المؤلفون: 廖長彥, Liao, Calvin Chang Yen, 陳秉成, 張菀真, Chang, Wan Chen, 陳德懷, Chan, Tak Wai

المساهمون: 臺北護理健康大學醫護教育暨數位學習系

مصطلحات موضوعية: 同儕回應, 自我修改, 線上寫作, 讀者意識, peer response, self-revising, online writing, audience awareness, edu, psy

Time: 8

Relation: http://140.131.94.7/handle/987654321/6768

الاتاحة: http://140.131.94.7/handle/987654321/6768

المؤلفون: 廖長彥, Liao, Calvin Chang Yen, 陳秉成, Chen, Bing Cheng, 張菀真, Chang, Wan Chen, 陳德懷, Chan, Tak Wai

المساهمون: 臺北護理健康大學醫護教育暨數位學習系

مصطلحات موضوعية: 同儕回應, 自我修改, 線上寫作, 讀者意識, peer response, self-revising, online writing, audience awareness

Time: 8

وصف الملف: 177 bytes; text/html

Relation: 數位學習科技期刊, 9(4), 25-51; http://140.131.94.7/handle/987654321/6768

الاتاحة: http://140.131.94.7/handle/987654321/6768

المؤلفون: 呂典芸, Lu, Tien-Yun

المساهمون: 教育研究所, 于富雲, Yu, Fu-Yun

مصطلحات موضوعية: 華語學習, 線上寫作, 線上學生出題, 寫作表現, 寫作焦慮, 寫作態度, 議論文架構, argumentative writing framework, online student-generated questions, writing performance, writing anxiety, writing attitude, lang, psy

Relation: http://ir.lib.ncku.edu.tw/handle/987654321/206016

الاتاحة: http://ir.lib.ncku.edu.tw/handle/987654321/206016

المؤلفون: 林智忠, Lin, Chih-Chung

المساهمون: 外國語文學系, 劉繼仁, Liu, Gi-Zen

مصطلحات موضوعية: 英文寫作, 學術寫作, 線上寫作系統, 學系系統設計, 文步分析, English for Specific Purposes (ESP), engineering English, academic writing, learning system design, online writing tutorial system, lang, litt

Relation: http://ir.lib.ncku.edu.tw/handle/987654321/156219

الاتاحة: http://ir.lib.ncku.edu.tw/handle/987654321/156219

المؤلفون: 呂慧勤, Lu, Hui-Ching

المساهمون: 外國語文學系碩博士班, 劉繼仁, Liu, Gi-Zen

مصطلحات موضوعية: 抄襲與避免抄襲, 英文改寫, 英文引用, 線上寫作系統, plagiarism and plagiarism avoidance, English paraphrasing, English citation, online writing tutorial system, edu, lang

Relation: http://ir.lib.ncku.edu.tw/handle/987654321/134796

الاتاحة: http://ir.lib.ncku.edu.tw/handle/987654321/134796

المؤلفون: 謝孟哲, Hsieh, Meng-Che, 葉修文, Yeh, Shiou-Wen

المساهمون: 英語教學研究所

مصطلحات موضوعية: 社會文化理論、活動理論、Toulmin寫作元素、線上寫作、寫作策略、寫作焦慮、自我效能寫作, sociocultural theory, activity theory, Toulmin’s model, online writing, writing strategies, apprehension in writing, self-efficacy in writing, lang, hisphilso

Relation: http://hdl.handle.net/11536/71408

الاتاحة: http://hdl.handle.net/11536/71408

المؤلفون: 歐?珊, Yu-Shan Ou

المساهمون: 林惠芬, Hui-Fen Lin

مصطلحات موضوعية: 電腦輔助教學, 英語為第二外語寫作, 線上寫作系統, 創新擴散, 創新度, Computer assisted language teaching, EFL writing, Automated Writing Evaluation, Diffusion of Innovations, Innovativeness, lang, edu

Relation: http://ir.nknu.edu.tw/ir/handle/987654321/16170

الاتاحة: http://ir.nknu.edu.tw/ir/handle/987654321/16170

المؤلفون: 歐?珊, Yu-Shan Ou

المساهمون: 林惠芬, Hui-Fen Lin

مصطلحات موضوعية: 電腦輔助教學, 英語為第二外語寫作, 線上寫作系統, 創新擴散, 創新度, Computer assisted language teaching, EFL writing, Automated Writing Evaluation, Diffusion of Innovations, Innovativeness

Relation: http://ir.nknu.edu.tw/ir/handle/987654321/16170; http://ir.nknu.edu.tw/ir/bitstream/987654321/16170/-1/index.html

الاتاحة: http://ir.nknu.edu.tw/ir/handle/987654321/16170
http://ir.nknu.edu.tw/ir/bitstream/987654321/16170/-1/index.html

المؤلفون: 簡啟雯, Chi-Wen Chien

المساهمون: 劉顯親, Hsien-Chin Liou

مصطلحات موضوعية: 電腦輔助合作學習, 同儕回饋, 線上寫作, 部落閣, computer-mediated collaborative learning, POWER, peer response, online writing, blogeffectiveness research, effectiveness research, lang, edu

Time: 10

Relation: http://nthur.lib.nthu.edu.tw/dspace/handle/987654321/29429

الاتاحة: http://nthur.lib.nthu.edu.tw/dspace/handle/987654321/29429

المؤلفون: 簡啟雯, Chi-Wen Chien

المساهمون: 劉顯親, Hsien-Chin Liou

مصطلحات موضوعية: 電腦輔助合作學習, 同儕回饋, 線上寫作, 部落閣, computer-mediated collaborative learning, POWER, peer response, online writing, blogeffectiveness research, effectiveness research

Time: 10

وصف الملف: 155 bytes; text/html

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Proceedings of ELT and E-learning in an Electronic Age: Issues and Alternatives. Tamkang University, May 28-29. Chen, P. C. (2002). A corpus-based study of the collocational errors in the writings of the EFL learners in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei. June. Cheng, Y. S. (2004). EFL students’ writing anxiety: sources and implications. English Teaching of Learning, 29(2), 41-62. Chou. M. C. (1998). How peer negotiations shape revisions. The Proceedings of the Seventh International Symposium on English Teaching (pp. 349-359). Taipei: Crane. Chou, M. C. (2003). Peer negotiations in an EFL writing classroom. The Proceedings of 2003 International Conference and Workshop on TEFL & Applied Linguistics (pp. 90-107). Taipei: Crane. Connor, U. M., & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3(3), 257-276. Conzett, J. (2000). Integrating collocation into a reading and writing course. In Lewis, M. (Ed.), Teaching collocation: Further developments in the lexical approach (pp. 70-86). London: Language Teaching Publications. Crewe, W. (1990). The illogic of logical connectives. ELT Journal, 44(4), 316-325. Daedalus Inc. (1989). Daedalus Integrated Writing Environment. Austin, TX: The Daedalus Group. de Guerrero, M., & Villamil, O. (1994). Social-cognitive dimensions of interaction in L2 peer revision. The Modern Language Journal, 78, 484-496. DiGiovanni, E., & Nagaswami, G. (2001). Online peer review: An alternative to face-to-face? ELT Journal, 53(3), 263-272. Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language learning (pp. 33-56). Norwood, NJ: Ablex Publishing Corporation. Elbow, P. (1981). Writing with power. New York: Oxford University Press. Emig, J. (1971). Writing as a mode of learning. College Composition and Communication, 28, 122-128. Faigley, L. L., & Witte, S. (1981). Analyzing revision. College Composition and Communication, 32, 400-414. Flower, L., & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 31(4), 365-387. Forman, E., & Cazden, C. B. (1985). Exploring Vygotskian perspectives in education: the cognitive values of peer interaction. In J. V. Wertsch (ed.) Culture, communication and cognition (pp. 323-347). Cambridge: Cambridge University Press. Fox, R. (1980). Treatment of writing apprehension and its effect on composition. Research in the Teaching of English, 14, 39-49. Gere, A. (1987). Writing groups: history, theory, and implications. Carbondale: Southern Illinois University Press. Gitsaki, C. (1996). The development of ESL collocational knowledge. Unpublished Doctorial dissertation, Center of Language Teaching and Research, University of Queensland, Brisbane, Australia. Granger, S., & Tyson, S. (1996). Connector usage in the English essay writing of native and non-native EFL speakers of English. World Englishes, 15(1), 17-27. Heift, T., & Caws, C. (2000). Peer feedback in synchronous writing environments: A case study in French. Educational Technology & Society, 3(3). Retrieved Apr. 23, 2005, from http://ifets.ieee.org/periodical/vol_3_2000/c01.html Honeycutt, L. (2001). Comparing E-mail and synchronous conferencing in online peer response. Written Communication, 18(1), 26-60. Huang, S.Y. (1999). EFL students’ use of ideas by peers during prewriting discussions conducted on networked computers. The Proceedings of the Sixteenth International Conference on English Teaching and Learning in the Republic of China (pp. 333-341). Taipei: Crane. Hyland, K. (2002). Teaching and researching writing. London: Pearson Education. Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press. Jacobs, G. Curtis, A. Braine, G. & Huang, S.Y. (1998). 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Potential problems with peer responding in ESL writing classes. CATESOL Journal, 3, 5-7. Lewis, M. (2000). Teaching collocation: Further development in lexical approach. London: Language Teaching Publications. Lin, C. C. (2003). Learning collocations in a bilingual corpus. The Proceedings of 2003 International Conference and Workshop on TEFL & Applied Linguistic (pp. 250-256). Taipei: Crane. Liu, C. P. (1999). An analysis of collocational errors in EFL writings. The proceedings of the Eighth International Symposium on English Teaching (pp. 483-494). Taipei: Crane. Liu, C. P. (2000). A study of strategy use in producing lexical collocations. Selected Papers from the Ninth International Symposium on English Teaching (pp. 481-492). Taipei: Crane. Liu, L. E. (2002). A corpus-based lexical semantic investigation of verb-noun miscollocations in Taiwan learners’ English. Unpublished master’s thesis, Tamkang University, Taipei, January. Liu, J., & Hansen, J. G. (2002). Peer Response in Second Language Writing Classrooms. Ann Arbor: University of Michigan Press. Lockhart, C., & Ng, P. (1995). Analyzing talk in ESL peer response groups: Stances, functions, and content. Language Learning, 45, 605-655. Lorenz, G. R. (1999). Adjective intensification-learners versus native speakers: A corpus study of argumentative writing. Amsterdam: Rodopi. Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think? ELT Journal, 46(3), 274-284. Mangelsdorf, K., & Schlumberger, A. (1992). ESL student response stances in a peer-review task. Journal of Second Language Writing, 1(3), 235-254. Mendon?a, C., & Johnson, K. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28(4), 745-769. Min, H. T. (2003). Why Peer Comments Fail. English Teaching and Learning, 27(3), 85-103. Mulder I. & Swaak J. (2002). Assessing group learning and shared understanding in technology-mediated interaction. Educational Technology & Society, 5(1), 35-47. Retrieved Apr. 23, 2005, from http://ifets.ieee.org/periodical/vol_1_2002/mulder.html Nattinger, J. R., & DeCarrico, J. D. (1992). Lexical phrase and language teaching. Oxford: Oxford University Press. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge Press. Nelson, G. L., & Murphy, J. M. (1992). An L2 writing group: Task and social dimensions. Journal of Second Language Writing, 1(3), 171-193. Nelson, G., & Murphy, J. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly, 27, 135-142. Nelson, G. L., & Carson, J. G. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7(2), 113-131. Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24, 223-242. Norton Textra Connect. (1996). Ann Arbor Software. New York, NY: W.W. Norton. Polio, C. (2001). Research methodology in second language writing research: the case of the text-based studies. In T. Silva & P. K. Matsuda (Eds.), On second language writing (pp. 91-115). Mahwah, NJ: Lawrence Erlbaum Associates. Shei, C. C., & Pain, H. (2000). An ESL writer’s collocational aid. Computer Assisted Language Learning, 13, 167-182. Stanley, D. (1992). Couching student writers to be effective peers. Journal of Second Language Writing, 1(3), 217-234. Sullivan, N. (1993). Teaching on a computer network. TESOL Journal, 3(1), 34-35. Sullivan, N., & Pratt, E. (1996). A comparative study of two EFL writing environments: A computer-assisted and traditional oral classroom. System, 29(4), 491-501. Sze, C. (2002). A case study of the revision process of a reluctant ESL student writer. TESL Canada Journal, 19(2), 21-36. Taylor, B. (1981). Content and written form: A two-year street. TESOL Quarterly, 15(1), 5-13. Todd, R. W. (2001). 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Paper from the eleventh conference on English Teaching and learning in the Republic of China (pp. 461-480). Taipei: Crane. Wu, J. C., Yeh, K. C., Chuang, T. C., Shei, W. C., & Chang, J. S. (2003). TOTALrecall: A bilingual concordance for computer assisted translation and language learning. Proceedings of the 41st Association of Computational Linguistics Conference, Sappora, Japan, July 7-13. Yu, Y. T. (2004). Computerized feedback and bilingual concordancer for EFL college students’ writing. Unpublished MATEFL thesis, National Tsing-Hua University, Hsin-Chu. June. Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209. Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4, 209-222.; http://nthur.lib.nthu.edu.tw/dspace/handle/987654321/29429

الاتاحة: http://nthur.lib.nthu.edu.tw/dspace/handle/987654321/29429

المؤلفون: 簡啟雯, Chi-Wen Chien

المساهمون: 劉顯親, Hsien-Chin Liou

مصطلحات موضوعية: 電腦輔助合作學習, 同儕回饋, 線上寫作, 部落閣, computer-mediated collaborative learning, POWER, peer response, online writing, blogeffectiveness research, effectiveness research

Time: 10

وصف الملف: 2199828 bytes; application/octet-stream

Relation: http://nthur.lib.nthu.edu.tw/dspace/handle/987654321/6164

الاتاحة: http://nthur.lib.nthu.edu.tw/dspace/handle/987654321/6164