Comparing Two Modes of Students’ Argumentative Writing Submission: Email and Online Writing Forum
|關鍵字:||社會文化理論、活動理論、Toulmin寫作元素、線上寫作、寫作策略、寫作焦慮、自我效能寫作;sociocultural theory, activity theory, Toulmin’s model, online writing, writing strategies, apprehension in writing, self-efficacy in writing|
In the recent years, online publication is increasing in popularity thanks to several reasons like the extreme convenience of Internet, features of anonymoity, and widespread use of online communities. On the other hand, this trend induces the subsequent concerns for the rights for freedom of speech online; that is, online writers suppose they can exempt themselves, for obscurity of pseudonym, from any accusation arising from any offensive words they leave in the cyberspace. This issue draws great concerns from researchers who accordingly have conducted several studies in which they, though, failed to highlight the formal position of what online writing should have. The purpose of this study was to gain a holistic picture of the way students behave and react between the two diverse writing environments, online and in-class, the research collected students’ homework submitted respectively to a forum and the instructor in class. Their writings were analyzed in terms of the following aspects and theoretical frameworks: (a) applied moves (e.g., claim and data) by Toulmin’s Model, (b) lexcial-lignuistic patterns for realizing stance-taking and stance-supporting by Functional Linguistics, (c) writing strategies by Activity Theory. Interviews were conducted after the first two analysis were completed. Interview questions were aimed to elicit those applied writing strategies and reasons. The survey on self-efficacy and writing apprehension was also used to investigate the relationship between students’ performances and fluctuation of affective condition. The findings suggested there were no remarkable differences between online writing and in-class writing in terms of the applied moves. The results for lexical-grammatical patterns demonstrated differences that modal adjunct and functional conjunction are applied as students express their position in forum, yet not in in-class writing. The results of writing strategies were categoized into three dimensions which revealed similarities and dissimilarities of how they perform in different writing environments. Writing apprehension and self-efficacy also disclosed certain connection to each other and students’ actual performance. Three pedagogical implications were extended from the present study. First, student writers need to assure what they claim is sturdily supported with hard evidence and the words they select are as unbiased and objective as they can be. The publications online are likely to be scrutinized with critical and even malicious way. Second, the importance of counterargument and other Toulmin’s elements should not be underestimated. Teachers could specifically draw their attention to these elements with detailed elaboration and concrete enumeration, which are followed by hand-on practice. Third, students suppose that grammar more of value than content and organization, which primarily arises from their past learning experience, and in fact it is the other way around. Thus, teachers could remold their belief in what a good writing is supposed to be with more real-life examples.
|Appears in Collections:||Thesis|