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The WRITE Way To Engaged Written Communication


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Title: The WRITE Way To Engaged Written Communication

The WRITE Way To Engaged Written Communication
  • Dr. Marie M. Schein
  • Texas Christian University

(No Transcript)
Teaching Writing Today
  • Writing is a Process
  • Reading and writing skills are connected
  • Technology has redefined TEXT
  • Computer-Mediated Communication
  • tools are reshaping the idea of reading
    and writing texts

Goals of Writing Instruction in English as L1
  • To express ideas
  • To write clear and coherent sentences,
    paragraphs, essays, and other texts
  • To write effectively for multiple audiences
  • To contribute to a greater community of writers

L1 Writing And Second Language Writing
  • Process
  • Writing to express
  • Writing to read
  • Reading to write
  • Audience
  • Purpose
  • Occasion

So whats the difference?
  • Writing in the L2 is not as natural as writing in
    the L1
  • It can be intimidating for many students
  • It requires attention at all levels vocabulary,
    sentence structure, spelling, grammar
  • It takes more practice to create meaningful chunks

Collaboration and SLA
  • Interaction not only facilitates language
    learning but it is a causative force in
    acquisition (Saville-Troike 2006)
  • From a social constructivist perspective,
    learners should be encouraged to participate in
    activities which foster interaction and
    co-construction (Storch 2005)
  • Through CMC, learners provide each other
    with knowledge about language and that the
    opportunity to exteriorize their thoughts allows
    students to reinforce and reconstruct their
    knowledge of the target language. Keiko Kitade

Computer-Mediated Communication
  • E-mail
  • Threaded Discussion
  • Chat
  • Blog
  • MOOs(Multi-Users Domains, Object Oriented)
  • Website/Hypermedia
  • Wikis/Hypermedia
  • Twitter

What Can CMC Do for Our L2 Writers?
  • CONNECT L2 writers
  • BREAK DOWN affective filters
  • ENCOURAGE RISK-FREE L2 output without the
    fear of grades
  • INCREASE L2 output
  • INCORPORATE L2 writing in the daily practice

Research Questions
  • Do synchronous and asynchronous, risk-free
    collaborative communication sessions help to
    break down affective filters in L2 learners and
    increase comprehensible output?
  • Can CMC prepare learners for more reflective
    tasks such as computer-mediated peer reviews?

  • Use of multiple synchronous and asynchronous
    computer-mediated tools such as Discussion
    Threads, Blogs, and Chats
  • Observation of the level and volume of output in
    each session

  • Learners like the asynchronous format of the
    Discussion Thread and seem to take more
    calculated risks as they attempt more complex
    sentence structures and ideas
  • Learners are less comfortable with a chat
    initially but quickly forget to worry about
    writing in real time. They just do it.
  • Regular online interactions through CMC pave the
    way to productive, substantial, and candid peer

Computer-Mediated Peer Review Using MS Word
Reviewing Tools
  • Observations of online collaboration among
    Intermediate learners of French over a period of
    18 months
  • When students have frequent and diverse
    opportunities to use the L2 in CMC tools,
    transitioning to peer review is easier
  • L2 learners respond to their peers writing
    samples through pointed questions or helpful
  • Students enter their feedback using the Comment
    Box in the Reviewing Tools

  • Saville-Troike, Muriel. (2006) Introduction to
    Second Language Acquisition. Cambridge, UK.
    Cambridge University P.
  • Storch, Neomy. (2005) Collaborative Writing
    Product, Process, and Students Reflections.
    Journal of Second Language Writing 14 153-173.
  • Kitade, Keiko. (2007) The role of Offline
    Metalanguage Talk in Asynchronous
    Computer-Mediated Communication. Language
    Learning and Technology February 2008, 12(1),
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