초록
영어
This study aims to investigate the effect of the use of AWS as a way of feedback on college students’ development of syntactic ability. Based on the theory of constructivism, a quasi-experimental research was conducted, which lasted one year and involved 80 college students as participants. The students were divided into a treatment class(n=40) and a comparison class(n=40). Writing Roadmap 2.0 was used as the way of feedback for the students in the treatment class and traditional teachers’ feedback as the way of feedback for the students in the comparison class. To guarantee the validity of this research, the students in the treatment class and the students in the comparison class were taught by the same teacher, and the teaching time and teaching syllabus were the same. The syntactic ability was represented by syntactic fluency, accuracy, and complexity of compositions. After one year’s experimental teaching, the students in the treatment class outperformed those in the comparison class in terms of fluency and complexity. As for the accuracy, both classes had similar performance. And compared with traditional teachers’ feedback, the use of AWS has more advantages. Thus, the use of Writing Roadmap 2.0 in college English writing can have a positive effect on the development of college students’ syntactic ability. These findings triggered several pedagogical implications.
목차
1. Introduction
2. Literature review
2.1 Theoretical Background
2.2 Previous studies on AWS
3. Methodology
3.1 Participants
3.2 Instruments
3.3 Experimental procedures
4. Data Collection & Analysis
5. Result and Discussion
5.1 Comparative analysis of syntactic ability of the treatment class between pretest and post-test
5.2 Comparative analysis of syntactic ability of the comparison class between pretest and post-test
5.3 Comparative analysis of syntactic ability between treatment class and comparison class in post-test
6. Conclusion
References