The Compatibility of Computer‐mediated Communication Solutions With Beginning Level Foreign Language Curricula

Collentine, Joseph; Collentine, Karina

doi:10.1080/0958822970100502

Cited by 7 publications

(2 citation statements)

References 11 publications

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“…The increased use of email has been accompanied by an increase in research examining how this medium affects the L2 learning and teaching process. Email has been embraced by many as a tool for teaching, and much has been written about its use in the L2 classroom (Soh & Soon, 1991;Beauvois, 1992Beauvois, , 1995Beauvois, , 1997Beauvois, , 1998Barson, Frommer, & Schwartz, 1993;Cononelos & Oliva, 1993;Warschauer, 1995a;Chapman, 1997;Collentine & Collentine, 1997;Leh, 1997;Gray & Stockwell, 1998;Nelson & Oliver, 1999;Stockwell & Levy, 2001). The effect that email has on a range of L2 learning processes has been examined.…”

Section: Incidental Development Of L2 Proficiency In Ns-nns Emailmentioning

confidence: 99%

Incidental Development of L2 Proficiency in NS-NNS Email Interactions

Stockwell¹,

Harrington²

2013

CALICO

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Recent research suggests that email can be a powerful motivator for authentic L2 interaction, but little is known about the efficacy of this medium in the development of target language proficiency. The present study addresses this issue by examining email exchanges between university learners of Japanese as a foreign language and native Japanese university students. Of interest is the effect of email interactions on the incidental development L2 syntax and vocabulary as reflected in both quantitative and qualitative measures. Messages sampled at regular intervals over a 5-week collection period indicated a reliable increase in syntactic development as reflected in several measures of structural mastery as well as in qualitative ratings supplied by native speaking raters. There was no evidence of quantitative development for vocabulary, but qualitative ratings did show a small improvement over the collection period. A sharp drop-off was noted between the first and the second samples across all measures, with learner performance then improving steadily till the end of the study. The findings are related to an interactionist account of L2 development that is embedded in the framework of computer-mediated communication (CMC). Issues in research methodology are also discussed.

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Section: Incidental Development Of L2 Proficiency In Ns-nns Emailmentioning

confidence: 99%

Incidental Development of L2 Proficiency in NS-NNS Email Interactions

Stockwell¹,

Harrington²

2013

CALICO

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“…A variety of computer-assisted composition and text analysis software is also used in L2 writing (Scott Q New, 1994;Meskill, 1996;Nagata, 1993Nagata, , 1996Nagata, , 1997. In addition, computer-mediated communication, such as e-mail correspondence over the World Wide Web, is widely used as a learning tool in L2 classrooms (Barson, Frommer, and Schwarts, 1993;Collentine & Collentine, 1997;Suozzo, 1995;Tella, 1992;Trenchs, 1996). Thus, the spread of computers seems inevitable, and computers soon may be the most common writing and communication tool among L2 learners.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Computer Use on L2 Japanese Writing

Chikamatsu

2003

Foreign Language Annals

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As computer‐assisted language learning gains popularity, word processing is becoming standard in foreign language classrooms. However, for logographic languages, which have input processes different from those of English and other Indo‐European languages, computer use by second language learners is relatively uncommon and its impact on writing is unknown. This study examined the effects of computers on writing efficiency and quality among intermediate learners of Japanese. Subjects corresponded with Japanese peers by e‐mail, and took computer‐written and handwritten tests. Response times, accuracy rates, and t‐units were compared. There was no significant difference in response times for the two modes, but accuracy rates and number of kanji characters used were significantly different, indicating that learners benefited from computer writing. This was most evident among mid‐skilled learners, suggesting that positive effects for computers may depend on level of linguistic skill.

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Employing a structured interface to advance primary students' communicative competence in a text-based computer mediated environment

Chiu

Hsieh³

et al. 2013

Computers & Education

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The Compatibility of Computer‐mediated Communication Solutions With Beginning Level Foreign Language Curricula

Cited by 7 publications

References 11 publications

Incidental Development of L2 Proficiency in NS-NNS Email Interactions

Incidental Development of L2 Proficiency in NS-NNS Email Interactions

The Effects of Computer Use on L2 Japanese Writing

Employing a structured interface to advance primary students' communicative competence in a text-based computer mediated environment

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