Epilogue: Second language writing in the age of computer-mediated communication

Zheng, Binbin; Warschauer, Mark

doi:10.1016/j.jslw.2017.05.014

Cited by 57 publications

(38 citation statements)

References 20 publications

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“…bitácora digital). El acto de escribir siempre implica una negociación del significado con el lector, o sea, escribir es una actividad dialógica (Zheng y Warschauer 2017). Cuando se escribe en grupo, aumenta más la preocupación por los lectores.…”

Section: La Narrativa Digital Y La Identidad Bilingüeunclassified

La ELAO en el marco del enfoque por tareas

Blake

2018

CLAC

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La enseñanza de lenguas a través del ordenador (ELAO) puede tener lugar de dos maneras: (1) ELAO tutorial, donde el estudiante interactúa con los materiales digitales por su propia cuenta y (2) ELAO social, donde el ordenador provee el medio en el cual las personas llevan a cabo la comunicación a distancia. Cada ambiente aporta ventajas para el aprendizaje de una segunda lengua (2/L), especialmente si el marco pedagógico apunta a un enfoque por tareas (González Lloret & Ortega 2014). Los medios sociales y las videoconferencias han ampliado lo que se entiende por comunicación y pueden constituir nuevas estrategias para fomentar la adquisición de una 2/L. A la vez, no se deben minimizar los beneficios que ofrecen los programas/materiales de la ELAO tutorial, especialmente si se contempla lo difícil que es aprender un léxico adecuado y las colocaciones en una 2/L, junto con el desafío de controlar una nueva morfología y sintaxis. Por supuesto, hay que implementar estas nuevas tecnologías digitales de manera que sigan una autenticidad cultural y que se ajusten bien a las necesidades tanto del estudiante como del instructor (Hubbard 2006). En este estudio, se expondrán estos conceptos con ejemplos específicos de la Web 2.0, junto a sugerencias de cómo integrar las TIC dentro de un programa de 2/L con el enfoque por tareas.

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Section: La Narrativa Digital Y La Identidad Bilingüeunclassified

La ELAO en el marco del enfoque por tareas

Blake

2018

CLAC

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“…One of the most relevant is the incorporation of digital technologies in reading and writing processes. Over the last few decades, different studies carried out in the field of linguistics, but also in the field of didactics of languages or educational technology, have documented how literacy practices have evolved ever since technology has become a central element in our lives Leu, Kinzer, Coiro, Castek, & Henry, 2017;Leu, Lankshear, Knobel, & Coiro, 2014;Zheng & Warschauer, 2017). This has led to the shaping of the concept of digital literacies 1 (Gilster, 1997;Lanham, 1995) , a term that encompasses the skills needed to integrate technology into literacy processes.…”

Section: Introduction 1technology and Literacymentioning

confidence: 99%

Academic Writing and the Internet: Cyber-Plagiarism amongst University Students

Olivia-Dumitrina

Casanovas

Capdevila

2019

J. New Approaches Educ. Res.

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This research aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.

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“…Many previous studies on CMC applied in language learning such as Zheng and Warschauer , they discussed the importance of digital technology that has transformed into the form, genre and purpose of writing even inside the classroom and outside it. Their writing focuses on CMC which has an important role for researchers, educators, and instructors in the current technological era (Zheng & Warschauer, 2017). Besides that Cummings conducted CMC experiments in this online course for EFL writers, there were positive changes in attitude, motivation, and the relationship between instructor and student.…”

Section: Introductionmentioning

confidence: 99%

Computer Mediated Communication, The Way for Developing Students’ Arabic Writing Ability

Hasibuan

2018

Abjada

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<p>Computer Mediated Communication, better known as CMC, can be used as a tool in improving students' Arabic writing skills. CMC is used because computers and networks are familiar to students now. CMC can also make learning to write Arabic more creative and innovative. The purpose of writing this article is to provide information about computer-mediated communication (CMC) and also how to apply CMC to learning to write Arabic, to improve student writing skills.</p><p dir="RTL">يمكن استخدام التواصل عبر الكمبيوتر ، المعروف باسم CMC ، كأداة لتحسين مهارات الطلاب في الكتابة باللغة العربية. يتم استخدام CMC لأن أجهزة الكمبيوتر والشبكات مألوفة لدى الطلاب الآن. يمكن أن تجعل CMC تعلم الكتابة العربية أكثر إبداعًا وابتكارًا. الغرض من كتابة هذه المقالة هو توفير معلومات حول التواصل عبر الكمبيوتر (CMC) وأيضًا كيفية تطبيق CMC على تعلم الكتابة باللغة العربية ، لتحسين مهارات كتابة الطلاب.</p>

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Epilogue: Second language writing in the age of computer-mediated communication

Cited by 57 publications

References 20 publications

La ELAO en el marco del enfoque por tareas

La ELAO en el marco del enfoque por tareas

Academic Writing and the Internet: Cyber-Plagiarism amongst University Students

Computer Mediated Communication, The Way for Developing Students’ Arabic Writing Ability

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