Syntactic complexity in a cross-cultural E-mail exchange

Schenker, Theresa

doi:10.1016/j.system.2016.08.012

Cited by 17 publications

(7 citation statements)

References 50 publications

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“…One of the effects was that they autonomously looked for ways to improve clarity of their compositions. Their response agrees with Fisher et al (2004), Schenker (2016) and Vinagre (2007) conclusion that students tried harder when interacting with genuine audience. The reasons why students did not improve significantly in the message and conceptual understanding criterion is perhaps because of the nature of the tasks required to write in the posttest.…”

Section: Discussionsupporting

confidence: 85%

“…Sasaki and Takeuchi (2010) agreed with this finding, however, they add that learning happens not only by imitation but because of noticing. With regard to sentence writing, Li (2000), Shang (2007), and Schenker (2016) informed of important improvements on participants´ sentence and syntactic complexity. They confirmed that such improvement is related to the purpose of the task.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the need for communication encouraged participants to find ways to improve their sentence writing (Sasaki & Takeuchi, 2010). According to Schenker (2016), writing improvement is the result of high motivation participants have to interact with real reader. Besides, participants of this kind of projects gain confidence in writing when they learn that errors do not affect comprehension (Patton, Hirano & Garret 2017).…”

Section: Introductionmentioning

confidence: 99%

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Effects of epals practices on EFL writing. An action research study with Ecuadorian students

Quezada¹,

Santillán

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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Among the language skills, writing has been considered as the most difficult skill not only for native speakers, but for foreign language learners as well in the sense that one cannot achieve fluency and accuracy unless they become successful language users in terms of listening, speaking, and reading. This action research studied the effect of ePals practices on EFL writing of Ecuadorian students. Twenty-two junior high school students exchanged letters with American students over a four-month period. A mixed method was used for data collection and analysis. Quantitative data from pre and post writing tests and qualitative data from focal participants´ interview were analyzed. Results revealed that after the intervention participants improved scores in vocabulary, grammar and accuracy. However, there was not a significant impact on the correct use of format and conventions of texts. Interviews with focal participants reported attitudes towards the collaboration and highlighted some aspects that made the experience valuable for participants and how it affected their writing performance and motivation. Results suggested that ePals practices offer ample opportunities for skills development and intercultural learning.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of epals practices on EFL writing. An action research study with Ecuadorian students

Quezada¹,

Santillán

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…This was observed to have an impact on learner's motivation to write. Learners in Schenker's (2016) and Vurdien's (2013) studies were motivated by curiosity and interest expressed by their peers to make the effort to produce comprehensible output. Similarly, those in Lee's (2010) study were motivated to write because they knew their peers were also reading.…”

Section: Endeavoursmentioning

confidence: 99%

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

Tay¹,

Cheung

2019

ILS

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The use of computer-mediated communication (CMC) in the classroom is common nowadays. The bulk of literature produced so far has done little in informing us the factors that facilitate the role of CMC in language writing, and the nature of the interaction that takes place via CMC in a systematic manner. This paper examines what empirical research has found out about the factors that facilitate the use of CMC in second/ foreign language writing instruction and learning, and the nature of interaction that takes place via CMC in an educational context. 60 peer-reviewed published primary studies from 2007-2017 were reviewed. The key findings are as follows. First, instructor support plays a critical role in ensuring the successful implementation of a CMC tool in the classroom. Second, the affordances of CMC in enhancing the writer’s identity and the presence of an audience can increase learners’ motivation to write. Third, both asynchronous and synchronous CMC have shown to be beneficial, and the provision of training can further enhance the effectiveness of peer reviews. Last, the participatory patterns of CMC in writing are influenced by factors such as task type, personal goals, native-speaker status, and self-perceived competencies. Pedagogical implications are suggested.

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“…Researchers are continuing to explore technology as a means to help students develop stronger language skills through increased authentic input and opportunities for output, both required for second language acquisition [5]. Technology has been shown to offer many benefits that can enhance language learning outcomes, for example, by connecting language learners across the world to collaborate and to help develop language skills and intercultural competence [6,7]. Increasing contact with the target language, made possible by modern technology, can help students to learn a language more quickly [8].…”

Section: Introductionmentioning

confidence: 99%

Maximizing L2 Speaking Practice through iPads

Schenker

Kraemer

2017

Languages

Self Cite

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This study investigates the effects of additional out-of-class speaking practice, using a simple iPad application, on students' overall speaking proficiency, fluency, and syntactic complexity. Students in the experimental and control groups (N = 52) completed an adapted Simulated Oral Proficiency Interview (SOPI) at the end of the semester, which was rated by two independent raters. Results of an independent-samples t-test revealed statistically significant differences between the two groups. The students who had received additional speaking practice on iPads achieved higher SOPI scores than the students in the control group. Two of the seven tasks of the SOPI test were used for the analysis of fluency and complexity. Results did not show any statistically significant differences between the two groups for fluency and complexity. The study suggests that mobile technology can be effectively implemented for beginning language learners to enhance their learning outcomes.

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Syntactic complexity in a cross-cultural E-mail exchange

Cited by 17 publications

References 50 publications

Effects of epals practices on EFL writing. An action research study with Ecuadorian students

Effects of epals practices on EFL writing. An action research study with Ecuadorian students

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

Maximizing L2 Speaking Practice through iPads

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