Application of online annotations to develop a web-based Error Correction Practice System for English writing instruction

Yeh, Shiou-Wen; Lo, Jia Jiunn; Chu, Ho Ming

doi:10.1016/j.system.2014.09.015

Cited by 9 publications

(7 citation statements)

References 43 publications

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“…For example, Golonka et al [3] suggested that electronic gloss or annotation is an individual study tool. However, in the study by Yeh et al [91], learners used this tool not only for individual purpose, but for collaborative work as well. That is, learners annotated the same part of text, interacted with and learned from others within the same text context [91].…”

Section: Discussionmentioning

confidence: 99%

“…Multimedia annotations are generally integrated into a software program and learners can choose the form of various lexical annotations provided by the software, such as text, audio, pictures and video animations, to annotate the target content [90]. The online annotation system also allows a group of readers to take notes on the same part of text, and provides readers with the opportunity to interact and learn from others within the same text context [91].…”

Section: Electronic Gloss or Annotationmentioning

confidence: 99%

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Review of Studies on Technology-Enhanced Language Learning and Teaching

2020

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In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

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Section: Discussionmentioning

confidence: 99%

Section: Electronic Gloss or Annotationmentioning

confidence: 99%

Review of Studies on Technology-Enhanced Language Learning and Teaching

2020

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“…The impact on writing learning of web-based instruction is highlighted in literature (Fernando, 2018;Ferriman, 2013;Mizumoto et al, 2017;Yeh et al, 2014), because web systems create a context that exceeds the physical limits of the classroom, therefore, the students manage their own time, space, and interaction. They also enable guidance in the learning process, offering the possibility of hosting multimedia resources; that is, different communication channels are combined (auditory, visual).…”

Section: Web-based Writing Instruction In L1 and L2mentioning

confidence: 99%

Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

2021

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Aim/Purpose: Quality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of information and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a didactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides the construction of argumentative texts in a shared didactic space in the native language (L1) and in the first foreign language (L2). Background: Although the use of information and communication technologies (ICTs) in educational contexts stands out as an index of quality, some studies indicate that these technologies, by themselves, do not produce changes in learning. The possibility that ICTs can contribute to a university-quality education is by providing measures that allow verification of the effects on the real improvement of the learning of communication competences of students and, especially, in the learning of written communication for the purpose of scientific dissemination. In order to do so, this research is based on the Metasociocognitive Written Composition (MWC) model that explains university writing as a complex process in which, metacognitively, cognitive-linguistic competences and socio-cultural experiences interact with motivational factors to achieve outreach objectives within a disciplinary field. This interaction always takes place by applying a specific textual genre. Methodology: For this research, a mixed quasi-experimental research design was proposed, with a control and an experimental group with 50 university students in each group. This design included two repeated measures (pre-test, post-test) for three dependent variables: (i) metacognition of writing; (ii) self-efficacy of argumentative writing; and (iii) structuring of the argumentative essay, in both L1 and L2. Validated instruments were selected and the correlations between the variables described both before and after the application of the ECM, in L1 and L2, as well as their correlations with the didactic-technological procedures integrated in the ECM: written activities, their extension, languages used, Lesson and Forums. Contribution: This article analyses the didactic-technological procedures that may be influencing the improvement in the learning of argumentative writing, both in L1 and L2, with validity and reliability. This enables the establishment of technological strategies for teaching shared in L1 and L2, both real and contrasted. Findings: It can be stated that the ECM creates a shared didactic-technological space in different languages, producing similar effects in L1 and L2, both on writing metacognition and on self-efficacy and argumentative structuring. The ECM enhances the association of writing metacognition with argumentative self-efficacy in L1 and L2. However, these dimensions are not associated with the structuring of argumentative essays, either in L1 or in L2. Furthermore, it is verified that the described variables are associated with the didactic-technological procedures integrated in the ECM in the following ways: (i) the procedure to promote writing metacognition (through the Lesson tool) is associated with argumentative structuring in L2; (ii) the extent of writing activities is associated, only, with argumentative self-efficacy in L1; and (iii) participation in the Forums presents a very low association with all the variables measured. Recommendations for Practitioners: The present study promotes the application of the ECM by introducing changes in the procedures to improve its effectiveness in argumentative writing learning of a scientific nature, in L1 and L2. In this sense, it is proposed: (i) to adapt and implement the genre-based writing instructions methodology to the technological context; (ii) incorporate more collaborative technologies in the construction of the text; and (iii) reduce the number of forums and replace the extensive activities with micro activities. Recommendation for Researchers: Present the ECM in an open mode that allows access to international students and, thus, to be able to validate the instruments in different languages, checking its effects with a diversity of groups. Impact on Society: The results of this research show that it is possible to promote the learning of argumentative writing in L1 and L2 from the first year of university, sharing didactic-technological learning spaces. The potential of ICT to help students manage and acquire better scientific writing skills in different languages and its positive results to meet the needs of students, both in L1 and L2, is especially demonstrated. In short, the procedures, resources, applications, and tools integrated in a didactic process are described, demonstrating their effectiveness, for the development of communicative competences of scientific dissemination. Undoubtedly, this contributes to a quality higher education, so demanded internationally, for the creation of a culture of peace and cooperation that enables sustainable global development. Future Research: Another line of research that is being developed in the future is the adaptation of ECM to the teaching of other genres and educational levels, as well as for the integration of people with functional diversity and immigrants.

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“…With the rapid advance of educational technologies and the widespread application of CMC (computer-mediated communication) in language education, peer feedback via CMC modes has become an alternative to face-to-face peer feedback (Hyland & Hyland 2006; Guardado & Shi 2007; Ho & Savignon 2007; Ware & O'Dowd 2008; Ma 2010, 2012; Chen 2012; Goldin, Ashley & Schunn 2012; Chan 2013; Yeh, Lo & Chu 2014). CMC tools like word processors, chat rooms, wikis, blogs, emails, WebCT, Moodle, and Blackboard are widely used in the teaching and learning of L2 writing, allowing students to reflect on and give each other feedback outside the classroom (AbuSeileek 2006; Ciftci & Kocoglu 2012; Wu et al 2015).…”

Section: Critical Interpretation Of Existing Peer Feedback Researchmentioning

confidence: 99%

Peer feedback in second language writing (2005–2014)

Lee

2016

Lang. Teach.

157

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This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.

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Application of online annotations to develop a web-based Error Correction Practice System for English writing instruction

Cited by 9 publications

References 43 publications

Review of Studies on Technology-Enhanced Language Learning and Teaching

Review of Studies on Technology-Enhanced Language Learning and Teaching

Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

Peer feedback in second language writing (2005–2014)

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