A Study of Students’ Perceptions Toward Web-based Business Letters
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초록
This study investigates students’ evaluation of the newly developed web-site as well as their perceptions toward web-based business letter writing instruction over the whole period of an experiment. A total of four surveys were carried out after each letter writing task by 40 university students. To compensate for the limitation of survey research associated with student perceptions, open-ended questions, and in-depth interviews were also conducted. In addition, this study examined the possibility of interrelation between the students’ perceptions of the web-site and their writing scores. The result revealed that the students perceived the web-based writing activities to be effective and valuable for enhancing their writing skills. However, peer feedback was considered as the least helpful activities. The overall mean scores of students’ perceptions gradually increased. Lower-level students perceived the web-based writing instruction to be more useful than higher-level students. The students’ responses to the open-ended questions were also analyzed. Based on these findings, some pedagogical implication was made on the development of future CALL materials and application to web-based writing instruction.
Abstract
This study investigates students’ evaluation of the newly developed web-site as well as their perceptions toward web-based business letter writing instruction over the whole period of an experiment. A total of four surveys were carried out after each letter writing task by 40 university students. To compensate for the limitation of survey research associated with student perceptions, open-ended questions, and in-depth interviews were also conducted. In addition, this study examined the possibility of interrelation between the students’ perceptions of the web-site and their writing scores. The result revealed that the students perceived the web-based writing activities to be effective and valuable for enhancing their writing skills. However, peer feedback was considered as the least helpful activities. The overall mean scores of students’ perceptions gradually increased. Lower-level students perceived the web-based writing instruction to be more useful than higher-level students. The students’ responses to the open-ended questions were also analyzed. Based on these findings, some pedagogical implication was made on the development of future CALL materials and application to web-based writing instruction.
참고문헌 (48)
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