| Summary: | 碩士 === 國立政治大學 === 英語教學碩士在職專班 === 97 === Owing to the importance of English writing ability on various purposes, teaching writing has received more and more attention nowadays. However, the traditional teaching and then learning process does not work on vocational high school students. This failure inspires the researcher to resort to alternative methods to upgrade his students' English writing ability.
The present study was intended to prove that the instruction of process writing via E-mail is effective in enhancing students' English writing ability. Fifty-eight second-year students from two intact classes of Academic Oriented Course in a comprehensive high school in Taipei County participated in this study. The experimental group was taught to apply the strategies of process approach in an E-mail environment at every stage during the experiment while the control group was instructed in process writing strategies solely. Before the experiment, the pretest was used to indicate the starting points of students' writing proficiency. After the experiment, the posttest was administered to examine the effectiveness of process writing via E-mail. In addition, a response questionnaire was given to the experimental group to probe students' attitudes and their self-evaluation of the experiment.
The results were as follows. First, the instruction of process writing via E-mail enhanced students' overall English writing ability. The experimental group outperformed the control group in total scores of the posttest. In addition, concerning the total scores between pretest and posttest, the experimental group made a significant progress. Second, the experimental group outperformed the control group in content, organization, grammar, diction, and mechanics after the experiment although the results showed no significant difference. Still, the experimental group made more progress in all five subskills than the control group did. Third, the majority of students in the experimental group responded positively to the instruction of process writing via E-mail. Last, most students in the experimental group considered they made a progress in their English writing ability after the experiment of process writing via E-mail.
The present study concluded the effects of process writing via E-mail. Based on the results, the researcher provided writing teachers and educators with constructive suggestions for conducting a writing class or further studies.
|
|---|
