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Chapter Five Conclusion

5.1 Major Findings

The purpose of the current study was to investigate the impact of Juku-mediatedcollaborative writing on senior high school students’writing performance,writingself-regulation,and writing self-efficacy.Based on the analysis of the experimental data,Thefollowing conclusions can be drawn from the present study.

First,the Juku AES system is an effective collaborative online tool for mediating andimproving senior high school students’writing performance.Though both students in theJuku-and non-Juku-mediated collaborative writing groups improved their writingperformance after the experiment,the students in the Juku-mediated collaborative writinggroups performed better than non-Juku students.The Juku AES system can automaticallyevaluate students’writing performance,provide timely and effective feedback and anaccessible learning environment of collaborative creation,peer evaluation,and open sharingto enable students to collaborate and improve together.Students’writing skills developed asthey were provided effective peer writing mediations in terms of writing content,writingorganization and language use in the Juku AES system,which enabled them to mediatecollaboratively and thus enhance their writing ability.Additionally,a majority of the studentsin the experimental group held positive attitudes towards and perceptions of Juku-mediatedcollaborative writing instruction,and they thought highly of the experience in the Juku AESsystem,which was pleasant and contributed to their language learning.Most students agreedthat Juku AES did help them to learn how to write better,and the automated scoring systemaroused their interest in composition revision,which inspired students to evaluate theirwriting level in time through multiple drafts and changes,and they looked forward tocontinuing collaborative writing in the Juku AES system.

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