| LEADER 00000nam 2200000uu 4500 |
| 001 13399112513 |
| 003 ULIBM |
| 008 120717s||||||||th 000 0 tha d |
| 020 9745377821 |
| 040 OSU^cOSU |
| 049 OSUU |
| 082 0 ^a420^bpo |
| 100 1 Muangsamai, Pornsiri,^d1961- |
| 245 10 EFL learning/writing development in the Internetenvironment^h[electronic resource] :^ba case study from pre-medical students^' perspectives /^cby Pornsiri Muangsamai |
| 256 Computer text data (1 PDF file, 1.82 MB) |
| 260 Columbus, Ohio :^bOhio State University,^c2003 |
| 500 Title from first page of PDF file |
| 500 Document formatted into pages; contains xvi, 260 p. : ill.(some col.) |
| 500 Advisor: Keiko Samimy, College of Education |
| 502 Thesis (Ph. D.)-- Ohio State University, 2003 |
| 504 Includes bibliographical references (p. 224-234) |
| 506 Available online via OhioLINK^'s ETD Center |
| 520 Abstract: The current study focuses on pre-medicalstudents^' perceptions of English learning/writing development in an Internet-integrated English as a foreignlanguage (EFL) classroom. The overall objectives of the study were to describe five students^' (a) experience in English education without the Internet at the pre-university level and with the Internet at the university level, (b) perceptions of Internet uses in communication via the online class discussion group, the Triampaet group,in research via Web search, and in construction via group homepage project if they had impacts on their English learning/writing development. The content for the three activities embraced English and medical and related fields. The data from interviews, observation, and documents were analyzed qualitatively and from writing samples quantifiably. The results showed that the participants welcomed applications of the Internet in the English class. They could push their boundaries of learning settings from the classroom to the virtual world at their convenience, their own learning pace and strategies, and for their own needs and interests. Connections made among themselves in online group discussions, their positions as WWW searchers and readers,and their work on the group Web page motivated their self-engagement in class assignments, stimulated their senses of authorship, empowered their English learning/writing competence, and promoted interdisciplinary learning of their medical and related fields, electronic literacy, andEnglish. Their perceptions on writing were supported by the findings through T-unit and error-free T-unit analysesof their first and last writing samples. Also included in the findings are their strengths and problems of the Internet in English learning from their perspectives. Results discussed in terms of impacts of the Internet activities on the participants^' English learning/writing abilities included communication with peers, topics of discussions, their roles as authors, and relationships between English proficiency and the pre-medical students^' abilities to access Web pages, and between English proficiency and their degree of writing development. Thesefindings led to pedagogical implications of considering construction of class assignments involving learners^' areas of interests in connection with the Internet and itsmultimedia features. The teacher^'s roles in providing students with feedback and other assistance are necessary for their English language and writing development |
| 650 0 English language^xStudy and teaching^xForeign speakers |
| 650 0 Internet literacy^vCase studies |
| 856 4 ^uhttp://rave.ohiolink.edu/etdc/view?acc_num=osu1063212800^zConnect to this title online |
| 910 xxj |
| 910 MARS |
| 945 ^p0^l0^i008723 |
| 945 ^p140^l0^i008951 |
| 945 ^p140^l0^i009000 |
| 945 ^p140^l0^i008833 |
| 999 ^aคณะวิศวะ (มมส) |
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