Idea: Electronic Writing in L2: Accuracy Vs Other Outcomes

Abstract

This article describes the effects of dialogue journaling through e-mail on the language produced by two groups (experimental and control) of first-semester-Spanish college students. The independent variable was the use of electronic mail while the dependent variables were accuracy and number of words per message. Quantitative results showed that the control group significantly outperformed the experimental group regarding grammatical accuracy. Nonsignificant differences for either lexical accuracy or number of words were found. For qualitative analysis, a questionnaire administered to both groups requested their opinions on the effectiveness and attitude towards the journaling technique. The authors concluded that, although the e-mail medium promoted a more positive attitude towards the language, dialogue journals via e-mail did not improve grammar skills. Thus, suggestions are offered to modify instruction to enhance other positive results from the use of electronic writing in L2, thereby providing a way to incorporate authentic, real-life writing tasks, develop better classroom rapport, and allow advantages to students otherwise reluctant to speak in class.

Using a genre-based approach for writing instruction in a less-commonly-taught language

“…This article, then, addresses a particularly important but surprisingly neglected area of L2 writing: actual instructional practices, which, as Leki, Cumming, and Silva (2008) note, 'has been a perplexingly overlooked and underreported aspect of research' (p. 81). While some work within FL does provide descriptions of classroom activities and their outcomes, virtually all of these works focus on writing in the more-commonly-taught languages of French (Krug, 2004;Paesani, 2006), Spanish (Armstrong & Retterer, 2008;Pérez-Sotelo & González-Bueno, 2003), and German (Becker, 2003;Byrnes, 2002;High, Hoyer, & Wakefield, 2002). Some genre-based instructional frameworks for the teaching of second language writing have also been provided in the literature (e.g.…”

Effects of Technology-Enhanced Language Learning on Second Language Composition

“…Technology use and applications in language learning have progressed from listening to audiocassette tapes to online interaction. While much research appears to indicate that technology-enhanced language learning or computer-assisted language learning (CALL) can be effective tools for language learning (Blake, 1998;Bush & Terry, 1997;Chapelle, 2001;McCarthy, 1994;Pérez-Sotelo & González-Bueno, 2003), many educators remain unconvinced and continue to struggle with the integration of technology enhanced language learning into the curriculum (Gillespie & McKee, 1999). In some cases the resistance to using technology stems from philosophical or methodological differences or pedagogical unawareness; that is, teachers are not knowledgeable of the tools available or their appropriate use.…”