USING ONLINE COLLABORATION PLATFORM TO CONDUCT REATTRIBUTION TRAINING FOR WRITING TEACHING AND LEARNING: AN ACTION RESEARCH FOR UNDERGRADUATE STUDENT NURSES IN TAIWAN
Chang-Gang University of Science and Technology (TAIWAN)
This action research, using an online collaboration platform through the implementation of ‘reattribution training’ technique, attempts to shift the learners’ attributions in writing towards a positive direction for a group of student nurses who need to learn English writing in a Nursing University of Science and Technology in southern Taiwan. Three aims are: (1) to investigate the students’ attributions for their success and failure in learning English writing skills; (2) to evaluate the learners’ perceptions and satisfaction about reattribution training; (3) to assess the effectiveness of reattribution training contributing to learners’ learning outcomes.
Participants include a language classroom with 51 learners and an English language teacher/researcher. Students aged from 21 to 25 studying their first year of a total two years course. They are required to pass the General English Proficiency Test (GEPT) - fundamental level before graduation. The teacher/action researcher has taught English for more than 7 years in this university, and is specialised in writing. He has been trying to help these learners achieve the goal of passing the GEPT. The teaching context was randomly selected from the teachers’ 4 similar classes.
An online writing platform based on K12 was designed to teach writing and record the learning processes; and five writing tasks were practiced in a semester. The technique of reattribution training focusing on shifting learners’ attributions of their failure from ‘lack of ability’ into a remediable cause of ‘insufficient effort’ through a series of complex and comprehensive process was conducted. Five data collection instruments: attribution questionnaire, students’ writing portfolios, online writing platform, learner interviews, and researcher’s diary, were used. The quantitative and qualitative data were analysed using computer-assisted software called SPSS 17.0 and QSR NVivo 8.0 respectively.
Results reveal that after training, learners changed their attributions from negative to positive, and their writing performances have been improved significantly. Students also perceived high satisfaction about the course design which blended the online collaboration platform and reattribution training.