All of the data got from the tests and the questionnaires were computed by Statistical Package for the Social
Science version 12. A customized rubric was created to score the test papers. For each piece of writing, students
earned up to 10 points in total, with up to four points for presentation of a clear main idea; three points for well
organization; and three points for correct language use.
This study employed three examiners to mark the papers to ensure the fairness in scoring. One of them was the
researcher and the other two were teaching this course at the Language Institute. In order to confirm the
reliability of pre-and post-test scores, the inter-rater approach of reliability estimates was applied. The inter-rater
reliability results of the three raters who rated the students' papers on the pre-test were 0.985 (1-2), 0.991 (2-3),
0.977 (1-3) meaning that the three raters had statistically significant inter-rater reliability. The inter-rater
reliability results of the three raters who rated the students' papers on the post-test were 0.975(1-2), 0.977 (2-3),
0.967 (1-3) meaning that the three raters had statistically significant inter-rater reliability. The post-test mean
scores of the two groups were compared using an independent samples t-test. P values < 0.05 were considered
statistically significant. Data of attitudinal questionnaire got from the Google Docs group were calculated for
mean and standard deviation and reported in a table based on the following ranges: 1.00-1.50 = very negative,
1.51-2.50 = negative, 2.51-3.50 = moderate, 3.51-4.50 = positive, 4.51-5.00 = very positive while data of
questionnaire demonstrating how students worked in groups were assessed and shown in percentage.
All of the data got from the tests and the questionnaires were computed by Statistical Package for the Social
Science version 12. A customized rubric was created to score the test papers. For each piece of writing, students
earned up to 10 points in total, with up to four points for presentation of a clear main idea; three points for well
organization; and three points for correct language use.
This study employed three examiners to mark the papers to ensure the fairness in scoring. One of them was the
researcher and the other two were teaching this course at the Language Institute. In order to confirm the
reliability of pre-and post-test scores, the inter-rater approach of reliability estimates was applied. The inter-rater
reliability results of the three raters who rated the students' papers on the pre-test were 0.985 (1-2), 0.991 (2-3),
0.977 (1-3) meaning that the three raters had statistically significant inter-rater reliability. The inter-rater
reliability results of the three raters who rated the students' papers on the post-test were 0.975(1-2), 0.977 (2-3),
0.967 (1-3) meaning that the three raters had statistically significant inter-rater reliability. The post-test mean
scores of the two groups were compared using an independent samples t-test. P values < 0.05 were considered
statistically significant. Data of attitudinal questionnaire got from the Google Docs group were calculated for
mean and standard deviation and reported in a table based on the following ranges: 1.00-1.50 = very negative,
1.51-2.50 = negative, 2.51-3.50 = moderate, 3.51-4.50 = positive, 4.51-5.00 = very positive while data of
questionnaire demonstrating how students worked in groups were assessed and shown in percentage.
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