Examining L2 writing development in a task-based computer-mediated environment

数据收集于2018年5月至2018年7月期间完成。数据来源为：1)写作任务，2)背景问卷，3)流程问卷。参与者最初包括两个班共40名学生；然而，由于缺勤，所有数据只收集了34名学生的数据。参与者完成了两项写作任务：自由写作和重构任务。重建任务在三种情况下完成：单独和协作（有和没有反馈）。每项任务完成后，学生都要完成心流调查问卷和日志。2018年8月，对这些数据的分析部分完成。对问卷得分进行方差分析，结果显示两组合作条件之间存在显著差异。

Data collection was done between May 2018 and July 2018. Data sources were: 1) writing tasks, 2) background questionnaires, 3) flow questionnaires. The participants initially included a total of 40 students in two classes; however, because of absences, all data were collected from only 34 students. Participants completed two writing tasks: free writing and reconstruction tasks. The reconstruction tasks were completed in three conditions: individually and collaboratively (with and without feedback). Flow questionnaires and journals were completed by students after each task.In August 2018, the analysis of this data was partially completed. An analysis of variance was completed on questionnaire scores, which revealed a significant difference between the two collaborative group conditions.