Exploring the potential of word processing for non-native writers

Pennington, Martha C.

doi:10.1007/bf01830068

Cited by 17 publications

(9 citation statements)

References 32 publications

(41 reference statements)

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“…Besides exposing students to the use of web-based writing instructional programs, the Internet and the World Wide Web may change students' attitudes towards language and this may help them write coherent compositions. Pennington (1993), Sullivan and Pratt (1996), and Braine (1997) found that the writing skills of EFL students who used a computer-mediated networked environment and web-based materials improved significantly. Therefore, using a web-based writing program is a strategy that may help students write effectively in a communicative sense.…”

Section: Introductionmentioning

confidence: 99%

The effect of a web-based writing instructional EFL program on enhancing the performance of Jordanian secondary students

Al-Haq¹,

Al-Sobh²

2010

JALTCALL

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The purpose of this study was to determine the effectiveness of a web-based writing instructional EFL program (WbWIP) on Jordanian secondary students' performance. The participants of the study were 122 seventeen-year old students in the eleventh scientific grade studying in four secondary comprehensive schools, two male schools and two female ones that belong to Irbid Second Directorate of Education. In order to achieve the objectives of the study the researchers used a pre-post achievement test. The experiment lasted for two months (16 normal classes).The results of the study revealed statistically significant differences at (α = 0.05) in the students' mean scores of the overall English writing achievement post-test in favor of the experimental group. The results also revealed that there were statistically significant differences at (α = 0.05) due to gender in favor of the female students compared with males. The results further revealed that there was a significant difference at (α = 0.05) among the mean scores of the students' achievement post-test for the discoursal component "content" in favor of the experimental group.

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Section: Introductionmentioning

confidence: 99%

The effect of a web-based writing instructional EFL program on enhancing the performance of Jordanian secondary students

Al-Haq¹,

Al-Sobh²

2010

JALTCALL

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“…Similar findings were reported in English-as-a-foreign language (EFL) settings. Pennington (1993), Sullivan and Pratt (19961, Braine (1997) and Liou (1997) found that the writing skills of EFL students who used word processing, a computer-mediated networked environment, and Webbased materials improved significantly.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Web‐Based Learning on Struggling EFL College Writers

Al-Jarf

2004

Foreign Language Annals

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This study aimed at finding out whether there were significant differences in achievement between English‐as‐a‐foreign‐language (EFL) freshman students exposed to traditional in‐class writing instruction depending on the textbook only, and those exposed to a combination of traditional in‐class instruction and Web‐based instruction in writing. All students were pretested before instruction and studied the same writing textbook for 12 weeks. In addition, the experimental group of students received online instruction in which they posted their own threads, short paragraphs, stories, or poems on a discussion board. They located information related to themes covered in the book from Internet sites such as “Yahoo! Movies” and “WebMD.” They word processed their paragraphs and checked their own spelling using Microsoft Word. At the end of the treatment, both groups were posttested. Results of the paired and independent t tests and Analysis of Covariance are reported.

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“…Of the small number of studies that have been done on grammar-checkers with EFL learners, all, unfortunately, use programs that do not have an adequate technical base (Brock, 1990a(Brock, , 1990bLevy & Garton, 1994;Liou, 1992;Pennington, 1992aPennington, , 1992bPennington, , 1993aPennington, , 1993bPennington, , 1996Pennington & Brock, 1992). The only substantial work is a series of observations (Pennington & Brock, 1992) and (Pennington, 1992a(Pennington, , 1992b(Pennington, , 1993a, based on a very small-scale investigation using CRITIQUE (Jensen et al, 1983;Jensen et al, 1986;Jensen, Heidorn & Richardson, 1993;Heidorn et al, 1983).…”

Section: Grammar-checkers and Pedagogy/learningmentioning

confidence: 98%

The Evolution of a Grammar-Checking Program: LINGER to ISCA

Bolt¹,

Yazdani²

1998

Computer Assisted Language Learning

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We present and consider the experience, results and prognoses for the development and implementation of grammar-checking programs that can advise effectively on the language produced by learners of English as a foreign language. In particular, we report on the work which has been ongoing at Exeter over the last ten years and, specifically, on two programs, Language Independent Grammatical Error Reporter (LINGER) and Interactive Sentence Constructor and Analyser (ISCA). The work that has been undertaken is considered in relation to the purpose of the software, the necessary representational architecture, and the resulting performance on a range of problematical sentences. In addition, key design features are considered in relation to those of comparable commercial and non-commercial programs, providing an update report on available software. It is concluded that while progress can be charted over this period, with improvements in the design which is reflected in better performance, this performance itself brings with it further issues relating to what we term 'syntext' and with which difficulties remain. These include: the notion of grammar (as opposed to syntax), and the range of problems found in many student texts. In addition, we consider pedagogical possibilities for a more fully developed ISCA. We conclude that for certain learners and in the right pedagogical context a focus on sentence level organisation can be of value. Finally, we outline an Internet/Intranet-based project which offers the opportunity of setting an ISCA type facility in a learning context.

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Exploring the potential of word processing for non-native writers

Cited by 17 publications

References 32 publications

The effect of a web-based writing instructional EFL program on enhancing the performance of Jordanian secondary students

The effect of a web-based writing instructional EFL program on enhancing the performance of Jordanian secondary students

The Effects of Web‐Based Learning on Struggling EFL College Writers

The Evolution of a Grammar-Checking Program: LINGER to ISCA

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