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首页> 外文学位 >L'impact de l'utilisation du traitement de texte sur la qualite de l'ecriture d'eleves quebecois du secondaire.
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L'impact de l'utilisation du traitement de texte sur la qualite de l'ecriture d'eleves quebecois du secondaire.

机译：使用文字处理对魁北克中学生写作质量的影响。

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摘要

raised vigorous debates. Admittedly, their competencies show deficiencies. Indeed, reports by the Ministry of Education (Jalbert, 2006; Ouellet, 1984) and research, both scientific and governmental (Bureau, 1985; Groupe DIEPE, 1995; Roberge, 1984), reveal their incapacity to appropriate the writing process. ICT might well be part of the solution : it is a well-known fact that they encourage scholastic achievement in certain contexts (Barayktar, 2001; Christmann & Badgett, 2003; Waxman, et al., 2003). However, do they modify the writing process so as to facilitate its learning? This question is at the heart of the current research project. Writing process models, such as those of Hayes and Flower (1981; 1995; 1980), remind us that ICT are a part of the Context component; as such, they influence the quality of the texts as much as cognitive processes and motivation. They unburden the cognitive process by taking on certain functions such as calligraphy (Daiute, 1983). Consequently, the writer may concentrate on more complex tasks. Meta-analyses (Bangert-Drowns, 1993; Goldberg, et al., 2003) show that the use of word processors has a small yet statistically significant effect on the quality of writing. That being said, they are mainly linked to surface changes (Faigley & Witte, 1981; Figueredo & Varnhagen, 2006). Research projects that explore the impact of word processors on the writing process and its various dimensions simultaneously are rare, even more so since the last twenty years. To satisfy this research gap, the present thesis aims at 1) measuring ICT effect upon the quality of writing; 2) describe ICT impact on the cognitive processes of translating and reviewing; 3) measure ICT impact on motivation to write. To this objective, we utilize a mixed methodology. On one hand, a quasi-experimental design allows for a comparison of technological writers to traditional writers; on the other, a qualitative approach provides access to the thoughts and perceptions of computer users.;The three articles that constitute the heart of this thesis relate the results pertaining to the stated research objectives. In the first text, we measured the effects of word processing on the quality of writing. The statistical analysis of the dataset allowed us to observe an improvement in spelling, but not grammatical spelling. In comparison, students of the control group showed improvements in their texts' logical coherence and grammatical orthography. The second article intends to shed light on these results. The impact of ICT on the cognitive processes of translating and reviewing is studied to that effect. This aspect, which is based on a qualitative approach, is largely based on video observation. First, are highlighted the many errors committed when word processing is used. Then, is underlined the poor use of spell checking tools, that oftentimes provide inappropriate diagnostics or that are simply ignored by users. However, group interviews have shown positive perceptions vis-a-vis ICT, despite their poor use. Indeed, they are considered motivating and their benefits, although recognized, do not seem to have an impact. The motivating factor is at the heart of the last article, which measures the impact of writing methods on the motivation to write. A quantitative analysis is used to that effect. The participants' demonstrates that technological students are intrinsically motivated by ICT, whereas their peers of the control group are amotivated. In the concluding chapter, we put theses results in relation with one another so as to explain the impact of ICT on the writing process as a whole. Lastly, we hope to provide possible recommendations to practitioners and decision makers within the educational system.;Keywords : word processing, quality of writing, writing process, cognitive processes, revision, motivation
机译：引发了激烈的辩论。诚然，他们的能力显示出不足。确实，教育部（Jalbert，2006； Ouellet，1984）和科学与政府部门（Bureau，1985； Groupe DIEPE，1995； Roberge，1984）的研究报告表明，他们没有能力适应写作过程。信息通信技术很可能是解决方案的一部分：众所周知，在某些情况下，信息通信技术会鼓励学业成就（Barayktar，2001； Christmann和Badgett，2003； Waxman等，2003）。但是，他们是否修改写作过程以促进学习？这个问题是当前研究项目的核心。诸如Hayes和Flower（1981; 1995; 1980）的写作过程模型提醒我们，ICT是上下文部分的一部分。因此，它们影响文本的质量以及认知过程和动机。他们通过承担某些功能（如书法）来减轻认知过程的负担（Daiute，1983）。因此，作者可能会专注于更复杂的任务。荟萃分析（Bangert-Drowns，1993； Goldberg等，2003）表明，使用文字处理器对写作质量的影响很小，但在统计学上具有显着意义。话虽如此，它们主要与表面变化有关（Faigley＆Witte，1981； Figueredo＆Varnhagen，2006）。同时探索字处理程序对书写过程及其各个维度的影响的研究项目很少，自最近二十年来就更是如此。为了弥补这一研究空白，本论文的目的是：1）衡量ICT对写作质量的影响； 2）描述ICT对翻译和复习的认知过程的影响； 3）衡量ICT对写作动机的影响。为了这个目标，我们采用了混合方法。一方面，准实验设计允许将技术作家与传统作家进行比较。另一方面，采用定性方法可以访问计算机用户的思想和观念。构成本论文核心的三篇文章涉及与既定研究目标有关的结果。在第一篇文章中，我们测量了文字处理对写作质量的影响。数据集的统计分析使我们能够观察到拼写的改善，但语法拼写却没有。相比之下，对照组的学生在文本的逻辑连贯性和语法拼写方面表现出了提高。第二篇文章旨在阐明这些结果。为此，研究了ICT对翻译和复习的认知过程的影响。基于定性方法的这一方面主要基于视频观察。首先，突出显示了使用文字处理时犯下的许多错误。然后，强调了拼写检查工具的使用不当，这通常会提供不适当的诊断或被用户完全忽略。但是，小组访谈显示出对ICT的积极看法，尽管使用率不高。的确，他们被认为具有激励作用，其利益虽然得到认可，但似乎没有影响。激励因素是上一篇文章的核心，它衡量了写作方法对写作动机的影响。为此使用了定量分析。参与者的研究表明，技术学生的内在动机是由ICT引起的，而对照组的同龄人则是受到激励的。在最后一章中，我们将这些结果相互关联，以解释ICT对整个写作过程的影响。最后，我们希望为教育系统中的从业者和决策者提供可能的建议。关键词：文字处理，写作质量，写作过程，认知过程，修订，动机

著录项

  • 作者

    Gregoire, Pascal.;

  • 作者单位

    Universite de Montreal (Canada).;

  • 授予单位 Universite de Montreal (Canada).;
  • 学科 Education Language and Literature.;Education Educational Psychology.;Education Technology of.;Information Technology.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 369 p.
  • 总页数 369
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 肿瘤学;
  • 关键词

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