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The present study aimed at examining the effectiveness of the teacher’s guidance to collaborative writing in non-English major class.Subjects were 150 Chinese freshmen from two natural classes which served as an experimental class(88 students) and a control class(62 students) at a normal college.Data of the present study was collected from two questionnaires,two CET-4 writing tests,students’ written comments on collaborative writing in the post-questionnaire.Data were analyzed by SPSS(Statistics Package for Social Science) 11.5 in which CET holistic grading was used to analyze students’ writing performance of pre-test,post-test.Statistic results indicated that the teacher’s guidance to collaborative writing does influence students’ writing performance.In addition,qualitative analysis showed that students in the two classes had their respectively positive perceptions towards collaborative writing with different guidance of the same teacher.
The present study aimed at examining the effectiveness of the teacher’s guidance to collaborative writing in non-English major class. Subjects were 150 Chinese freshmen from two natural classes which served as an experimental class (88 students) and a control class (62 students) at a normal college. Data of the present study was collected from two questionnaires, two CET-4 writing tests, students’ written comments on collaborative writing in the post-questionnaire. Data were analyzed by SPSS (Statistics Package for Social Science) 11.5 in which CET holistic grading was used to analyze students ’writing performance of pre-test, post-test .Statistic results indicated that the teacher’s guidance to collaborative writing does influence students’ writing performance. In addition, qualitative analysis showed that students in the two classes had their respectively positive perceptions towards collaborative writing with different guidance of the same teacher.