How%20to%20Teach%20Writing%20in%20CALL:%20Some%20Approaches

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How to Teach Writing in CALL Some Approaches

• Kazunori Nozawa
• Faculty of Economics
• Ritsumeikan University
• Kusatsu, Shiga

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Using search engines to gather appropriate
information on the chosen topics on the World
Wide Web resources (database), completing a
series of the e-mail homework and their necessary
follow-up revision work, completing
group/individual-oriented projects on the WWW,
and giving group/individual oral presentations
using the final products promote reading, writing
and speaking skills in English by providing
authentic audience for students' writing. These
projects also help students develop computer
literacy and Internet skills as they use the
computer and the network for real purposes.
E-mail and Web projects can be used with students
at any grade level and any English proficiency
level. The presenter will provide some practical
approaches that he has found successful in
teaching English to university students. They are
also applicable at high school level.
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Computers, Composition, and EFL (1)

• Overview on computer-assisted writing (See
  Pennington, 1999)
• Pennington contributes the discussion of the
  special effects of the computer medium on writing
  and how these effects are achieved by examining
  the relationship between attitudes, quality of
  writing, and quantity of writing.

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Computers, Composition, and EFL (2)

• The computer in English as a subsequent language
  writing Roles relationships (See McGarrell,
  1998)
• McGarrel explores various roles (tutor,
  stimulator, workhorse, accessor of information,
  and facilitator of communication) the computer
  and its peripherals take in the development of
  non-native writing skills. She demonstrates that
  the computer provides a situational and
  methodological potential required for the
  successful development of such skills.

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Computers, Composition, and EFL (3)

• Computers, compositions, and second language
  teaching (See Phinney, 1989)
• Phinney discusses researches on computer assisted
  composition and novice writers, computers as
  writing aids, the computer in the writing
  workshop. She concludes, that the students of
  ESL make slow changes of their writing behavior,
  that the computer is not a panacea for basic
  writing problems, that students need to be taught
  revision strategies that are appropriate to word
  processing, and that depending on the language
  proficiency and writing experience of the
  students, certain aspects of software are crucial.

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Computers, Composition, and EFL (4)

• Basics and practical reports in Kluge et al.
  (eds). (1994).
• Re-imaging computers and composition by Hawisher
  LeBlanc (eds.). (1992)
• Computers and EFL writing Basic principles and
  student reactions (See Susser et al. 1992)

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Word-processing

• exercise approach process writing
• composition approach genre writing
• Model writing as a guide is useful.
• Thinking is very important for writing because if
  the thought is NOT clear, the result of the
  writing is NOT clear.
• Necessary to be alert about the differences of
  word-processors

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Word processing and related writing tools

• Machine Assisted Translation
• Foreign language word processor
• Thesaurus
• Spelling checker
• Grammar checker
• Dictionary
• Writing assistants

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Discussion Topic on Word Processing (1)

• Q.1. Why do we use a word processor? There are
  basically 5 benefits of using word-processors
  especially in the teaching of writing. What are
  they?
• Ease of editing
• Clean copy
• Ownership of text
• Collaboration
• Typing skills

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Discussion Topic on Word Processing (2)

• Q.2. The word processor is primarily a writing
  tool and can be used with foreign language
  classes in two basic ways which are not mutually
  exclusive. What are those two ways?
• Exercise approach
• Composition approach

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Discussion Topic on Word Processing (3)

• Q.3. How can you choose a word processor? There
  are some evaluations you should consider before
  actually purchasing their packages. What are
  they?
• the student (user) groups that will use the
  word-processor
• the features and limitations of the
  word-processor
• the ease with which text maybe edited
• on screen language
• documentation, manuals, language used

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Discussion Topic on Word Processing (4)

• Q.4. What are the advantages to use traditional
  pen-and-paper rather than a word processor?
• Not mechanical/express emotional or spiritual
  condition/quicker to compose sentences/no skills
  required/no restrictions on font, size, format of
  the writing/remember words and sentences
  better/cheap tools/easy to identify who has
  written with strokes of the writings/no
  electricity required/express one's
  personality/flexible work is possible/

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Using a Word Processor (1-1)

• Composing and editing word-processing mastery
  (See Huntley, 1997)
• Levels High beginning
• Aims Master word-processing skills
• Class time One class period
• Preparation time 5-20 minutes
• Resources Computer for everyone to two students,
  word-processing software, printer

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Using a Word Processor (1-2) Sample Directions

• Type in the text given (200-250 words) using
  12-point New York font. Save the text.
• Give a title to the text. Center the title. Make
  it bold and in 14-point type.
• Change the subject (e.g. Tom to Susan) throughout
  the text. Change pronouns if necessary.
• Delete a sentence.
• Put Sentence 4 before sentence 3.
• Write two sentences of your own after the last
  sentence to continue the story.
• Add your name to the top right corner.
• Use the spelling checker to check for any
  spelling errors.
• Save your text.
• Print your text.

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Using a Word Processor (2-1)

• Checking the spelling checker (See Gardner, 1997)
  
• Levels Intermediate
• Aims Learn to the limits of a computerized
  spelling checker
• Class time 45 minutes
• Preparation time 30 minutes
• Resources Computer for every three students,
  word-processing software with spelling checker ,
  printer

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Using a Word Processor (2-2) Procedure

• The original text with typing errors should be
  given to the students.
• The text after the spelling checker has made its
  suggestions should be given.
• What the writer actually wants the text to say
  should be given.
• Summarize the process and the result using the
  chart - Word the spelling checker stopped at,
  First solution offered, Solution you chose

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Using a Word Processor (Useful References)

• Hyland (1993)
• Windeatt (1987)
• Jones Fortescue (1987)
• Plenty of its references can be found in CALL
  research papers and books.

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Computer Skills a Process Writing

• Interactive writing Integrating computer skills
  into a process writing syllabus (See Toff
  Curran, 1998)
• The Keyboard
• Practical activities
• Teaching basic computer commands
• Saving
• Preparing a paper to hand in (Typing, Saving, and
  Printing)
• Communal viewing of screen revision
• Peer review on the computer

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Promoting Writing through the Internet (1)

• Using the Internet to promote writing in an
  international English composition class (See
  Freiermuth, 1997)
• Web search of articles and summary writing
• Critical writing and posting on a BBS or newsgroup

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Using computers at a distance to develop writing
skills - Australskan Writing Project (1988)

• "Computer Pals across the world"
• - High school students as computer pals
• - cultural differences motivated them a lot.
• - practice of letters, reports, poetry, newspaper
  writings
• - intrinsically interesting
• - There were enormous educational benefits for
  the schools

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Promoting Writing through the Internet (2)
Electronic Mail (E-mail)

• E-mailing Basics and Netiquette - The elements of
  e-mail style by Angell Heslop (1993)
• Using Email or Mailing List system you can
  persuade students write and read more
  communicative sentences among students themselves
  or between the teacher and students.

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Promoting Writing through the Internet (3)
Mailing Lists

• SL-LISTS International EFL/ESL E-mail Student
  Discussion Lists
• To make your students subscribe, you have to send
  a blank message to announce-sl_at_latorobe.edu.au
  and find out what you are supposed to do first.
• CHAT-SL (Student EFL/ESL General Discussion List
  - Low Level)
• DISCUSS-SL (Student EFL/ESL General Discussion
  List - High Level)
• BUSINESS-SL (Student EFL/ESL Discussion List on
  Business English)
• ENGL-SL (Student EFL/ESL Discussion List on
  Learning English)
• EVENT-SL (Student EFL/ESL Discussion List on
  Current Events)
• MOVIE-SL (Student EFL/ESL Discussion List on the
  Cinema)
• MUSIC-SL (Student EFL/ESL Discussion List on
  Music)
• SPORT-SL (Student EFL/ESL Discussion List on
  Sports)
• SCITECH-SL (Student EFL/ESL Discussion List on
  Science and Technology)

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Promoting Writing through the Internet (4)
Newsgroups

• There are more than 15,000 newsgroups in the
  world. A good place to practice posting to
  newsgroups without annoying everyone.
• alt.usage.english
• mis.education.language.english
• soc.penpals

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Promoting Writing through the Internet (5)
Bulletin Board System (BBS)/Web Discussion Boards

• Using BBS or Web discussion boards students can
  exchange their own ideas on topics which they are
  interested in and learn about the cultural
  differences.

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Promoting Writing through the Internet (6) Chat

• IRC (Internet Relay Chat) The biggest online
  conversation in the world
• client-server/realtime/multiusers/text-based/world
  wide
• Send an email to get the document to
  doc-request_at_irc.kyoto-u.ac.jp

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Promoting Writing through the Internet (7) MOO
(MUD Object Oriented)

• Using MOOs or IRC, students can chat with their
  partners in real-time situation and discuss a
  certain topic or share the ideas. (Writing and
  Communication Practice)
• This can be integrated into more complicated
  systems with the use of sound and motion picture
  communication tools.

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AVideo Clip from ABC News
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Promoting Writing through the Internet (8) Audio

• Students can listen to a variety of sources such
  as famous peoples speeches or ESL/EFL materials
  and improve their listening skills, increase
  vocabulary and grammar knowledge, and some
  writing skills.
• Listening Dictation For example, Randalls ESL
  Listening Lab (http//www.esl-lab.com)

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Promoting Writing through the Internet (9) Web
projects

• School/Class/Group Web Projects After learning
  the basic HTML (HyperText Markup Language) or
  HTML function of some software such as Word or
  Netscape Composer, students can collect the
  necessary information as texts, graphics, sounds,
  etc. to write bilingual/bicultural homepages.
  (Cooperative Learning)

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Peer Correction (1-1)

• Correct my work, please (See Fitzgerald, 1997)
• Levels Intermediate
• Aims Learn to correct peers work learn
  independently
• Class time 30 minutes
• Preparation time About 15 minutes
• Resources Computer for each group of students,
  word-processing software, printer(s)

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Peer Correction (1-2) Procedure

• Decide which area of language to focus on.
  Prepare a copy of an appropriate text on disk for
  each group of students. Give the groups the same
  text or different texts. Have each group copy
  their text onto the hard disk of the computer to
  ensure that the original text is not lost.
• Ask the students to alter the text by making
  specific areas of language incorrect. (e.g.
  punctuation)
• Ask the students to save the altered text on the
  hard disk with a different file name. Have them
  change places with another group of students and
  correct as much as possible.
• Have the students return to their own computer to
  check the corrected versionof their text. If
  there are any mistakes, have them print the text,
  and give it to the correcting group of students
  to check again.
• Have the students decide on a method for showing
  the group where the mistakes are.

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References (1)

• Angell, David Heslop, Brent. (1993). The
  elements of e-mail style Communicate effectively
  via electronic mail, Addison-Wesley Publishing
  Company.
• Felix, Uschi. (1999). Virtual language learning
  Finding the gems amongst the pebbles, Language
  Australia The National Languages and Literacy
  Institute of Australia Ltd.
• Fitzgerald, Sue. (1997). Correct my work,
  please, in New ways of using computers in
  language teaching edited by Tim Boswood, TESOL,
  Inc. 11-12.
• Freiermuth, Mark R. (1997). Using the Internet to
  promote writing in an international English
  composition class, in CALL Basics and beyond
  edited by Paul Lewis Tadashi Shiozawa, JALT
  CALL N-SIG, 89-96.

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References (2)

• Hawisher, Gail E. LeBlanc, Paul. (eds.).
  (1992). Re-imagining computers and composition
  Teaching and research in the virtual age.
  Boynton/Cook Publishers, Inc.
• Hyland, Ken. (1993). ESL computer writers What
  can we do to help? System, 21(1), 21-30.
• Huntley, Helen. (1997). Composing and editing
  word-processing mastery, in New ways of using
  computers in language teaching edited by Tim
  Boswood, TESOL, Inc. 5-6.
• Jones, Christopher Fortescue, Sue. (1987).
  Using computers in the language classroom,
  Longman, 48-62.

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References (3)

• Kluge, David et al. (eds). (1994). The
  proceedings of the national conference on
  computers and composition 1993, JALT CALL N-SIG
  JALT Nagoya Chapter.
• McGarrell, Hedy M. (1998). The computer in
  English as a subsequent language writing Roles
  relationships, in Teachers, Learners, and
  Computers Exploring relationships in CALL edited
  by Paul Lewis, JALT CALL N-SIG, 137-146.
• Pennington, Martha C. (1999). The missing link in
  computer-assisted writing, in CALL Media, design
  aplications edited by Keith Cameron, Swets
  Zeitlinger, 271-292.

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References (4)

• Phinney, Marianne. (1996). Exploring the virtual
  world Computers in the second language writing
  classroom, in The power of CALL edited by Martha
  C. Pennington, Athelstan, 137-152.
• Phinney, Marianne. (1989). Computers,
  composition, and second language teaching, in
  Teaching languages with computers edited by
  Martha C. Pennington, Athelstan, 81-96.
• Susser et al. (1992). Computers and EFL writing
  Basic principles and student reactions, Sogo
  Bunka Kenkyujo Kiyo, Doshisha Womens College,
  27-48.

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References (5)

• Toff, Mika Curran, Beverley. (1998).
  Interactive writing Integrating computer skills
  into a process writing syllabus, in Teachers,
  learners, and computers Exploring relationships
  in CALL edited by Paul Lewis, JALT CALL N-SIG,
  51-60.
• Warschauer, Mark. (ed.). (1995). Virtual
  connections, Second Language Teaching
  Curriculum Center, University of Hawaii at Manoa.
  
• Windeatt, Scott. (1987). The use of
  word-processors in language teaching, in Computer
  assisted language learning and innovative EFL
  methodology edited by Lienhard Legenhausen
  Dieter Wolff, Universitat Augsburg, 145-163.

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Useful Journals

• ON-CALL (The Australian Journal of Computers and
  Language Education) (1986-1998)
• CALL (Computer Assisted Language Learning) - An
  International Journal
• CALICO (Computer Assisted Language Instruction
  Consortium) Journal
• Learning and Leading with Technology (Formerly
  the Computing Teacher)

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Useful Online Resources

• CALL-EJ Online (http//www.lerc.ritsumei.ac.jp/cal
  lej/index.html)
• Language Learning and Technology Journal
  (http//polyglot.cal.msu.edu/llt/)
• The Internet TESL Journal (http//www.aitech.ac.jp
  /iteslj/)
• Journal of Computer-Mediated Communication
  (http//www.ascusc.org/jcmc/)

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For further info., contact

• Prof. Kazunori Nozawa
• Faculty of Economics
• Ritsumeikan University
• 1-1-1 Nojihigashi, Kusatsu, Shiga 525-8577
• Phone [phone] (Dial-in)
• E-mail nozawa_at_ec.ritsumei.ac.jp
• http//www.ritsumei.ac.jp/ec/nozawa/index.html