任务组织方式对在线英语写作任务准备和产出的影响

Effects of Participatory Structures on Students’ Task Planning and Production in Online EFL Writing

本研究以65名英语专业本科一年级学生为研究对象,考察不同任务组织方式对在线写作任务准备和产出的影响。研究将受试按照小组和独立准备两种任务组织方式分组,采取问卷调查和半结构化访谈的方式考察不同任务组织方式中学生写作准备行为的特征,通过测量学生作文的复杂度、准确度和流利度,对比分析不同任务组织方式对写作产出的影响。研究结果表明,在不同任务组织方式中,学生的准备时间、准备形式和准备内容存在差异;方差分析结果显示,不同任务组织方式对流利度没有显著影响,但小组准备中写作产出的句法、词汇复杂度和准确度有显著提高。

This study examines the effects of participatory structures on students’ task planning features and writing production in online EFL writing by measuring complexity, accuracy and fluency(CAF). 65 English-major students as subjects were divided into two groups:(1) planning in small groups and(2) planning individually. A questionnaire and a semi-structured interview were used to explore the characteristics of students’ planning behaviors in the two different groups, and the measurement of CAF was used for contrasting the effects on writing production. Results show that the planning features are distinctive in the two participatory structures. While the participatory structures are not found to have any statistically significant effect on writing fluency, planning in small groups has significant benefits for students’ writing production, as shown in increased syntax complexity, lexical complexity, and accuracy.