Social Media Facilitated English Prewriting Activity Design and Evaluation

Autor/inn/en	Chang, Ben; Lu, Fang-Chen
Titel	Social Media Facilitated English Prewriting Activity Design and Evaluation
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 1, S.33-42 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Fang-Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-017-0363-0
Schlagwörter	Social Media; Prewriting; English (Second Language); Second Language Learning; Second Language Instruction; Concept Mapping; High School Students; Control Groups; Experimental Groups; Accuracy; Essays; Writing Evaluation; Foreign Countries; Student Attitudes; Questionnaires; Writing Instruction; Instructional Effectiveness; Teaching Methods; Taiwan + Suchen Sie Ihr Suchwort? Soziale Medien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Concept Map; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Essay; Aufsatzunterricht; Ausland; Schülerverhalten; Fragebogen; Schreibunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Social media can benefit English as a foreign language (EFL) learning, but learners need a deliberate approach to pursue deeper learning. To this end, the aim of this study was to design a prewriting activity using a mobile-based concept map to assess participants' writing performance in different aspects of writing. The designed prewriting activity comprised (1) structuralized private knowledge, (2) explicit knowledge affordance, and (3) consolidated social activities. To evaluate the effects of the prewriting activity, an EFL prewriting experiment was conducted. In this experiment, 80 participants in a high school in Taiwan were evenly assigned to a control or experimental group. The participants' writing essays and learning perceptions were collected, and the analysis results indicated that (1) a significant difference was found in the aspects of communicative quality, linguistic accuracy, and linguistic appropriacy, and (2) the questionnaire statistics aligned with similar findings that the prewriting activity helped learners' writing from communicative quality and social collaboration perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01