The Effects of the WebQuest Writing Instruction Program on EFL Learners' Writing Performance, Writing Apprehension, and Perception

Autor/in	Chuo, Tun-Whei Isabel
Titel	The Effects of the WebQuest Writing Instruction Program on EFL Learners' Writing Performance, Writing Apprehension, and Perception
Quelle	In: TESL-EJ, 11 (2007) 3, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Writing Instruction; Writing Apprehension; Foreign Countries; Writing Skills; Web Based Instruction; Teaching Methods; Writing Improvement; Instructional Effectiveness; Correlation; Student Attitudes; Learning Experience; Language Teachers; Asians; Computer Assisted Instruction; Pretests Posttests; Control Groups; Statistical Analysis; Taiwan; Writing Apprehension Test + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Ausland; Writing skill; Schreibfertigkeit; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Korrelation; Schülerverhalten; Lernerfahrung; Language teacher; Sprachunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Computer based training; Computerunterstützter Unterricht; Statistische Analyse
Abstract	This study investigated the effects of the WebQuest Writing Instruction (WQWI) program on Taiwanese EFL learners' writing performance, writing apprehension, and perception of web-resource integrated language learning. Participants were students from two junior college classes. One class received traditional classroom writing instruction and the other class, the WQWI program. The results indicated that students in the WQWI class improved their writing performance significantly more than those in the traditional classroom writing class. The WQWI class also experienced significant reduction in writing apprehension; however, no significant difference in reduced apprehension could be found between the two classes. In addition, students had a favorable perception of the WQWI program, recognizing more advantages than disadvantages of language learning through web resources. Nonetheless, no significant correlation could be detected between students' perception and their improved writing performance. Neither was there a significant relationship between students' perception and their reduced writing apprehension. The findings suggested that integrating web resources into EFL writing instruction, using the WebQuest model, was effective for enhancing students' writing performance and provided a positive learning experience. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01