期刊名称：Electronic Journal of Foreign Language Teaching (e-FLT)
电子版ISSN：0219-9874
出版年度：2014
卷号：11
期号：Supplement 1
页码：165-182
出版社：National University of Singapore
摘要：This study reports on a one-year-and-a-half longitudinal case study that examined students’ behaviors and learning outcomes under an online learning environment by using a blog visualization technique. Information visualization is a new area of study that is currently being developed. However, research that examines this topic in CALL was difficult to find. This study was conducted in a blended-format undergraduate English course for students who are science majors. Throughout the semester, the students wrote blogs and essays in English on Moodle. A blog visualization technique was also implemented. Three methods, namely, pre-/post-writing proficiency tests, text analysis of blogs and essay posts on Moodle, and a post-semester online questionnaire, were used for the analysis. The students consistently exhibited high work performance throughout the semester in terms of blog and essay posts. In addition, the students’ average writing proficiency score improved as a class community. However, two groups, the progressed and the regressed, reacted differently to the given learning environment, a phenomenon called “ the to-do-or-not-to-do dilemma ” in this study. Findings show that a learning environment that visually presents students’ work performance can contribute to the high performance of the entire group in an online learning environment. However, countermeasures against demoralization and regression should be implemented.
