计算机媒介交际在英语阅读中的应用

IF 1.5 4区 文学 Q2 COMMUNICATION Technical Communication Pub Date : 2023-05-01 DOI:10.55177/tc454765
H. Shang
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引用次数: 0

摘要

目的:近年来,随着技术的飞速发展,计算机媒介交际(CMC)在英语教学中得到了广泛的应用。尽管在线CMC交流很普遍,但之前的研究结果喜忧参半,关于在线交流如何影响学生阅读理解的经验证据有限。本研究比较了在台湾合作学习环境下,在线异步和同步交流对外语阅读理解的影响。方法:对台湾南部两个高年级阅读班的100名大学生进行10项阅读理解测试和在线问卷调查。采用独立样本t检验、描述性统计和Pearson乘积矩相关分析,研究感知异步和同步交流使用对英语阅读理解成绩的影响。结果:研究结果显示,参与者使用同步通信模式的频率高于异步通信模式。同步组的阅读得分略高于异步组;差异无统计学意义。随着学生更多地练习异步和同步交流模式,他们的阅读理解能力显著提高。结论:尽管学习者普遍接受这两种在线交流模式,但开放式问题的结果揭示了在线交流环境的一些缺点和优点。介绍并讨论了本研究的局限性,以及对教学法和未来研究的启示。
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Incorporating Computer-Mediated Communications in EFL Reading
Purpose: The incorporation of computer-mediated communication (CMC) has been widely used in recent English as a foreign language (EFL) teaching and learning due to the rapid advancement of technology. Despite the prevalence of online CMC communications, previous research has yielded mixed results, and empirical evidence on how online communications affect student reading comprehension is limited. This study compares the effects of online asynchronous and synchronous communications on EFL reading comprehension in a Taiwanese collaborative learning context. Method: Ten reading comprehension tests and an online questionnaire survey were administered to 100 university students enrolled in two senior reading classes in Southern Taiwan. Independent-sample t-tests, descriptive statistics, and Pearson product-moment correlation analyses were computed to investigate the differences and relationships between perceived asynchronous and synchronous communication use on EFL reading comprehension performance. Results: The findings revealed that participants used the synchronous communication mode more frequently than the asynchronous mode. The reading score obtained through the synchronous group was slightly higher than that obtained through the asynchronous group; no statistically significant difference was found. As students practiced more in asynchronous and synchronous communication modes, their reading comprehension ability improved significantly. Conclusion: Although learners generally accept both online communication modes, the open-ended question results reveal several disadvantages and advantages of online communication environments. The study's limitations, as well as the implications for instructional pedagogy and future research, are presented and discussed.
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来源期刊
Technical Communication
Technical Communication COMMUNICATION-
CiteScore
1.40
自引率
20.00%
发文量
15
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