期刊刊名：科技學刊－人文社會類 　 卷期：21卷2期

篇名出版日期：2012年8月1日

作者：Yu-Fen Yang,楊育芬

語言：English

關鍵字：reflection cycle, collaborative writing, meaning construction, text revision, trace result, 省思週期,協同寫作,意義建構,文章改寫,歷程追蹤

被點閱次數：1次

閱讀時間：1sec

摘要：
This study reports on our design of a computer system which supports students to improve their texts by interacting with peers online. Forty-five undergraduate students were recruited to construct and reconstruct their texts after receiving and evaluating peers’ feedback. Results of this study show that some students were actively engaged in mental reflection cycles of expression, reflection, and revision in online interaction with the support of functionalities such as reflective dialogue, diff engine, and trace result in the system. This allowed them to have opportunities to modify misconceptions on grammar and improve text organization. The mental reflection cycles could further form a mental chain. This chain occurred when student writers identified their writing goals and activated the needed knowledge (information definition), gathered useful feedback from their peers (information acquisition), transferred these external feedback into their texts (information transformation), and rewrote their texts (new knowledge construction). This mental chain also made text improvement possible as students took their peers’ suggestions as scaffolds to reconstruct their texts and reformulate new knowledge. Their texts differed from those of students whose first and final drafts were almost the same except their different grammatical forms. The students’ active engagement in reflection cycles and new knowledge construction in online interaction was crucial to improve their texts.

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