揭示异步写作中的参与:方法和指标的全面探索--系统性文献综述

N. Drajati, Dewi Rochsantiningsih, M. Martono, Dewi Cahyaningrum, E. Ph, Agustina Tyarakanita
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引用次数: 0

摘要

在培养学习者的语言能力方面,许多教育机构改变了教师同步和异步整合计算机辅助交流(CMC)的做法。然而,参与的问题成为另一个需要处理的问题。因此,在本文献综述中,我们对 2000-2021 年间发表在高排名数据库中的 20 项定性研究、7 项定量研究和 8 项混合方法研究进行了回顾,旨在研究促进学习者参与的评估方法和指标,特别是异步写作。异步 CMC 是本研究的关注点,因为它支持学习者同时进行讨论,并支持多种学习方式。本研究采用行为、认知和情感方法来评估学习者的参与度。因此,促进学习者参与的指标类型包括输入、过程和结果。最后,本综述建议,在设计写作课程时,应有效地将评价方法和指标概念化,以促进学习者的参与。
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Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review
In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.
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