政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/112194

政大典藏 > College of Liberal Arts > Graduate Institute of Library, Information and Archival Studies > Theses > Item 140.119/112194

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/112194

Title:	基於合作閱讀與寫作過程動態萃取之文字雲對於提升自由寫作成效之研究 Extracting Word Cloud Dynamically from Collaborative Reading and Writing Processes for Promoting Learning Performance of Free Writing
Authors:	陳俊逸
Contributors:	陳志銘 Chen, Chih-Ming 陳俊逸
Keywords:	自由寫作文字雲輔助寫作寫作能力閱讀與寫作 Free writing Word cloud assisted writing Writing ability Reading and writing
Date:	2017
Issue Date:	2017-08-28 11:36:53 (UTC+8)
Abstract:	寫作能力是學習其他學科知識的基礎能力。過去研究雖然已發展出許多寫作輔助系統用於提升學習者的寫作能力，但尚少有研究同時考慮將閱讀、寫作活動，以及基於文字雲萃取提升寫作靈感機制結合輔以寫作學習活動的研究。因此，本研究發展出一寫作訓練學習系統，可以基於合作閱讀標註與寫作主題相關之文本，以及動態萃取閱讀標註與寫作過程之文字雲，輔以激發學習者在寫作過程中的寫作靈感與想法，並探討學習者使用此一系統後對於寫作成效、寫作態度及寫作歷程的影響。本研究以桃園市龍潭區石門國小六年級兩個班級學生，合計48人為研究對象，本研究將其中一班隨機分派為採用具「文字雲輔助自由寫作」之實驗組，以及採用「優美詞彙輔助自由寫作」之控制組，並探討採用這兩種輔助自由寫作方法對於寫作成效、寫作態度及寫作歷程的影響差異。研究結果發現：1.實驗組與控制組學習者在寫作成效與寫作態度上均無顯著差異；2.實驗組學習者在寫作歷程上的寫作觀念總數、寫作總字數、寫作分段次數均顯著優於控制組學習者；3.實驗組中的女性學習者在寫作歷程上的寫作觀念總數、寫作總字數、寫作分段次數及用詞獨特指標均顯著優於控制組女性學習者；4.實驗組中的低寫作態度學習者在寫作歷程上的寫作觀念總數及寫作總字數均顯著優於控制組低寫作態度學習者；5.實驗組中的場地相依學習者在寫作歷程上的寫作分段次數顯著優於控制組場地相依學習者；6.實驗組中的高寫作態度學習者在寫作歷程上的寫作分段次數顯著優於控制組高寫作態度學習者；7.實驗組及控制組整體學習者在寫作態度上具有顯著提升；8.實驗組女性學習者在寫作歷程上的寫作觀念總數、寫作總字數及用詞獨特指標均顯著優於實驗組男性學習者；9.實驗組場地獨立學習者在寫作歷程上的討論區留言與寫作相符次數顯著優於實驗組場地相依學習者；10.實驗組學習者在寫作成效後測與寫作歷程各項目上具有顯著相關性。最後，根據研究結果，本研究提出教學實施建議、系統優化建議及其未來研究方向，供後續研究者進行研究時之參考。 Writing ability is the basic ability for learning knowledge of other subjects. Although lots of writing auxiliary systems for promoting learners’ writing ability were developed in past studies, few of them combined reading & writing with the writing inspiration promotion mechanism with word cloud based extraction for research on writing learning. For this reason, a writing training and learning system, which is based on cooperative reading annotation and writing-related texts and dynamically extracts word cloud from reading annotation and writing process, is developed in this study. Besides, learners’ writing inspiration and ideas are induced in the writing process, and the effect of learners using such a system on writing performance, writing attitudes, and writing course are also discussed. Total 48 students in two G6 classes in Shihmen Elementary School in Longtan, Taoyuan City, are selected for the research. A class is randomly selected as the experimental group using “word cloud assisted free writing”, and the other is the control group with “beautiful vocabulary assisted free writing” to discuss the effect of such free writing on writing performance, writing attitudes, and writing course. The research findings are summarized as followings. 1. There is no remarkable difference in writing performance and writing attitudes between the experimental group and the control group. 2. The experimental group notably outperforms the control group on total writing concepts, total writing words, and writing paragraphing times in the writing course. 3. Female learners in the experimental group significantly outperform those in the control group on total writing concepts, total writing words, writing paragraphing times, unique wording in the writing course. 4. Learners with low writing attitudes in the experimental group notably outperform those in the control group on total writing concepts and total writing words in the writing course. 5. Field-dependent learners in the experimental group remarkably outperform those in the control group on writing paragraphing times in the writing course. 6. Learners with high writing attitudes in the experimental group significantly outperform those in the control group on writing paragraphing times in the writing course. 7. Overall learners in both experimental group and control group present remarkable promotion on writing attitudes. 8. Female learners in the experimental group notably outperform male learners on total writing concepts, total writing words, and unique wording. 9. Field-independent learners in the experimental group significantly outperform field-dependent learners on the times of message in forums conforming to writings in the writing course. 10. Learners in the experimental group show remarkable correlations between writing performance posttest and items in the writing course. According to the research results, suggestions for teaching practice, system optimization, and future research directions are proposed in this study for successive researchers’ research reference.
Reference:	中国自然语言处理开源组织（2014）。Jieba中文分词。上網日期：2016年10月20日。檢自：http://www.nlpcn.org/demo.jsp。王開府（2008）。心智圖與概念模組在語文閱讀與寫作思考教學之運用。國文學報，43，263–296。王學仁（2013）。設計與評估一套同儕回應系統支援面對面與線上同儕回應活動於國小寫作課（未出版之碩士論文）。國立中央大學，桃園縣。王靖婷（2009）。大學國文教學面面觀：相關研究之回顧與展望。通識學刊：理念與實務，1（4），139–172。王佩琪（2013）。國小學童寫作自我效能、寫作焦慮與寫作成就關係之探究（未出版之碩士論文）。國立新竹教育大學，新竹市。何琦瑜、吳毓珍（2007）。教出寫作力。台北市：天下雜誌。吳宣宏（2009）。國小寫作想法產出之大量閱讀與自由寫數位學習活動設計與探討（未出版之碩士論文）。國立中央大學，桃園縣。吳裕益（1987）。認知能力與認知型態個別差異現象之探討。教育學刊，7，253–300。吳立明（2006）。以畫記輔助國小四年級學童網路作文互評之研究（未出版之碩士論文）。國立中央大學，桃園縣。呂婉榕（2011）。心智圖法融入寫作教學對國小三年級學童語文創造力及寫作態度影響之研究（未出版之碩士論文）。國立中山大學，高雄市。李曜丞（2008）。多媒體導向教學及戶外實體教學對不同認知風格學生學習成效之分析（未出版之碩士論文）。國立交通大學，新竹市。林資期（2014）。運用Google Classroom於國小語文領域教學之行動研究（未出版之碩士論文）。國立嘉義大學，嘉義市。周佳樺（2006）。中小學國語文教學的困境。淡江人文社會學刊，26，136–150。邱順得（2013）。運用部落格及心智圖於國小學生寫作教學之研究（未出版之碩士論文）。臺北市立教育大學，臺北市。柯華葳（2004）。作文評分標準研究。華語文教學研究，1（2），15–32。柯華葳（2006）。教出閱讀力。台北市: 天下雜誌股份有限公司。洪育佳（2012）。基於QR code發展之國小圖書館利用教育學習系統對於學習成效、動機及注意力影響之研究（未出版之碩士論文）。國立政治大學，台北市。孫劍秋、林孟君（2013）。從臺灣中學生 PISA 閱讀素養的表現談精進學生閱讀素養的教學策略。中等教育，64（3），35–51。徐仕勳（2014）。整合主題閱讀與自由寫之數位寫作環境(何艾模式)：從設計到評估（未出版之博士論文）。國立中央大學，桃園縣。徐啟洋（2015）。「創作島」：透過自我經營遊戲機制提升學生寫作興趣與表現（未出版之碩士論文）。國立中央大學，桃園縣。秦家慧、湯才偉、施敏文(2003)。香港十五歲學童在學生能力國際評估計劃中的閱讀能力。教育學報 (香港)，2，57–89。張如婷（2010）。融合網路社群與寫作過程教學法於國語寫作教學之研究：以臺北市國小五年級某班學童為例（未出版之碩士論文）。臺北市立教育大學，臺北市。張舒涵（2016）。以行動者網絡理論探討國小教師在數位閱讀寫作推動初期的困境（未出版之碩士論文）。國立中央大學，桃園縣。張貴琳、黃秀霜、鄒慧英（2009）。從國際比較觀點探討台灣學生 PISA 2006 閱讀素養表現特徵。課程與教學季刊，13（1），1–26。莊孟蓉（2010）。認知風格與思考風格對高中學生產品創意表現影響之研究（未出版之碩士論文）。國立臺灣師範大學，台北市。郭秀惠（2011）。輔助科技和心智圖寫作教學對提升書寫困難學生寫作表現之研究（未出版之碩士論文）。國立東華大學，花蓮縣。陳志銘、蔡雁農（2013）。互動式擴增實境系統支援國小圖書館利用教育。臺北市立圖書館館訊，30（3），30–49。陳秉成（2014）。明日寫作平台之實踐：透過「讀促創」與「聊促修」活動提升學生寫作表現、讀者意識及自我效能（未出版之碩士論文）。國立中央大學，桃園縣。陳勇汀（2011）。合作式閱讀標註之知識萃取機制研究（未出版之碩士論文）。國立政治大學，台北市。陳淑娥（2009）。以部落格進行國一作文同儕互評之行動研究（未出版之碩士論文）。淡江大學，新北市。陳美芳、黃楷茹、謝佳男、林宜駿（2010）。高中同儕寫作回饋的效度與效果探析。教育科學研究期刊，55（1），63–90。陳美芳、謝佳男、黃楷茹（2007）。影響高中優秀學生寫作表現的因素分析。特殊教育研究學刊，32（3），63–86。程嘉政（2009）。支援互惠式寫作社群之數位學習環境（未出版之碩士論文）。國立雲林科技大學，雲林縣。黃春霞（2013）。橋樑書在寫作教學上的運用。台北市：秀威資訊。楊美玲（2013）。網路合作學習對國小學童寫作表現之影響－以Google Docs為例（未出版之碩士論文）。大葉大學，彰化縣。楊淑華、葉憲峻、王暄博（2009）。寫作評量之研發與應用: 以國小六年級記敘文為例。教育科學研究期刊，54（3），139–173。楊淳瑀（2014）。臺中市國小六年級學童記敘文人物類文章寫作表現調查研究（未出版之碩士論文）。國立臺中教育大學，台中市。葉凌秀（2007）。從國中基測寫作測驗的實施談小學作文能力的培養。台灣教育，643，50–53。劉又儀（2007）。線上寫作回饋對學生寫作表現之析論---以國小五年級學童為例（未出版之碩士論文）。國立臺南大學，台南市。數位學習無國界（2013）。使用 Moodle 來設計行動學習 – Part I。上網日期：2016年10月20日。檢自：http://chinese.classroom-aid.com/2013/11/moodle-part-i.html/ 鄭博真（1996）。寫作修改教學策略對國小學生寫作修改表現、寫作修改能力、寫作品質和寫作態度之影響研究（未出版之碩士論文）。國立台南師範學院，台南市。 Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of educational research, 74(1), 29–58. Baralt, M., Pennestri, S., & Selvandin, M. (2011). Action research: Using wordles to teach foreign language writing. Language Learning & Technology, 15(2), 12–22. Beach, R. (2012). Uses of digital tools and literacies in the English language arts classroom. Research in the Schools, 19(1), 45–59. Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008). Collaborative literacy: Blogs and Internet projects. The Reading Teacher, 61(6), 504–506. Brush, Bargeron, Grudin, Borning, & Gupta. (2002). Supporting interaction outside of class: anchored discussions vs. discussion boards. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 425–434). International Society of the Learning Sciences. Retrieved from http://dl.acm.org/citation.cfm?id=1658676 Chao, & Lo. (2011). Students’ perceptions of Wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19(4), 395–411. Chen, C.-M., & Chen, F.-Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 77, 67–81. Chen, C.-M., Chen, Y.-T., Hong, C.-M., Liao, C.-W., & Huang, C.-M. (2012). Developing a Taiwan library history digital library with reader knowledge archiving and sharing mechanisms based on the DSpace platform. The Electronic Library, 30(3), 426–442. Chen, C.-M., & Huang, S.-H. (2014). Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance. British Journal of Educational Technology, 45(5), 959–980. Chen, Wang, & Chen. (2014). Facilitating English-Language Reading Performance by a Digital Reading Annotation System with Self-Regulated Learning Mechanisms. Educational Technology & Society, 17(1), 102–114. Dai, J., Raine, R. B., Roscoe, R., Cai, Z., & McNamara, D. S. (2010). The Writing-Pal tutoring system: Development and design. Journal of Engineering and Computer Innovations, 2(1), 1–11. dLu, R., & Bol, L. (2007). A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback. Journal of Interactive Online Learning, 6(2), 100–115. Elbow, P. (1973a). Writing without teachersOxford University Press. New York. Elbow, P. (1973b). Writing without teachersOxford University Press. New York. Fei, Jin, Yi, & Tao. (2011). Human dynamics analysis in online collaborative writing. Retrieved from http://wulixb.iphy.ac.cn/EN/10.7498/aps.60.118902 Filatova, O. (2016). More Than a Word Cloud. TESOL Journal, 7(2), 438–448. Fishman, S. M. (1997). Student writing in philosophy: A sketch of five techniques. New directions for teaching and learning, 1997(69), 53–66. Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39–50. Fogleman, J., Niedbala, M. A., & Bedell, F. (2013). Writing and Publishing in a Blended Learning Environment to Develop Students’ Scholarly Digital Ethos. Behavioral & Social Sciences Librarian, 32(2), 71–85. Fouh, E., Karavirta, V., Breakiron, D. A., Hamouda, S., Hall, S., Naps, T. L., & Shaffer, C. A. (2014). Design and architecture of an interactive eTextbook–The OpenDSA system. Science of Computer Programming, 88, 22–40. Fowler, E. D. (2001). The Effects of Four Writing Strategies on Fifth Graders’ Production of Written Ideas across Three Aims of Discourse. Retrieved from http://eric.ed.gov/?id=ED458596 Galbraith, D., & Rijlaarsdam, G. (1999). Effective strategies for the teaching and learning of writing. Learning and instruction, 9(2), 93–108. Graham, S., & Harris, K. R. (2006). Strategy instruction and the teaching of writing. Handbook of writing research, 187–207. Hayes, J. R. (2006). New directions in writing theory. Handbook of writing research, 2, 28–40. He, K.-K. (2004). New theory of child’s thinking development and in-depth reform of Chinese language education (article written in Chinese). Educational Research, 25(1), 55–60. Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217–230. IBÁÑEZ, J. I. (2012). TEACHING ENGLISH AS A FOREIGN LANGUAGE AND CULTURE OF THE ENGLISH-SPEAKING COUNTRIES THROUGH ICT IN AND OUT OF CLASSROOM CONTEXTS. Valencia: Clavel Arroitia. Retrieved from http://www.uv.es/anglotic/research/jii.pdf Jenkins, J. R., Johnson, E., & Hileman, J. (2004). When is reading also writing: Sources of individual differences on the new reading performance assessments. Scientific Studies of Reading, 8(2), 125–151. Jones. (2001). The relationship between writing centers and improvement in writing ability: An assessment of the literature. Education, 122(1), 3–21. Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of writing research, 1(1), 1–26. Khampusaen, D. (2014). Teaching English Language with Cloud-Based Tools. International Journal of the Computer, the Internet and Management, 22(1), 87–91. Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. Calico Journal, 27(2), 260–276. Leino, K., Linnakyla, P., & Malin, A. (2004). Finnish students’ multiliteracy profiles. Scandinavian Journal of Educational Research, 48(3), 251–270. Li, L. Y. (2007). Exploring the use of focused freewriting in developing academic writing. Journal of University Teaching & Learning Practice, 4(1), 5. Liang, M.-Y., & others. (2010). Using synchronous online peer response groups in EFL writing: Revision-related discourse. Language Learning & Technology, 14(1), 45–64. Lin, W.-C., & Yang, S. C. (2011). Exploring students’ perceptions of integrating wiki technology and peer feedback into English writing courses. English Teaching, 10(2), 88. Lo, J.-J., Yeh, S.-W., & Sung, C.-S. (2013). Learning paragraph structure with online annotations: An interactive approach to enhancing EFL reading comprehension. System, 41(2), 413–427. Matsumura, L. C., Patthey-Chavez, G. G., Valdés, R., & Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students’ revision in lower-and higher-achieving urban schools. The Elementary School Journal, 103(1), 3–25. McNaught, C., & Lam, P. (2010). Using Wordle as a supplementary research tool. The qualitative report, 15(3), 630. Menkhoff, T., Chay, Y. W., Bengtsson, M. L., Woodard, C. J., & Gan, B. (2015). Incorporating microblogging (“tweeting”) in higher education: Lessons learnt in a knowledge management course. Computers in Human Behavior, 51, 1295–1302. Muncie, J. (2000). Using written teacher feedback in EFL composition classes. Retrieved from https://academic.oup.com/eltj/article-abstract/54/1/47/2924510 National Commission on Writing in America’s. (2003). The neglected “R”: The need for a writing revolution. New York: College Entrance Examination Board Mt. Vernon, IL. Neves-Silva, R., Tsihrintzis, G. A., & Uskov, V. (2014). Wordling my Writing: Practices and Perceptions (Vol. 262). Washington, DC: IOS Press. Retrieved from https://www.google.com/books?hl=zh-TW&lr=&id=5CDpAwAAQBAJ&oi=fnd&pg=PR1&dq=+%22Wordling+My+Writing%22&ots=3UvoDC_-S4&sig=D2Ex1SOueVeaT682AMiYqpA_Cgo Ng, C. F., & Ng, P. K. (2013). Employing Different Teaching Strategies for Improved English Proficiency: A Pilot Study on Teachers’ Perspectives. In 6th International Online Language Conference, Kuala Lumpur, Malaysia. Retrieved from https://www.researchgate.net/profile/Poh_Kiat_Ng/publication/239950268_Employing_Different_Teaching_Strategies_for_Improved_English_Proficiency_A_Pilot_Study_on_Teachers’_Perspectives/links/0f31752fe2474c8a93000000.pdf Nokelainen, P., Miettinen, M., Kurhila, J., Floréen, P., & Tirri, H. (2005). A shared document-based annotation tool to support learner-centred collaborative learning. British Journal of Educational Technology, 36(5), 757–770. Novak, E., Razzouk, R., & Johnson, T. E. (2012). The educational use of social annotation tools in higher education: A literature review. The Internet and Higher Education, 15(1), 39–49. Pentaho Customer Support Portal. (2016). PENTAHO COMMUNITY & COMMERCIAL PRODUCT COMPARISON. Retrieved from https://support.pentaho.com/hc/en-us/articles/205788659-PENTAHO-COMMUNITY-COMMERCIAL-PRODUCT-COMPARISON Ray, A., & Margaret, W. (2003). PISA Programme for international student assessment (PISA) PISA 2000 technical report: PISA 2000 technical report. oecd Publishing. Retrieved from https://www.google.com/books?hl=zh-TW&lr=&id=IVdo5jhkgx4C&oi=fnd&pg=PP17&dq=%22PISA+Programme+for+international+student+assessment+(PISA)+PISA+2000+technical+report:+PISA+2000+technical+report%22&ots=UYaa6VvjWy&sig=so4nVGjvV244WbiuLJXoZ5XhN-s Saddler, Bruce. (2006). Increasing story-writing ability through self-regulated strategy development: Effects on young writers with learning disabilities. Learning Disability Quarterly, 29(4), 291–305. Salton, G., & McGill, M. J. (1986). Introduction to modern information retrieval. Retrieved from http://www.citeulike.org/group/1808/article/821224 Song, W., & Usaha, S. (2009). How EFL university students use electronic peer response into revisions. Suranaree Journal of Science and Technology, 16(3), 263–275. Tharp, T. L. (2010). “ Wiki, Wiki, Wiki—WHAT?” Assessing Online Collaborative Writing. English Journal, 40–46. Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217–235. Viegas, F. B., Wattenberg, M., & Feinberg, J. (2009). Participatory visualization with Wordle. IEEE transactions on visualization and computer graphics, 15(6), 1137–1144. Vuillemot, R., Clement, T., Plaisant, C., & Kumar, A. (2009). What’s being said near “Martha”? Exploring name entities in literary text collections. In Visual Analytics Science and Technology, 2009. VAST 2009. IEEE Symposium on (pp. 107–114). IEEE. Retrieved from http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5333248 Wang, Chen, Hong, & Huang. (2011). Digital library with reading annotation tool for supporting effective reading learning. In Electrical and Control Engineering (ICECE), 2011 International Conference on (pp. 6532–6536). IEEE. Retrieved from http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=6056801 Wang, J. H., Chen, S. Y., Chang, B., & Chan, T. W. (2015). From integrative to game-based integrative peer response: high ability versus low ability. Journal of Computer Assisted Learning. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/jcal.12125/pdf Witkin, H. A. (1971). A manual for the embedded figures tests. Consulting Psychologists Press. Witkin, H. A., Dyk, R. B., Fattuson, H. F., Goodenough, D. R., & Karp, S. A. (1962). Psychological differentiation: Studies of development. Retrieved from http://psycnet.apa.org/psycinfo/1963-00819-000 Witkin, H. A., & Goodenough, D. R. (1977). Field dependence and interpersonal behavior. Psychological bulletin, 84(4), 661. Witte, S. (2007). “That’s Online Writing, Not Boring School Writing”: Writing With Blogs and the Talkback Project. Journal of Adolescent & Adult Literacy, 51(2), 92–96. Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of second language writing, 15(3), 179–200.
Description:	碩士國立政治大學圖書資訊與檔案學研究所 104155004
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0104155004
Data Type:	thesis
Appears in Collections:	[Graduate Institute of Library, Information and Archival Studies] Theses

Files in This Item:

File	Size	Format
500401.pdf	2173Kb	Adobe PDF2	125	View/Open

社群 sharing

Loading...