Computer Scaffolding Peer Response to Enhance Elementary Students’ Writing Performance: a Case Study of a Summer School

Authors

  • Wan-Chen CHANG Research Center for Science and Technology for Learning, National Central University, Taiwan Author
  • Calvin C. Y. LIAO Research Center for Science and Technology for Learning, National Central University, Taiwan, Graduate Institute of Network Learning Technology, National Central University, Taiwan Author
  • Tak-Wai CHAN Graduate Institute of Network Learning Technology, National Central University, Taiwan Author

Abstract

The present study investigated the effects of scaffolding peer response on Tomorrow’s Writing Platform (TWP) to enhance writing performance of elementary students. The program were conducted in a summer school in the period of three weeks, 15 days. The participants included 28 three to fourth-grade students recruited from neighbor 7 elementary schools in Taoyuan, Taiwan. The preliminary results showed that the participants could increase the length of writing article as the writing lesson. Peer response analysis showed the affective response were used the most and the editing response were the least. Writing performance would be affected by writing structure and participants’ writing experience.

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Published

2014-11-30

Conference Proceedings Volume

2014: ICCE 2014: The 22nd International Conference on Computers in Education

Section

Articles

How to Cite

Computer Scaffolding Peer Response to Enhance Elementary Students’ Writing Performance: a Case Study of a Summer School. (2014). International Conference on Computers in Education. https://library.apsce.net/index.php/ICCE/article/view/3060