Ho Chi-ho. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 150-155). / Abstracts in English and Chinese. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction of the Process Approach: An Innovation in Writing Instruction --- p.1 / Chapter 1.2 --- Introduction of Peer Response: A Crucial Element of the Process Approach --- p.4 / Chapter CHAPTER 2: --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Benefits of Peer Response --- p.8 / Chapter 2.2 --- Problems of Peer Response --- p.10 / Chapter 2.3 --- Teachers' and/or Students' Perceptions of Peer Response --- p.11 / Chapter 2.4 --- Comparison of Teacher Response with Peer Response --- p.14 / Chapter 2.5 --- """Product"" of Peer Response: Its Effectiveness on Students' Revisions of Their Drafts" --- p.16 / Chapter 2.6 --- """Process"" of Peer Response: The Implementation Process" --- p.17 / Chapter 2.7 --- Other Aspects of Peer Response --- p.18 / Chapter CHAPTER 3: --- METHODOLOGY --- p.21 / Chapter 3.1 --- Research Questions --- p.21 / Chapter 3.2 --- Research Approach --- p.21 / Chapter 3.3 --- Research Participants --- p.22 / Chapter 3.3.1 --- Profile of the Participants --- p.22 / Chapter 3.3.2 --- Knowledge and Experience of Process Writing and Peer Response of the Participants --- p.25 / Chapter 3.4 --- Research Instruments --- p.26 / Chapter 3.4.1 --- Semi-structured Interviews (With the Participating Teachers) --- p.27 / Chapter 3.4.2 --- Classroom Observations --- p.27 / Chapter 3.4.3 --- Researcher-teacher Meetings --- p.28 / Chapter 3.4.4 --- Questionnaire Survey (With the Participating Students) --- p.29 / Chapter 3.4.5 --- Researcher-student Meetings --- p.29 / Chapter 3.5 --- Research Procedures --- p.30 / Chapter 3.5.1 --- Stage 1: Teacher Training --- p.31 / Chapter 3.5.2 --- Stage 2: Student Training --- p.32 / Chapter 3.5.3 --- Stage 3: Data Collection --- p.32 / Chapter 3.6 --- The English Lessons and Writing Classes --- p.33 / Chapter CHAPTER 4: --- RESULTS AND DISCUSSIONS --- p.35 / Chapter 4.1 --- Challenges Faced by the Participating Teachers throughout the Implementation of Peer Response --- p.36 / Chapter 4.1.1 --- Challenges Faced by All the Teachers (Common Challenges) --- p.36 / Chapter 4.1.1.1 --- A Lack of Time to Implement Peer Response in Class --- p.36 / Chapter 4.1.1.2 --- An Increase in Workload Due to Preparation and Follow-up Work --- p.44 / Chapter 4.1.1.3 --- A Heavy Demand on Students --- p.50 / Chapter 4.1.1.4 --- A Lack of Confidence to Implement Peer Response --- p.53 / Chapter 4.1.2 --- Challenges Faced by Individual Teachers (Individual Challenges) --- p.55 / Chapter 4.1.2.1 --- Impact of the Traditional Writing Instruction and Assessment Method --- p.56 / Chapter 4.1.2.2 --- Students' Low English Proficiency --- p.58 / Chapter 4.1.2.3 --- Students' Tendency to Focus on Language throughout the Process --- p.60 / Chapter 4.2 --- Challenges Faced by the Participating Students throughout the Experience of Peer Response --- p.67 / Chapter 4.2.1 --- Challenges Faced by the Majority of Students (Common Challenges) --- p.67 / Chapter 4.2.1.1 --- A Lack of Time to Complete the Peer Response Tasks --- p.67 / Chapter 4.2.1.2 --- A Lack of Opportunities to Discuss Responses with Peers --- p.72 / Chapter 4.2.1.3 --- A Lack of Confidence in Giving Responses and Incorporating Peers' Responses --- p.75 / Chapter 4.2.2 --- Challenges Faced by Individual or Individual Groups of Students (Individual Challenges) --- p.80 / Chapter 4.2.2.1 --- Impact of the Traditional Writing Instruction and Assessment Method --- p.80 / Chapter 4.2.2.2 --- Impact of Traditional Chinese Culture --- p.82 / Chapter 4.3 --- Attitudes of the Participating Teachers toward Peer Response before and after the Implementation --- p.84 / Chapter 4.3.1 --- Attitudes toward the Preparation of Peer Response --- p.85 / Chapter 4.3.1.1 --- Attitudes toward the Preparation of Peer Response Materials and Tasks --- p.85 / Chapter 4.3.1.2 --- Attitudes toward Student Training --- p.90 / Chapter 4.3.2 --- Attitudes toward the Implementation of Peer Response in the Classroom --- p.94 / Chapter 4.3.2.1 --- Attitudes toward Language Use --- p.94 / Chapter 4.3.2.2 --- Attitudes toward Time Management --- p.97 / Chapter 4.3.3 --- Attitudes toward the Follow-up Work of Peer Response --- p.100 / Chapter 4.3.4 --- Attitudes toward Peer Response As a Whole --- p.102 / Chapter 4.3.4.1 --- Attitudes toward the Idea of Peer Response --- p.103 / Chapter 4.3.4.2 --- Attitudes toward the Applicability of Peer Response --- p.105 / Chapter 4.4 --- Attitudes of the Participating Students toward Peer Response after Their First Experience and after They Have Experienced It for One and a Half School Terms --- p.115 / Chapter 4.4.1 --- Attitudes toward Reading Peers' Compositions --- p.115 / Chapter 4.4.1.1 --- Attitudes toward the Degree of Enjoyment When Reading Peers' Compositions --- p.115 / Chapter 4.4.1.2 --- Attitudes toward the Degree of Understanding of Peers' Compositions --- p.118 / Chapter 4.4.1.3 --- Attitudes toward the Benefits of Reading Peers' Compositions --- p.120 / Chapter 4.4.2 --- Attitudes toward Giving Responses to Peers' Compositions --- p.121 / Chapter 4.4.2.1 --- Attitudes toward the Degree of Enjoyment When Giving Responses to Peers' Compositions --- p.122 / Chapter 4.4.2.2 --- Attitudes toward the Degree of Comfort and Confidence When Giving Responses to Peers' Compositions --- p.123 / Chapter 4.4.2.3 --- Attitudes toward the Benefits of Giving Responses to Peers' Compositions --- p.125 / Chapter 4.4.3 --- Attitudes toward Reading Peers' Responses --- p.126 / Chapter 4.4.3.1 --- Attitudes toward the Degree of Enjoyment When Reading Peers' Responses --- p.127 / Chapter 4.4.3.2 --- Attitudes toward the Degree of Understanding of Peers' Responses --- p.127 / Chapter 4.4.3.3 --- Attitudes toward the Reliability of Peers' Responses --- p.128 / Chapter 4.4.4 --- Attitudes toward Peer Response As a Whole --- p.131 / Chapter 4.4.4.1 --- Attitudes toward Their Seriousness throughout the Peer Response Process --- p.131 / Chapter 4.4.4.2 --- Attitudes toward the Benefits of Peer Response --- p.132 / Chapter 4.4.4.3 --- Attitudes toward Their Willingness to Have Peer Responsein Future --- p.133 / Chapter CHAPTER 5: --- CONCLUSIONS AND IMPLICATIONS --- p.136 / Chapter 5.1 --- Conclusions --- p.136 / Chapter 5.2 --- Implications --- p.137 / Chapter 5.2.1 --- Pedagogical Implications --- p.138 / Chapter 5.2.1.1 --- Maintain a Balance between Theoretical and Practical Emphases during Teacher Training and Student Training --- p.138 / Chapter 5.2.1.2 --- Provide Students with Specific Instructions and Demonstrations --- p.139 / Chapter 5.2.1.3 --- Establish a Strong Linkage between Peer Response and Prewriting Activities --- p.140 / Chapter 5.2.1.4 --- Implement Peer Response Flexibly --- p.141 / Chapter 5.2.1.5 --- Consider the Multiple and Long-term Benefits of Peer Response --- p.144 / Chapter 5.2.2 --- Research Implications --- p.145 / Chapter 5.2.2.1 --- Limitations of This Study --- p.145 / Chapter 5.2.2.1.1 --- Uneven Input Received by the Three Teachers from the Researcher --- p.145 / Chapter 5.2.2.1.2 --- Slightly Short Data Collection Period --- p.146 / Chapter 5.2.2.1.3 --- Lack of a Pilot Study --- p.146 / Chapter 5.2.2.1.4 --- Similar/Identical Teaching Context of the Participating Teachers --- p.147 / Chapter 5.2.2.2 --- Suggestions for Future Research --- p.147 / REFERENCES --- p.150 / APPENDICES / Appendix A: Questions for Pre-study Interviews with Teachers --- p.156 / Appendix B: Classroom Observation Guide --- p.157 / Appendix C: Questions for Researcher-teacher Meetings --- p.160 / Appendix D1: Questionnaire (How do you feel after your first experience of peer response?) --- p.162 / Appendix D2: Questionnaire (How do you feel after experiencing peer response for one and a half school terms?) --- p.165 / Appendix E: Questions for Researcher-student Meetings --- p.168 / Appendix F: Guidelines concerning the Time Allocation of the Teaching of Each Composition (Provided by the English Department of the school) --- p.170 / Appendix G1: Sample Peer Response Sheet (For Composition 1) --- p.171 / Appendix G2: Sample Peer Response Sheet (For Composition 2) --- p.172 / Appendix G3: Sample Peer Response Sheet (For Composition 3) --- p.173
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_324827 |
| Date | January 2004 |
| Contributors | Ho, Chi-ho., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, iv, 173 leaves : ill. ; 30 cm. |
| Coverage | China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
Page generated in 0.0062 seconds