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dc.contributor.advisorTimpson, William
dc.contributor.advisorQuick, Don
dc.contributor.authorKibler, Ronald L.
dc.contributor.committeememberFlahive, Douglas
dc.contributor.committeememberCarlson, Laurie
dc.date.accessioned2015-08-28T14:35:23Z
dc.date.available2015-08-28T14:35:23Z
dc.date.issued2015
dc.descriptionIncludes bibliographical references.
dc.description2015 Summer.
dc.description.abstractThe writing process approach has become an increasingly popular method of writing instruction in "English as a Foreign Language" (EFL) classrooms. However, in traditional, teacher fronted classrooms it is difficult to provide students with maximum opportunities and support to fully engage in the writing process approach. This quantitative study analyzed archival data collected from a Japanese university EFL composition course that used a combination of computer mediation and peer response and evaluation to maximize the amount of time the participants spent being engaged in the writing process approach. It was possible to examine four outcomes related to the course: writing improvement, engagement, motivation, and writing achievement. The analysis first addressed whether the methods of the course lead to writing improvement by looking at the differences between pre and post-tests to measure writing improvement in terms of the complexity, accuracy, and fluency (CAF) of students’ short essay writing. The results of paired t-tests showed that there was a statistically significant increase in complexity and fluency, but not accuracy. Then the analysis then looked at the association between writing improvement (CAF), engagement, motivation, and writing achievement, using correlations and a hierarchical multiple regression. The results showed that there was a statistically significant, positive correlation between accuracy and writing achievement, a statistically significant negative correlation between linguistic self-confidence motivation and writing achievement, and that accuracy was a statistically significant predictor of writing achievement. This study has practical implications for second language (L2) writing classrooms. Primary among these are the potential for using computer mediation to facilitate peer learning. It allowed for high levels of writing intensity and seamless, transparent movement through the various stages of the writing process approach. In this study the combination of computer mediation, peer work, and writing process made it possible for the teacher to step aside, allowing the students to engage in social constructivist learning that supported positive learning outcomes.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierKibler_colostate_0053A_13145.pdf
dc.identifier.urihttp://hdl.handle.net/10217/167170
dc.languageEnglish
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019 - CSU Theses and Dissertations
dc.rightsCopyright of the original work is retained by the author.
dc.subjectmotivation
dc.subjectsociocultural learning
dc.subjectcomputer mediation
dc.subjectwriting process
dc.subjectpeers
dc.titleUsing computer mediation, peer review, and a writing process in a Japanese second language writing class
dc.typeText
dcterms.rights.dplaThe copyright and related rights status of this Item has not been evaluated (https://rightsstatements.org/vocab/CNE/1.0/). Please refer to the organization that has made the Item available for more information.
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)


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