键词：CALL，Facebook，写作，合作学习

ABSTRACT
Facebook as a social networking site has more than 500 million active users. So, more than 500 million people in the world have Facebook accounts, especially for students. The purposes of the study were to investigate the effect of Facebook Live to improve students’ writing skill and to examine students’ perception of the use of facebook live as the teaching method. The research design of the study was the quantitative method. The quantitative method was used to test the treatment on an outcome. It consisted of experimental and control class. In the experimental class, the researcher used Facebook as the treatment, otherwise in control class without Facebook. It was taught by the traditional method. There were pre-test and post-test given to both classes. The participants of the study were 20 university students in central Taiwan. In writing activities, they worked in the group to share the ideas, solve the problems together and share their thoughts. It is called Cooperative Learning. Based on the finding, the students’ score in the experimental group was higher than the control group. It can be concluded that Facebook has significant effect to improve students’ writing skill. As the recommendations, the researcher suggests teachers, learners, parents, and other researchers to look at the benefit of using social networking sites especially facebook as language learning.
Keywords: CALL, Facebook, Writing, Cooperative Learning

TABLE OF CONTENTS
ABSTRACT
ACKNOWLEDGMENTS
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION
1.1 Background and Motivation……………………………………………………1
1.2 Purposes of the study…………………………………………...……………5
1.3 Research Questions…………………………………………………...………….5
1.4 Definition of Terms…………………………………………………..………….6
CHAPTER 2: LITERATURE REVIEW…………………………………….....….7
CHAPTER 3: METHODOLOGY
Research Design…………………………………………………………………........27
Participants……………………………………………………………………….........28
Instruments…………………………………………………………………….......…..29
Procedures of the Study…………………………………………………………..29
Statistical Analysis…………………………………………………………….…...31
CHAPTER 4: RESULT……………………………………………………….........…33
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS……….… 39
REFERENCE LIST
APPENDICES


LIST OF TABLES
1.The Procedure of Experiment In Control and Experimental Group………………....27
2. Participants in Group Group…………………………………………………….....................….28
3. The score for both Experimental and Control Group based on the pre-test and post-test………………………………………………………………………………...…… .................................33
4. The total average of the three dimension in Experimental Group……………….…34
5. The Total average of the three dimension in Control Group………………………… .34
6. The participants’ perception toward facebook live……………………………….....…...35

REFERENCES
Abrami, P. C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an
educational innovation: Factors differentiating users and non-users of cooperative
learning. Educational Psychology, 24, 201–216. doi:10.1080/0144341032000160146
Antil, L. R., Jenkins, J. R., Wayne, S. K., & Vadasy, P. F. (1998). Cooperative learning:
Prevalence, conceptualizations, and the relation between research and practice.
American Educational Research Journal, 35, 419–454.doi:10.3102/00028312035003419
AL Sharawneh, I. (2012). Evaluation of Assessment Practices in English Writing for High school Palestinian Students: a Critical Study, Hebron University,p.2
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom. Washington, D.C., George Washington University School of Education
and Human Development.
Bowen, C. W. (2000). A quantitative literature review of cooperative learning effects on
high school and college chemistry achievement. Journal of Chemical Education,
77(1), 116. doi:10.1021/ed077p116

Brewer, S., & Klein, J. D. (2006). Type of positive interdependence and affiliation
motive in an asynchronous, collaborative learning environment. Educational
Technology Research and Development, 54, 331–354. doi:10.1007/s11423-006-
9603-3

Cabrera, A. F., Crissman, J., Bernal, E., Nora, A., Terenzini, P., & Pascarella, E. T.
(2002). Collaborative learning: Its impact on college students' development and
diversity. Journal of College Student Development, 43, 20–34.
Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and social Psychology, 42, 116–131. doi:10.1037/0022-3514.42.1.116
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in
undergraduate education. AAHE Bulletin, 39(7), 3–7.71
Chickering, A. W., & Reisser, L. (1993). Education and identity. the Jossey-Bass higher
and adult education series. San Francisco, CA: Jossey-Bass Inc.
Cohen, A. R., Stotland, E., & Wolfe, D. M. (1955). An experimental investigation of
need for cognition. The Journal of Abnormal and Social Psychology, 51, 291–294.
doi:10.1037/h0042761
Cross, K. P. (1998). Why learning communities? Why now? About Campus, 3(3), 4–11.
Curşeau, P. L., Janssen, D. E., & Raab, J. (2012). Connecting the dots: Social network
structure, conflict, and group cognitive complexity. Higher Education, 63(5), 621-
629.
Deutsch, M. (1977). The resolution of conflict: Constructive and destructive processes.
New Haven, CT: Yale University Press.
Deutsch, M. (1982). Interdependence and psychological orientation. In V. J. Derlega & Jj.
Dodge, L., & Kendall, M. E. (2004). Learning communities. College Teaching, 52(4),
150–155. doi:10.3200/CTCH.52.4.150-155
George Washington University, Graduate School of Education and Human
Development.
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of
Technology Education, 7, 22–30.
Goodman, K. M. (2011). The influence of the campus climate for diversity on college
students' need for cognition. (Doctoral dissertation). ProQuest Dissertations and
Theses database. Retrieved from http://search.proquest.com/docview/879632267?accountid=14663. (879632267).
Greene, M. (1986). In search of a critical pedagogy. Harvard Educational Review, 56,
Gulek, (2005). Learning with Technology: The impact of Laptop Use on students’ Achievement. The Journal of Technology : Learning and Asessment.
427–442.
Hayashi, L. (2011). A Learning success story using facebook. Studies in Self-Access:Learning Journal, 2(4), 309-316
Hillocks, G. (1986). Research in Teaching Composition. Urbana, IL:ERIC Clearinghous on Reading and Communication Skills and National Conferenceon Research in English.
Holt, D. G; Willard, C. (2000). “Lets get real- students solving authentic corporate problems” , Phi Delta Kappan 82(3)
Holtham, C. W., Melville, R. R., & Sodhi, M. M. S. (2006). Designing student group
work in management education: Widening the palette of options. Journal of
Management Education, 30(6), 809-817. doi:10.1177/1052562906287967

Jalilifar, A. (2010). The effect of cooperative learning techniques on college students’
reading comprehension. System, 38(1), 96–108. doi:10.1016/j.system.2009.12.009
Janssen, O., Vliert, V. D., & Veenstra, C. (1999). How task and person conflict shape the
role of positive interdependence in management teams. Journal of Management,
25(2), 117–141. doi:10.1177/014920639902500201
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative,
competitive, and individualistic learning (4th ed.). Boston, MA: Allyn and Bacon
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story:
Social interdependence theory and cooperative learning. Educational Researcher,
38(5), 365–379. doi:10.3102/0013189X09339057
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to
college. Change, 30(4), 26. doi:10.1080/00091389809602629
Development.
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new
philosophical paradigm? Educational Technology Research and Development, 39(3),
5–14. doi:10.1007/BF02296434
Karabenick, S. A., & Collins-Eaglin, J. (1997). Relation of perceived instructional goals
and incentives to college students' use of learning strategies. The Journal of
Experimental Educational, 65, 331–341.
Knowles, M. S. (1970). The modern practice of adult education. New York, NY:
Associated Press.
Kuh, G. D., Douglas, K. B., Lund, J. P., & Ramin-Gyurnek, J. (1994). Student learning
outside the classroom: Transcending artificial boundaries. Washington, D.C.,
Lay, C., Zhao, Y . and Wang, J. (2011) Task-Based Language Teaching in Online abinitio foreign Language Classroom, The Modern Language Journal 95(1),81-103
Lenhart, A., & Madden, M. (2007). Teens, Privacy & Online Social Networks: How teens manage their online identities and personal information in the age of Myspace. washington, DC:Pew Internet & American Life Project

Lenning, O. T., & Ebbers, L. H. (1999). The powerful potential of learning communities:
Improving education for the future. ASHE-ERIC Higher Education Report, vol.
26(6). Washington, DC: George Washington University, Graduate School of
Education and Human Development.
Lin. (2012). Article :The effect of Technology on English training, New York.

Loes, C. N. (2009). The impact of college residence and diversity experiences on the
development of critical thinking in first-year college students (Doctoral dissertation).
ProQuest Dissertations and Theses database. Retrieved from
http://search.proquest.com/docview/304904809?accountid=14663. (304904809).
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How educational practices
affect the development of life-long learning orientations in traditionally-aged
undergraduate students. Research in Higher Education, 49(4), 337–356.
doi:10.1007/s11162-007-9081-4
Mourtaga, K. (2004). Investigating Writing Problems Among Palestinian Students. The united states of America,Indiana
Philips, L and others. (2010). Electronic Article: Facebook in the Classroom.
Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), 129–143.
doi:10.3102/00346543065002129
Rosen, L. (2011). Social networking’s Good and Bad Impacts on Kidshttp://www.apa.org/news/press/releases/2011/08/social-kids.aspx
Ruben. (2011). Article: Facebook effect on Society
Ruiz, R. (2011). The New York Times: How does Facebook activity affect a students’ grades
Scarpell. (2009). The wallstreet Journal: Social Media’s effect on learning.
Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2), pp.
315–342. doi:10.3102/00346543050002315
Tsay, M., & Brady, M. (2012). A case study of cooperative learning and communication
pedagogy: Does working in teams make a difference? Journal of the Scholarship of
Teaching and Learning, 10(2), 78-89.77 United States Department of Education. (2012, October 18). Remarks of U. S. Secretary of Education Arne Duncan at the TIME Higher Education Summit. Retrieved from http://www. ed. gov/news/speeches/remarks-us-secretary-education-arne-duncantime-higher-education-summit
Tynes, B. (2007). Benefits of Online Interaction for Teens Outweigh Danger,Professor Says ScienceDaily Http://www.sciencedaily.com/releases/2007/11/1071106133103.htm
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processing. Cambridge, MA: Harvard University Press.
Wu, P.-H. N & Marek, M. (2016) Incorporating LINE Smartphonaffordance:Cross culturalral Collaboration, willingness to communicate, and language learning
International Journal of CALL 6(2), 56-73
Zhao, C. M., & Kuh, G. D. (2004). Adding value: Learning communities and student
engagement. Research in Higher Education, 45(2), 115–138.
doi:10.1023/B:RIHE.0000015692.88534.de