google-drive电子作品集评估对英语学习者态度和情感的影响

Q1 Arts and Humanities Computers and Composition Pub Date : 2024-06-26 DOI:10.1016/j.compcom.2024.102866
Hossein Bozorgian , Maryam Kazemi , Kimia Deylami , Musa Nushi
{"title":"google-drive电子作品集评估对英语学习者态度和情感的影响","authors":"Hossein Bozorgian ,&nbsp;Maryam Kazemi ,&nbsp;Kimia Deylami ,&nbsp;Musa Nushi","doi":"10.1016/j.compcom.2024.102866","DOIUrl":null,"url":null,"abstract":"<div><p>This study explores EFL graduate students’ attitudes toward and emotions about the teacher and peer feedback using a questionnaire and interviews. Throughout their advanced writing course, students were provided with feedback via Google Docs, which they then systematically arranged within their Google Drive-based e-portfolios. The interview findings confirmed that students had mixed attitudes and emotions toward e-portfolios. They expressed negativity toward the timing of peer feedback reception and its validity. However, they showed a positive attitude toward teacher feedback and the importance of maintaining the integrity of a Google Drive portfolio. Emotionally, the students felt frustrated due to feedback focus, anxious while providing feedback, confused by ambiguous comments by peers, and embarrassed by their errors. However, their confidence was bolstered by their adeptness with technology and the interactive functions of Google Docs served as a motivating factor. Additionally, the t-test results comparing pre-test and post-test questionnaires showed statistical significance, indicating that students improved their compositions’ content, organization, and language with the assistance of peer and teacher feedback. The study underscores the importance of integrating technology into writing instruction, considering students’ emotions and attitudes. Thus, ongoing efforts are vital to develop the technological skills of both teachers and students.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"73 ","pages":"Article 102866"},"PeriodicalIF":0.0000,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The impact of google-drive e-portfolio assessment on EFL learners’ attitudes and emotions\",\"authors\":\"Hossein Bozorgian ,&nbsp;Maryam Kazemi ,&nbsp;Kimia Deylami ,&nbsp;Musa Nushi\",\"doi\":\"10.1016/j.compcom.2024.102866\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This study explores EFL graduate students’ attitudes toward and emotions about the teacher and peer feedback using a questionnaire and interviews. Throughout their advanced writing course, students were provided with feedback via Google Docs, which they then systematically arranged within their Google Drive-based e-portfolios. The interview findings confirmed that students had mixed attitudes and emotions toward e-portfolios. They expressed negativity toward the timing of peer feedback reception and its validity. However, they showed a positive attitude toward teacher feedback and the importance of maintaining the integrity of a Google Drive portfolio. Emotionally, the students felt frustrated due to feedback focus, anxious while providing feedback, confused by ambiguous comments by peers, and embarrassed by their errors. However, their confidence was bolstered by their adeptness with technology and the interactive functions of Google Docs served as a motivating factor. Additionally, the t-test results comparing pre-test and post-test questionnaires showed statistical significance, indicating that students improved their compositions’ content, organization, and language with the assistance of peer and teacher feedback. The study underscores the importance of integrating technology into writing instruction, considering students’ emotions and attitudes. Thus, ongoing efforts are vital to develop the technological skills of both teachers and students.</p></div>\",\"PeriodicalId\":35773,\"journal\":{\"name\":\"Computers and Composition\",\"volume\":\"73 \",\"pages\":\"Article 102866\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Computers and Composition\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S8755461524000434\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computers and Composition","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S8755461524000434","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
引用次数: 0

摘要

本研究通过问卷调查和访谈的形式,探讨了英语语言专业研究生对教师和同伴反馈意见的态度和情感。在高级写作课程中,学生们通过谷歌文档获得反馈,然后系统地将其整理到基于谷歌驱动器的电子作品集中。访谈结果证实,学生对电子作品集的态度和情绪不一。他们对接收同伴反馈的时间及其有效性表示否定。不过,他们对教师的反馈以及维护谷歌硬盘作品集完整性的重要性持积极态度。在情绪上,学生们因反馈的重点而感到沮丧,在提供反馈时感到焦虑,对同伴模棱两可的评论感到困惑,并为自己的错误感到尴尬。然而,他们对技术的熟练掌握增强了他们的信心,谷歌文档的互动功能也是一个激励因素。此外,前测和后测问卷的 t 检验结果显示,学生在同伴和教师反馈的帮助下,在作文内容、组织和语言方面都有了显著的提高。这项研究强调了将技术融入写作教学的重要性,同时考虑到了学生的情感和态度。因此,不断努力培养教师和学生的技术能力至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The impact of google-drive e-portfolio assessment on EFL learners’ attitudes and emotions

This study explores EFL graduate students’ attitudes toward and emotions about the teacher and peer feedback using a questionnaire and interviews. Throughout their advanced writing course, students were provided with feedback via Google Docs, which they then systematically arranged within their Google Drive-based e-portfolios. The interview findings confirmed that students had mixed attitudes and emotions toward e-portfolios. They expressed negativity toward the timing of peer feedback reception and its validity. However, they showed a positive attitude toward teacher feedback and the importance of maintaining the integrity of a Google Drive portfolio. Emotionally, the students felt frustrated due to feedback focus, anxious while providing feedback, confused by ambiguous comments by peers, and embarrassed by their errors. However, their confidence was bolstered by their adeptness with technology and the interactive functions of Google Docs served as a motivating factor. Additionally, the t-test results comparing pre-test and post-test questionnaires showed statistical significance, indicating that students improved their compositions’ content, organization, and language with the assistance of peer and teacher feedback. The study underscores the importance of integrating technology into writing instruction, considering students’ emotions and attitudes. Thus, ongoing efforts are vital to develop the technological skills of both teachers and students.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Computers and Composition
Computers and Composition Arts and Humanities-Language and Linguistics
CiteScore
4.30
自引率
0.00%
发文量
34
审稿时长
25 days
期刊介绍: Computers and Composition: An International Journal is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence. It welcomes articles, reviews, and letters to the Editors that may be of interest to readers, including descriptions of computer-aided writing and/or reading instruction, discussions of topics related to computer use of software development; explorations of controversial ethical, legal, or social issues related to the use of computers in writing programs.
期刊最新文献
Coexisting with ChatGPT: Evaluating a tool for AI-based paper revision Objectivity bias in first-year research writing: The impact of perceived neutrality in an age of mistrust Drafting defensively, documenting authorship: An analysis of Draftback and Grammarly Authorship Editorial Board All the attention, all the time: How first-year students experience writing in a horizontal digital ecosystem
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1