Rewrite the following statements into paraphrasing!

Then, classify the some of the

statements into good summarizing.
1. Pery (2010) examined differences in how face to face (F2F) and computer-mediated
communication (CMC) were experienced for individuals communicating with their
romantic partner. The result indicated a positive relationship between attitudes towards
CMC use and history of CMC use.

2. Fageeh and Mekheimer (2013) aimed to recognize the pedagogical effects of Blackboard
as a computer-mediated communication (CMC) environment for teaching academic
writing and improving students’ attitudes toward academic writing. The results also
showed that CMC, mainly in the form of online discussion and online peer review
activity, facilitated students’ interactions and scaffold learning within their online
community.

3. Cha (2007) explores the differences between EFL students' peer feedback patterns using
two different CMC modes, synchronous mode (chatting) and asynchronous mode
(bulletin board) in Korean EFL writing classes. The results show that the participants
who were grouped in the bulletin board class provided larger amount of peer feedback
than the chatting class in terms of frequency.
4. Camacho (2008) investigated the effects of synchronous computer-mediated
communication (SCMC) in the development of writing fluency. The SCMC group
outperformed the control group in fluency scores, although the difference was not
statistically significant. It was found positive results in terms of linguistic and affective
benefits derived from this innovative use of computer.

5. Baleghizadeh (2009) found in his study that learners worked in pairs collaboratively, they
were more successful in that they produced more accurate responses. Pair work and
collaborative dialogue may promote accuracy for certain grammatical items. his indicates
that there is a statistically significant difference between the mean score of the
experimental group. Therefore, the first research question was answered in the positive;
namely, learners who completed the task in pairs outperformed those who attempted it
individually.
 6. Pae (2011) in his study found that the higher level students, their collaboratively
produced essays were more fluent than their individually produced essays although the
differences were not significant. However, lower level students’ collaboratively produced
essays were statistically significant compared with their individually produced essays.
The average score of collaboratively produced essays was slightly higher than that of
individually produced essays although the difference was not significant. Collaborative
writing could help reduce the workload of writing teachers because the students in the
collaborative classroom could get feedback from their peer students and thus they do not
have to solely rely on their teacher. Through the collaborative work of writing, the
students could learn about the writing process and skills by helping each other to produce
better essays the collaborative writing classroom could lead students to be engaged in
active interaction and learning. Thus, students need to be provided with opportunities for
being prepared for writing collaboratively. The findings of this study may also benefit
writing teachers who may want to adopt computer-supported collaborative writing in
their writing classroom.

Rewrite the following statements into right referencing!

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5. Fageeh, A. & Mekheimer, M.A.A. Effects of Blackboard on EFL academic writing and attitudes.
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6. (2007). Cha, Yoonjung A study of peer feedback patterns in CMC modes on Korean EFL
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