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Computer-mediated Communicative Writing in English as a Foreign Language Classroom
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, , Kun Shan University of Technology, Taiwan

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper is a report on the findings of an experimental study conducted to investigate the effect of two modes of Computer-mediated Communication (CMC), i.e. email and chat rooms on EFL learners' writing development and achievement. Ninety-six students of two intact classes enrolled in an undergraduate level EFL writing course participated in the study. Subjects were randomly assigned to three groups-control group without any CMC exposure, experimental group one (EE) engaging in e-mail writing activities and experimental group two (EC) engaging in chatroom activities. The study is to find out if CMC can be effectively integrated into an EFL writing course to provide extended writing practice for EFL learners. Over a period of 3 months, subjects were paired up and carried on virtual conversations on ten topics predetermined by the researcher either via e-mail or on-line chatting. The writing achievement after the CMC activities was evaluated via Criterion, an online automated writing assessment authorized by Educational Testing Service (ETS)

Citation

Lin, H. & Chen, T. (2004). Computer-mediated Communicative Writing in English as a Foreign Language Classroom. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 3917-3923). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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