摘要
本論文報導使用混合研究方式探討在台灣地區台北市一所高水準的高級中學裡，透過電腦為媒介的溝通，在一個四十一人的班級裡做一學期的以各種任務為導向的活動之結果。為了探究受試者的閱讀理解可能增進寫作能力到何種程度，研究者交錯使用(一)英語小說閱讀，(二)電子郵件往來，(三)部落格查詢，三種活動方法於非同步的網路環境中，檢視受試者對維果斯基地(Vygotsky)理論啟發的混合教學所產生的行為、認知與態度。此外，本研究討論受試者寫作的流暢度、造句的程度、文法的正確性，與樂於溝通的情形，在經過該課程和同儕網上互動後是否增進。
透過問卷調查、結構與半結構化訪談、朗讀思維、受試者與研究者的反思日誌、個別談話、受試者與非受試者的觀察，完成資料收集。經由SPSS統計分析得到量化數據，並使用史特勞斯和科爾賓(Strauss and Corbin， 1998)的紮根理論得到質性的分析。結果顯示:在一開始，受試者對於閱讀教材的興趣影響他們溝通的參與，但其整體的表現大部份取決於他們本身原本的英文能力、電腦文書的處理和時間管理的能力。幾乎所有的受試者對於提到英文寫作或同儕評論都感到害怕。但是有些受試者在上網與非上網環境表現不同。為了要使學生在電腦學習環境中融入且成功，對於為來的研究、本研究受限問題與可能的教學影響在討論與結論的章節中另外分別詳述。

Abstract

This paper reports on the results of a semester mixed-method study that explored alternative ways of conducting of task-based activities via computer mediated communication (CMC) in a class of 41 students at a high-ranking senior high school in Taipei, Taiwan. In order to investigate the extent to which participants’ (EFL) reading comprehension might enrich their (EFL) writing proficiency, the researcher wove three EFL tasks: 1) English novel reading, 2) e-mail exchanges, and 3) blog viewing into an asynchronous online blended e-learning environment to investigate the participants' behavior, perceptions and attitudes towards Vygotskyian-inspired blended (combined on-lne and on-ground) instruction. Moreover, the study explored the extent to which students’ writing fluency, sentential-level grammatical accuracy and their willingness to communicate (WTC) improved or not, and the extent to which peer editing was effective or not over the course of the study in their online interactions with one another.
Data were gathered via questionnaires, structured and semi-structured interviews, think-aloud protocols, participants’ and researcher’s reflective journals, personal communication, and participant and non-participant observations, and analyzed quantitatively by SPSS and qualitatively with Strauss and Corbin’s (1998) Grounded Theory approach. Results indicate that many problems related to the computers and e-learning should be taken into consideration, and that the participants’ interest in the reading material affected their CMC participation at the onset. However, their overall performance was, for the most part, determined by their initial English-language competence and time management ability. Almost all the participants expressed apprehension when it came to EFL writing and making comments on peer editing tasks; some participants also exhibited different behavior in regards to their performance on the on-line versus the on-ground tasks. In order to prepare tomorrow’s students for how to engage and succeed in future online blended e-learning environments, suggestions for future research, and the study’s limitations and possible pedagogical implications are provided in the discussion and conclusion sections of this thesis report, respectively.

References

Abrantes, J. L., Seabra, C. & Lages, L. F. (2007). Pedagogical affect, student interest, and learning performance. Journal of Business Research, 60, 960-964
Altalib, H., Dunfee, P., Hedden, B., Lennox, T., & Marenco, R. (2002, January 1). A Comparison of Instructor Time and Effort between Traditional and Online Classrooms. (ERIC Document Reproduction Service No. ED469953) Retrieved June 13, 2009, from ERIC database.
Avermaet, P. V., Colpin, M., Gorp, K. V. , Bogaert, N. , & den Branden, K. V. (2006). The role of the teacher in task-based language teaching. In K. V. den Branden, M. H. Long & J. C. Richards (Eds.), Task-based language education: From theory to practice (pp. 175-196). Cambridge: Cambrideg Applied Linguistics.
Avermaet, P. V. & Gysen, s. (2006). From needs to tasks: Language learning needs in a task-based approach. In K. V. den Branden, M. H. Long & J. c. Richards (Eds.), Task-based language education: From theory to practice (pp. 175-196). Cambridge: Cambridge Applied Linguistics.
Aydin, S. (2007, July 1). Attitudes of EFL Learners towards the Internet. Online Submission, (ERIC Document Reproduction Service No. ED500059) Retrieved June 14, 2009, from ERIC database.
Baker, M., Hansen, T., Joiner, R., & Traum, D. (1999). Theoretical foundations of learning environments. In P. Dillenbourg (Ed). Collaborative learning: Cognitive and computation approaches. Pergamon, Greece: Elsevier Science.
Barnard, R. & Campbell, L. (2005). Sociocultural theory and the teaching of process writing: The scaffolding of learning in a university context. The Tesolanz Journal, 13, 76-88.
Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Sterling, Virginia: Stylus Publishing, LLC.
Berge, Z. L., & Collins, M. P. (1995). Computer mediated communication and the online classroom. Vol. 1: Overview and perspectives. Cresskill, New Jersey: Hampton Press, Inc.
Berge, Z. L., & Collins, M. P. (1995). Computer mediated communication and the online classroom. Vol. 3: Distance learning. Cresskill, New Jersey: Hampton Press, Inc.
Brammer, C., & Rees, M. (2007). Peer review from the students’ perspective: Invaluable or invalid? Composition studies, 35(2), 71-85.
Brown, H. D. (1994). Teaching by principles: An interactive approach to language
pedagogy. Englewood Cliffs, NJ: Pearson Education.
Chen, B. L. (2005). A comparative study of teacher evaluation and peer evaluation on the Englsih writing of senior high school students. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Chen, C. F. (2005). Experience-based language learning through asynchronous discussion. Paper presented at the meeting of the 22nd International Conference on English Teaching and Learning in the Republic of China, Taipei, Taiwan.
Chen, S. J. (2003). Bridging the gap between reading and writing in English writing
instruction for senior high school students. Master’s thesis, National Kaohsiung
Normal University, Kaohsiung, Taiwan.
Chiu, C. Y. (2006). The effects of the cooperative evaluation and group rewards with writing & evaluation—cooperative online learning (WE-COOL) system on senior high school students’ English writing achievement and attitudes. Master’s thesis, National Chiayi University, Chiayi, Taiwan.
Chou, H. C. (2010). Effects of weblog-based writing instruction on English writing
performance of vocational high school students. Master’s thesis, National
Kaohsiung Normal University, Kaohsiung, Taiwan.
Chun, D. M. (1998). Using computer-assisted class discussion to facilitate the acquisition of interactive competence. In Swaffar, J., Romano Susan, Markley, P. & Arens, K. (Eds.), Language Learning Online (pp57-80). Austin, Texas: Labyrinth Publications
Clark, C. T., & Clark, I. (2008). Exploring and exposing a gap in L2 research: How socio-linguistic roles and relationships facilitate or frustrate second language acquisition. Journal of the Spanish Association of Anglo-American Studies, 30(1), 101-113.
Collis, B., & Margaryan, A. (2004). Applying activity theory to computer supported collaborative learning and work-based activities in corporate settings. ETR&D, 52(4), 38-52.
Cummings, M. (2004, January ). Because we are shy and fear mistaking:
computer mediated communication with EFL writers. Journal of Basic
Writing, 23(2), 23-48. (ERIC Document Reproduction Service No. EJ684124)
Retrieved January 16, 2009, from ERIC database.
Darhower, M. (2002). Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19(2), 249-277.
Dawley, L. (2007). The tools for successful online teaching. Hershey: Information Science Publishing.
Dekhinet, R. (2008, December). Online enhanced corrective feedback for ESL learners in higher education. Computer Assisted Language Learning, 21(5), 409-425.
Dörnyei, Z. (2001). Teaching and researching motivation. London: Pearson Education Limited.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London: Erlbaum.
Ehrich, J. F. (2009). Vygotsky and linguistic relativity: The case of Chinese and English reading. In P. Robertson & J. Adamson (Eds.). The Linguistics Journal, 4(1), 91-111.
Engeström, Y., Miettinen, R., & Punamäki-Gitai R. (1999). Perspectives on activity theory. Cambridge, Cambridge University Press.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Fotos, S. (2004) Writing as talking: email exchange for promoting proficiency and motivation in the foreign language classroom. In S. Fotos & C. M. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 109-140). New Jersey: Lawrence Erlbaum Associates, Inc.
Freiermuth, M., & Jarrell, D. (2006). Willingness to communicate: Can online chat help? International Journal of Applied Linguistics, 16(2), 189-212.
Fung, Y. Y. H. (2004). Collaborative Online Learning: Interaction Patterns and Limiting Factors. Open Learning. 19(2). 135-149.
Gillani, B. B. (2003). Learning theories and the design of e-learning environment. New York: University Press of America, Inc.
Gardner R. C. (2007). Motivation and second language acquisition. Porta Linguarum 8, 9-20.
Greenfield, R. (2003). Collaborative e-mail exchange for teaching secondary ESL: A
case study in Hong Kong. Language Learning & Technology, 7(1), 46-70
Gupta, A., Sharda, R., Ducheneaut, N. Zhao, J. L., & Weber, R. (2006). E-amil
management: A techno-managerial research perspective. Communications of
the Association for Information Systems, 17, 941-961
Hall, J. K., & Verplaetse, L. S. (2000). Second and foreign language learning through classroom interaction. Mahwah, NJ: Erlbaum.
Herring, S., & Paolillo, J. (2006, September). Gender and genre variation in weblogs.
Journal of Sociolinguistics, 10(4), 439-459. Retrieved January 16, 2009,
doi:10.1111/j.1467-9841.2006.00287.x
Hertz-Lazarowitz R. H. & Bar-Natan I. (2002). Writing development of Arab and Jewish students using cooperative learning (CL) and computer-mediated-communication (CMC). Computer & Education, 39(2), 19-36.
Holmes, B., & Gardner, J. (2007). E-learning: concepts and practice. London: Sage Publications.
Holtgraves, T. M. (2002). Language as social action: social psychology and language use. London: Lawrence Erlbaum Associates, Publishers.
Hoven, D. Communicating and interacting: An exploration of the changing roles of media in CALL/CMC. CALICO Journal, 23(2), 233-256.
Hsu, H. C. (2003). A case study of the process of web-based reading and summary writing for EFL college novice. Master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Hsu, J. Y. (2005). A study of senior high school English Teachers’ practices and beliefs about writing instruction. Master’s thesis, National Sun Yat-sen University, Kaohsiung, Taiwan.
Huang, A. H. (2003). The effects of on-line peer-evaluation on English writing for
students in senior high school. Master’s thesis, National Kaohsiung Normal
University, Kaohsiung, Taiwan.
Huang, H. H. (2004). The study of senior high students’ responses to peer and teacher
feedback on EFL compositions. Master’s thesis, National Taiwan Normal
University, Taipei, Taiwan.
Hutchinson, D. (2007). Teaching practices foe effective cooperative learning in an
online learning environment (OLE). Journal of Information Systems Education,
18(3), 357-367
Isssroff, K., & Scanlon, E. (2002). Using technology in higher education : An activity theory perspective. Journal of Computer Assisted Learning, 18(1), 77-83.
Jackson, K. (2008). An introduction to foreign language learning and teaching (2nd ed.). London: Person education Ltd.
Jiang, Y. Q. (2003). A study of picture-elicited narratives for developing junior high school students’ English writing competence. Master’s thesis, National Chengchi University, Taipei, Taiwan.
Johanson, R. (2003). Extrapolating practice from theory: A user-friendly guide
to conducting grounded theory in the social sciences. Dong Hwa Journal of
Humanistic Studies, No. 5, 1-38.
Johanson, R., Lin, Y. J., Chen, Z. Y., & Zhang, T. G. (2009, May). Enhancing
Taiwanese high school students’ global perspectives via a tri-national learning
management system & exchange program. In R. H. Huang (Chair), Forum for
teachers of elementary and secondary schools. Symposium conducted at the
13th Global Chinese Conference on Computers in Education, Taipei, Taiwan.
Johnson, K. (2008). An introduction to foreign language learning and teaching. London: Pearson Education Limited.
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Education technology, Research and Development, 47(1), 61-79.
Kock, N. (2001). The ape that used email: Understanding e-communication behavior through evolution theory. Communications of the Association for Information System, 5(3), 1-29.
Kukulska-Hulme, A. (2004). Do online collaborative groups need leaders? In T. S. Roberts (Ed.), Online collaborative learning: Theory and Practice (pp. 262-280). London: Information Science Publishing.
Kuo, J. L. (2003). The effect of using first language in Taiwanese senior high school students’ second language writing. Master’s thesis, Chang Jung Christian University, Tainan, Twaiwan.
Lantolf, J. L., (Ed.). (2000). Socio-cultural theory and second language learning. Oxford: Oxford University Press.
Lee-Chen, H. P. (2001). Enhancing English communicative and writing ability via international e-mail interaction. Master’s thesis, Providence University, Taichung, Taiwan.
Levy, M. & Stockwell, G. (2006). CALL Dimensions—options and issues in
computer-assisted language learning. Mahwah, NJ: Routledge.
Li, W. L. (2009). The effects of integrating blogging into peer feedback revision in
English writing performance and attitude of vocational high school students in
Taiwan. Master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Li, X. J. (2009). Tong chai ping liang zai gao zhong ying wen xie zuo jiao xue zhi yun
yong [The effect of peer editing in the teaching of writing in senior high
school]. Master’s thesis, National Dong Hua University, Taitung, Taiwan.
Lin, Y. C. (2010). An investigation of an international collaborative exchange program from an activity theory perspective: A case study at a high school in Taiwan. Master’s thesis, National Taiwan University of Science and Technology, Taipei, Taiwan.
Lu, K. Y. (2003). Effect of e-mail exchanges on EFL senior high school students’
writing. Master’s thesis, National Tsing Hua University, Hsinchu, Taiwan.
Lu, Q. (2003) The effects of using cross-cultural e-mail exchange projects on developing Taiwanese junior high school students’ linguistic skills and cultural awareness: A case study of seventeen junior high school students. Master’s thesis, National Normal University, Taipei, Taiwan.
MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(iv), 564-276.
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Socail Psychology, 15(1), 3-26.
MacIntyre, P. D., &. Clément, R. & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. In A. Valdman & S. Gass (Eds.), Studies in Second Language Acquisition, 23, (pp. 369-388). Cambridge: Cambridge University Press.
MacIntyre, P. D., &. Clément, R. & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning 52(3), 537-564.
MacIntyre, P. D., & Donovan L. A. (2004). Desire for control and communication-related personality variables’. Psychological Reports, 281-582.
MacIntypre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language proficiency : The role of language anxiety. Language Learning, 47(2), 265-287.
Matssumura, S., & Hann, G. (2004). Computer anxiety and students’ preferred feedback methods in EFL writing. The Modern Language Journal, 88(3), 403-415.
Matsuoka, R., & Evans, D. R. (2005). Willingness to communicate in the second
language. J Nursing Studies N C N J, 4(1), 3-12
McClanahan, L. (2001, June 1). E-Pals: Examining a Cross-Cultural
Writing/Literature Project. (ERIC Document Reproduction Service No.
ED462938) Retrieved June 19, 2009, from ERIC database.
Meskill, C., & Anthony, N. (2004). Teaching and learning with telecommunications: Instructional discourse in a hybrid Russian class. Journal of Educational Technology Systems, 33(2), 103-119.
Michailidou, A., & Economides, A. (2007). Gender and diversity in collaborative virtual teams. In K. L. Orvis & A. L. R. Lassiter (Eds.), Computer-supported collaborative Learning: Best practices and principles for instructors (pp. 199-224). New York: Information Science Publishing
Mitchell, R., & Myles, F. (2004). Second language learning theories, (2nd ed.).
London: Hodder Headline Group.
Morris, F. (2005). Child-to-child interaction and corrective feedback in a computer mediated L2 class. Language Learning & Technology, 9(1), 29-45.
Murphey, T. (2000). Encouraging critical collaborative autonomy. JALT Journal, 22(2). 228-244.
Noels, K. A., Pelletier, L. B., Clément, R. & Vallerand, R. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-85.
Nguyen, L. V. (2010, March). Computer mediated collaborative learning within a communicative language teaching approach: A sociocultural perspective. The Asian EFL Journal Quarterly, 12(1), 202-233.
Ohler, J. (1995). What K-12 teachers want to know about telecommunications in education. In Z. L. Berge & M. P. Collins (Eds.). Computer mediated communication and the online classroom. Vol. 3: Distance learning (pp. 175-189). Cresskill, New Jersey: Hampton Press, Inc.
Pai, C. W. (2009). A study of comparing synchronous and asynchoronous computer-mediated peer review of EFL college students. Master’s thesis, Tsing Hua University, Hsinchu, Taiwan.
Peng, I. C. (2007) The effect of English e-mail exchange on English instruction
between two senior high schools. Master’s thesis, National Kaohsiung
Normal University, Kaoshiung, Taiwan.
Peng, J. E. (2007). Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2, 33-59.
Peng, Z. Y. (2008). A study of blogging for enhancement of EFL college students’
writing. Master’s thesis, National Tsing Hua University, Hsin Chu, Taiwan
Raines, C., & Ewing, L. (2006). The art of connecting: How to overcome differences, build rapport, and communicate effectively with anyone. New York: American Management Association.
Renaud, K., Ramsay, J., & Hair, M. (2006). “You've got e-mail!" ... Shall I deal with it now? Electronic mail from the recipient's perspective. International Journal of Human-computer Interaction, 21(3), 313-332.
Repman, J., Zinskie, C., & Carlson, R. D. (2005). Effective use of CMC tools in interactive online learning. Computers in the Schools, 22(1), 57-69.
Richards, J. C. & Rodgers, T. (2001). Approaches & methods in language teaching. (2nd ed.). Cambridge: Cambridge University Press.
Robert, M., & Brown, A. (2006). E-learning and individual characteristics: The role of computer anxiety and communication apprehension. Journal of Computer Information Systems, 46(4), 103-115.
Rovai A. P., & Baker D. (2005). Gender differences in online learning—sense of community, perceived learning, and interpersonal interactions. The Quarterly Review of Distance Education, 6(1), 31-44.
Russell, D. (2002). Looking beyond the interface: Activity theory and istributed learning. In M. Lea and K. Nicoll (Eds.), Distributed learning: Social and cultural approaches to practice (pp. 64-82). London: Routlege/Falmer.
Schellens, T., Keer, H. Van Keer, Valcke, M., & De Wever, B. (2007). Learning in asynchronous discussion groups: a multilevel approach to study the influence of students, group and task characteristics. Behavior and Information Technology, 26(1), 55-71.
Seok, S. (2008). Teaching aspects of e-learning. International Journal on E-learning, 7(4), 726-741.
Shang, H. F. (2005). Email dialogue journaling: Attitudes and impact on L2 reading performance. Educational Studies, 31(2), 197-212.
Shang, H. F. (2007). An exploratory study of e-mail application on FL writing performance. Computer Assisted Language Learning, 20(1), 79-96.
Shen, H. (2005). Improving coherence in high school students’ English compositions through instruction of topical development. Master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Shi, Y. H. (2002). Tai wan jiu nian yi guan ying yu ke cheng zhi te se yi ji shi shi hou zhi xing si [The features of Taiwan Nine-year Integrated Curriculum and its reflections after implementation]. Symposium of ha ixia liang an xin shi ji xiao xue ke cheng yu jiao cai gai ge (pp. 193-222). Taipei: National Taipei Teachers College.
Shih, C. L. (2007). The relationship among writing self-efficacy, apprehension, motivation, experience, and English writing performance of the undergraduates and graduate students in Taiwan. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Shrooten, W. (2006). Task-based language teaching and ICT: Developing and assessing interactive multimedia for task-based language teaching. In K. V. den Branden, M. H. Long & J. c. Richards (Eds.), Task-based language education: From theory to practice (pp. 175-196). Cambridge: Cambrideg Applied Linguistics.
Shimabukuro, J. N. (1995). CMC and writing instruction: A future scenario. In Z. L. Berge & M. P. Collins (Eds.). Computer mediated communication and the online classroom: Vol. 1. Overview and perspectives. (pp. 37-52). Cresskill, New Jersey: Hampton Press, Inc.
Simon, A. F. (2006). Computer-mediated communication: Task performance and
satisfaction. The Journal of Social Psychology, 146(3), 349-379.
Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), 38-57.
Struyven, K., Dochy, F., & Janssens, S. (2008). Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance. European Journal of Psychology of Education, 23(3), 295-317.
Thurmond, V. A. (2003). Examination of interaction variables as predictors of studnets’ satisfaction and willingness to enroll in future web-based courses while controlling for student characteristics. Unpublished doctoral dissertation, University of Kansas.
Tso, W. W. (2002). The effectiveness of peer evaluation on EFL writing. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwna.
Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. Annual Review of Education, communication, and Language Sciences, 5, 244-262.
Vinagre, M. Fostering language learning via email: An English-Spanish exchange. Computer Assisted Language Learning, 18(5), 369-388.
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6(1), 77-90.
Wang, X. Y. (2003). A study of the effects of student-teacher dialogue journals on
EFL writing in high schools in Taiwan. Master’s thesis, National Taiwan
Normal University, Taipei, Taiwan.
Wen, W. P., & Clément, R. (2003). A Chinese conceptualization of willingness to communicate in ESL. Language, Culture and Curriculum, 16(1), 18-38.
Whittaker, S. (2005). Supporting collaborative task management in e-mail. Human-Computer Interaction 20, 49-88.
Wu, J. L. (2005). Effects of adolescent-literature-letter reading and responding on English learning of senior high school students. Master’s thesis, National Koahsiung Normal University, Kaohsiung, Taiwan.
Yamada, M., & Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives? Computer Assisted Language Learning, 20(1), 37-65.
Yao, S. F. (2004). A study of integrating reading and writing in a senior high school
classroom. Master’s thesis, National Chung Cheng University, Chiayi, Taiwan.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(i), 54-66.
You, C. C. (2009). Jiou shih ba syue nian du jhih ding ke mu kao shih shih ti fen si: ying wun kao ke (Ctong98-02) [Analysis of test questions for the Department Required Test 2009: English subject]. Taipei, Taiwan: College Entrance Examination Center.
Zumbach, J., Reimann, P. & Koch, S.C. (2006). Monitoring Students’ collaboration in Computer-Mediated Collaborative Problem-solving: Applied Feedback Approaches. Journal Educational Computing Research. 35(4). 399-424.
Zeng, Z. & Murphy E. (2007, March). Tensions in the language learning experiences and beliefs of Chinese teachers of English as a foreign language. Teaching English as a Second or Foreign Language, 10(4), 1-19.
Zhan, Y. J. (2004).Teachers, ability grouping instruction, assessments, and materials: A study of primary school English teaching of the Nine-Year Integrated Curriculum. Journal of National Taipei Teachers College. (17)1. 167-196.