Teaching English Writing in the Blended Classroom
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참고문헌
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초록
This study aims to explore a blended writing classroom in an on/off-site format to teach students English writing in a higher education classroom. The data analysis is based on questionnaire, on/off-site classroom observation, and document collection. It investigates the following three questions: (1) How does the blended English writing class affect students’ participation and anxiety? (2) How does the blended writing class encourage students to interact? (3) What are some implications and suggestions for the blended writing class to facilitate students’ learning? The results showed the blended English writing class generally had a positive effect on the students’ anxiety, participation, and interaction. Also, the findings of this study provide current challenges and implementations to design writing classes with technology.
Abstract
This study aims to explore a blended writing classroom in an on/off-site format to teach students English writing in a higher education classroom. The data analysis is based on questionnaire, on/off-site classroom observation, and document collection. It investigates the following three questions: (1) How does the blended English writing class affect students’ participation and anxiety? (2) How does the blended writing class encourage students to interact? (3) What are some implications and suggestions for the blended writing class to facilitate students’ learning? The results showed the blended English writing class generally had a positive effect on the students’ anxiety, participation, and interaction. Also, the findings of this study provide current challenges and implementations to design writing classes with technology.
참고문헌 (39)
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