英文寫作磨課師之課程設計、評量與學習成效:以文獻引用教學為例

Translated title of the contribution: Course Design, Assessment, and Learning Effectiveness of English Writing MOOCs: A Case Study on Literature Citation Teaching

Research output: Contribution to journalArticlepeer-review

Abstract

This study explored the feasibility of using massive open online courses (MOOCs) to teach composition in English writing. We established a theme-based English writing composition MOOC to develop an online literature citation teaching model. In addition to resolving the predicaments in existing teaching methods, we hoped to explore students' satisfaction with the design of the proposed MOOC, their attitude toward peer reviews, and their learning outcomes to understand the feasibility and challenges of MOOCs for teaching composition. The research methodology involved both qualitative and quantitative approaches. Participants were 33 undergraduate students who enrolled in an English composition course in the 2018-2019 academic year. Course design and learning outcomes were examined by analyzing records of their learning history, including after-class questionnaires, online test scores, problem discussions, peer review questionnaires and feedback, and scores of their literature review final drafts. Feedbacks from teachers and student peers were analyzed and compared to explore the feasibility of using peer feedback as an assessment item. The results revealed that: (1) Students were satisfied with the design of the proposed MOOC, particularly with the adoption of the teaching platform Google Classroom for information sharing, collaborative co-editing, and synchronized and asynchronized interaction. The platform addressed limitations in the interaction mode of conventional classroom teaching and effectively increased students' opportunities to practice composition. (2) Students held a positive attitude toward peer reviews. Peer review training was conducive to guiding students to provide feedback. (3) Formative and summative assessment results both verified that the proposed MOOC effectively enhanced students' ability to compose literature reviews. This study demonstrated the feasibility of the proposed innovative teaching model for English writing. The study results may serve as references for future course planning.
Translated title of the contributionCourse Design, Assessment, and Learning Effectiveness of English Writing MOOCs: A Case Study on Literature Citation Teaching
Original languageChinese (Traditional)
Pages (from-to)39-89
Number of pages51
Journal教學實踐與創新
Volume4
Issue number2
DOIs
Publication statusPublished - Sep 1 2021

Keywords

  • composition MOOC
  • literature citation
  • peer review
  • second language composition
  • academic English writing

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