Effects of Computer-Supported Collaborative Learning on Students' Writing Quality and Conceptions of Writing
- ISBN-10
- 1374727679
- ISBN-13
- 9781374727670
- Language
- English
- Published
- 2017-01-27
- Publisher
- Open Dissertation Press
- Authors
- Pui-Yee Wong, 王佩儀
Description
This dissertation, "Effects of Computer-supported Collaborative Learning on Students' Writing Quality and Conceptions of Writing" by Pui-yee, Wong, 王佩儀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study examined the effects of computer-supported collaborative learning on the English writing quality and conceptions of writing of secondary four students in Hong Kong. Two intact secondary four classes were selected. Each of them consisted of 42 students. The experimental group received the instructional design of process approach in English writing through cognitive strategy instruction on Knowledge Forum (a computer-supported collaborative learning environment). The comparison group received the traditional writing instruction and was not introduced to Knowledge Forum. Students were compared on the quality of English writing and their conceptions of writing. Data were collected from the pre-posttest writing, open-ended questionnaires and students' learning dairies in the Knowledge Forum database. Statistical analyses indicated that the instructional design was effective in enhancing students' writing quality. Besides, the experimental students showed more improvement in their conceptions of writing. Student involvement in the knowledge building discourse on Knowledge Forum correlated with the improvement in their writing quality and conceptions of writing. Qualitative analysis showed that students worked collaboratively to construct knowledge and understanding. Results of the study suggested that it was worth incorporating Knowledge Forum into the teaching writing. DOI: 10.5353/th_b3026900 Subjects: English language - Computer-assisted instruction - China - Hong Kong Group work in education - Computer-assisted instruction - China - Hong Kong
