Computer-mediated communication and the linking of students, text, and author on an ESL writing course listserv

Hirvela, Alan

doi:10.1016/j.compcom.2006.12.004

Cited by 14 publications

(12 citation statements)

References 24 publications

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“…Though the students were grateful for this opportunity, and some of them entered into a meaningful dialogue with him, the group as a whole did not participate or write as much as had been hoped. Hirvela (2007:53) concludes that this study thus ‘complicates rather than clarifies our understanding of the use of computers in composition instruction’.…”

Section: Extending Approaches and Methodologiesmentioning

confidence: 90%

“…Gombocz (2001) describes how email is used to circulate questions prior to a session to students at remote locations on a distance programme. Hirvela (2007) takes this further, using asynchronous computer-mediated communication to enable his ESL learners to correspond with the author of the novel they were reading. Though the students were grateful for this opportunity, and some of them entered into a meaningful dialogue with him, the group as a whole did not participate or write as much as had been hoped.…”

Section: Extending Approaches and Methodologiesmentioning

confidence: 99%

Section: Literature and Technology 48mentioning

confidence: 99%

See 2 more Smart Citations

The role of literature in instructed foreign language learning and teaching: An evidence-based survey

Paran¹

2008

Lang. Teach.

176

153

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The resurgence in the use of literature in language teaching has been accompanied by an increasing number of research articles in this area. Research (in a number of second languages) has looked at the type of interactions and the type of language that arise from classroom discussions about literature, as well as at the views of teachers and learners. Importantly, the reactions that learners have to incorporating literature in their language lessons are linked to the type of approach and type of task that are used in the classroom. The paper surveys the existing research, as well as evidence from practitioners about approaches that are used and the range of works and authors that are taught.

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Section: Extending Approaches and Methodologiesmentioning

confidence: 90%

Section: Extending Approaches and Methodologiesmentioning

confidence: 99%

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The role of literature in instructed foreign language learning and teaching: An evidence-based survey

Paran¹

2008

Lang. Teach.

176

153

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show abstract

“…According to Zimmerman (2001), autonomous (or self-regulated) learners are behaviorally, motivationally, and meta-cognitively active in accomplishing their academic and learning goals. Furthermore, they are guided by task-specific learning goals and attempt to monitor their progress: such individuals are self-motivated and capable of learning even in the midst of abnormal levels of distraction (Hirvela, 2007). Likewise, Boyd (2008) asserts that autonomous learners are adaptive and capable of controlling the key aspects of their behavior, cognition, and environment that are related to their learning goals.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…In contrast, Braine (1997Braine ( , 2001 noted that CMC did not significantly enhance composition skills or learning. Regarding the perception of undergraduates toward CMC, Hirvela (2007) and Boyd (2008) found a mixture of both fulfillment and disillusion among students.…”

Section: Introductionmentioning

confidence: 96%

The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

Fadda¹

2019

ELT

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Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.

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Mediated Learning of the Writing Skill via Zoom by EFL Students

Huong¹

2023

Redefining Virtual Teaching Learning Pedagogy

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Computer-mediated communication and the linking of students, text, and author on an ESL writing course listserv

Cited by 14 publications

References 24 publications

The role of literature in instructed foreign language learning and teaching: An evidence-based survey

The role of literature in instructed foreign language learning and teaching: An evidence-based survey

The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

Mediated Learning of the Writing Skill via Zoom by EFL Students

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