Effects of Facebook Collaborative Writing Groups on ESL Undergraduates’ Writing Performance
Effects of Facebook Collaborative Writing Groups on ESL Undergraduates’ Writing Performance
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Facebook 协作写作小组对 ESL 本科生写作成绩的影响
DOI：
10.5296/ijele.v2i2.5868
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Nooreen Noordin
中科院分区：
文献类型：
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作者：
Siti Shuhaida Shukor;Nooreen Noordin
本研究探讨了Facebook协作写作小组对ESL本科生写作成绩的影响。共有33名二年级ESL学生参与了这项研究。学生们被分成两组：控制组和实验组。本研究将Facebook作为治疗手段与传统方法进行了比较;面对面的合作写作活动。面对面和Facebook协作写作小组之间的比较是为了衡量学生在基于Jacob等人（1981）ESL作文简介;内容，组织，词汇，语言和力学的干预下的写作表现。在使用这种方法之前，对所有学生进行了预测试，并根据初步结果;学生被分为Facebook和面对面的协作写作小组。在使用这两种方法后，对两组参与者进行了后测。然后使用推断统计学、独立t检验和配对样本t检验分析数据。从调查结果中，发现Facebook协作写作组的参与者比面对面协作写作组的参与者得分略高。然而，在测试后的写作成绩上，Facebook和面对面合作写作组之间的差异并不显著。当各组之间进行比较时，本研究发现，在整体写作表现、内容、组织、词汇、语言使用和技巧方面存在显着差异。而在面对面合作写作组中，除了语言运用和写作技巧外，在整体写作成绩、写作内容、写作组织和写作词汇量方面也存在显著差异。
This study investigated the effects of Facebook collaborative writing groups on ESL undergraduates writing performance. A total of 33 second year ESL students were involved in this study. The students were divided into two groups; control and experimental groups. Facebook , as the treatment in this study was compared to a conventional method; face-to-face in the collaborative writing activities. The comparison between face-to-face and Facebook collaborative writing groups were made in order to measure students’ writing performance on the intervention based on Jacob’s et al. (1981) ESL Composition Profile; content, organisation, vocabulary, language us and mechanics. Before using this approach, a pre-test was administered to all students and based on the preliminary results; students were divided into Facebook and face-to-face collaborative writing groups. After using both approaches, a post-test was given to participants in both groups. The data were then analysed using inferential statistics; independent t-test and paired sample t-test. From the findings, it was found that participants in Facebook collaborative writing groups displayed slightly higher scores compared to face-to-face collaborative writing groups. However, the differences between Facebook and face-to-face collaborative writing groups were not significant in the post-test writing scores. When comparison was made within each group, this study found that there were significant differences for overall writing performance, content, organisation, vocabulary, language use and mechanics. Meanwhile in the face-to-face collaborative writing groups, there were also significant differences for overall writing performance, content, organization and vocabulary except for language use and mechanics.