Virtual Dialogue: Native and Nonnative English Speaker Input on EFL Learners' Writing
Huifen Lin, Tsuiping Chen, 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
This paper aims to report the findings of a quasi-experimental study conducted to investigate the effect of input from native and non-native English speakers on EFL learners' writing. Eight undergraduate students enrolled in an EFL writing course is paired up with native English speakers (NS) and non-native English speakers, i.e. ESL or EFL learners from seven countries and engage in a semester-long email exchange project in an effort to practice writing skills while exploring cultural differences. Based on Swain comprehensible input hypothesis(Swain, 1985), input or feedback provided by interlocutors may provide impetus for language learners to sensitize their limitation or incompetence in the target language and therefore trigger language learning and production. The study is to compare the email messages that the subjects composed in response to native and non-native speakers to explore if received messages of varying writing level have an impact on EFL learners' writing.
Lin, H. & Chen, T. (2004). Virtual Dialogue: Native and Nonnative English Speaker Input on EFL Learners' Writing. 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. 3924-3930). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).