Browsing by Author "Karen Chung-chien Chang"

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Fostering Learner Autonomy Through Empowering Students in EFL Writing
(國立臺灣師範大學英語系, 2012-09-??) Karen Chung-chien Chang
In most EFL countries, teaching composition has remained a challenging area for teachers due to the heavy workload associated with grading students’ work, and students’ lack of interest and readiness in developing their writing skills. This paper reports on a study that investigated how some new components of a writing course could foster a higher level of learner autonomy among the participating students. The research design focused on giving the locus of control to students so that they could choose topics of their own interest for their essays throughout the two semesters of the writing course. In addition, a process-oriented approach (involving three drafts) was adopted to help students learn how to improve their writing. For each assignment, comprehensive electronic feedback was provided to guide students in revising their essays. The students would turn in the first two drafts for comments and the last draft for a grade. All three aspects (freedom in making writing choices, electronic feedback and the multi-drafting process) were designed to determine if students could learn to take more responsibility in becoming better writers. The data in this study included the drafts of each assignment, a survey on learning attitudes and outcomes, and interviews. Results showed that students took more responsibility for their own learning, invested more time and effort in information collection and revision on the topics of their own choice, and improved their writing performance in terms of both longer word counts and richer content. It is concluded that to foster autonomy in EFL students, both student empowerment and teacher feedback are essential components in the writing course design.
Fostering Learner Autonomy Through Empowering Students in EFL Writing
(國立臺灣師範大學英語系, 2012-??-??) Karen Chung-chien Chang
In most EFL countries, teaching composition has remained a challenging area for teachers due to the heavy workload associated with grading students’ work, and students’ lack of interest and readiness in developing their writing skills. This paper reports on a study that investigated how some new components of a writing course could foster a higher level of learner autonomy among the participating students. The research design focused on giving the locus of control to students so that they could choose topics of their own interest for their essays throughout the two semesters of the writing course. In addition, a process-oriented approach (involving three drafts) was adopted to help students learn how to improve their writing. For each assignment, comprehensive electronic feedback was provided to guide students in revising their essays. The students would turn in the first two drafts for comments and the last draft for a grade. All three aspects (freedom in making writing choices, electronic feedback and the multi-drafting process) were designed to determine if students could learn to take more responsibility in becoming better writers. The data in this study included the drafts of each assignment, a survey on learning attitudes and outcomes, and interviews. Results showed that students took more responsibility for their own learning, invested more time and effort in information collection and revision on the topics of their own choice, and improved their writing performance in terms of both longer word counts and richer content. It is concluded that to foster autonomy in EFL students, both student empowerment and teacher feedback are essential components in the writing course design.
英作課程實施成效：學習者態度及自我調整如何影響其多稿寫作之過程
(國立臺灣師範大學教育心理學系, 2017-03-??) 張中倩; Karen Chung-chien Chang
本文著重探討大學生英文寫作之學習，主要檢視其自我調整程度及學習投入程度之間的關係。本研究設計以台灣北部某一國立大學應用外語系的學生為研究主體，共28 人，寫作課程採多稿設計，學生們在一學期18 週中，須完成四個文體寫作，每個文體須採三稿制，教師在每稿均提供反饋，學生藉由了解教師反饋、進行修稿，來精進自身的英文寫作。本研究探討兩個問題，首先透過自我決定理論問卷，來檢視大學生參與英文多稿寫作的動機因素，並透過問卷結果計算出學生個人的相對自主指數，藉以檢視學生參與寫作、修稿的原因為何？第二，本研究檢視學生一稿到三稿所接到的教師評語回饋減少程度，藉此探討學生在修稿方面的投入程度，總共檢視224 份文稿。研究結果發現，絕大部分學生積極參與英文寫作及修稿是因為想要增進自身的分析能力、英文寫作能力，並希望對其未來生涯有所助益。另外，在28 位學生中，有18 位學生的「相對自主指數」與其「自我調整行為」顯示強烈的一致性，學生「相對自主指數」的高低，可以對應到他們「自我調整行為」的高低，進一步的訪談結果顯示學生的學期課程負荷量、個人課外活動多寡、對文體的喜好程度，都會影響他們在寫作、修稿時的投入程度。