Integrating ICT Into Collaborative Writing : Are We Ready Yet?

Abstract

This paper is based on my dissertation (Nguyen, 2019) which was supported by Edith Cowan University, Australia. I would like to express my sincere thanks to my supervisors, Dr. Jeremy Pagram and Dr. Alistair Campbell for their great guidance and support.

Gamified Learning: Are Vietnamese EFL Learners Ready Yet?

“…This study shows that students in the context of this study were technologically well-prepared for the application of gamification. This finding resonates Nguyen's [5], which indicates high availability of internet and smart devices for Vietnamese university students, who also possess good competence in computer and webbrowsing skills. Secondly, gamified learning via online games has been applied frequently both within and beyond classrooms with higher frequency for the former.…”

“…In Vietnam, English teaching methods have sometimes been reported as a major demotivating factor for learners [4]. The strong encouragement of the Vietnamese government for the use of information technology (ICT) in education [5] should be favorable for teachers to transform the perceived "tedious" traditional classroom practices. Counterintuitively, no research attention directed at the topic of gamification in Vietnamese ELT to date.…”

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“…This concept of collaborative learning has been adopted in various L2 writing classrooms and has contributed to the students' L2 language development (e.g., Shehadeh, 2011;Storch, 2019;Zhang, 2019). Other recent published studies also have witnessed the successful application of such approach in technology writing classrooms (e.g., Andrew, 2019;Ferdiansyah, 2018;Hynninen, 2018;McDonough & Vleeschauwer, 2019;Nguyen, 2020).…”

“…Unless anchored in the L2 acquisition theory, the learning of language integrating technologies will be less effective (González-Lloret, 2017b;González-Lloret & Ortega, 2014;Ziegler, 2016). Additionally, due to the nature of L2 writing and the classroom complexities of present study, big-size and mixed-ability students, it would also yield greater potentials to employ the Collaborative Writing (CW) approach, a joint authorship of text throughout the stages of writing that results in the joint responsibility and possession of the text among the learners (Nguyen, 2020;Storch, 2019). Secondly, the majority of the abovementioned studies drew on computer and Web-based software and available storybooks with a dearth of studies using a smartphone and its apps necessary for orchestrating the DST.…”

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“…Unless anchored in the L2 acquisition theory, the learning of language integrating technologies will be less effective (González-Lloret, 2017b;González-Lloret & Ortega, 2014;Ziegler, 2016). Additionally, due to the nature of L2 writing and the classroom complexities of present study, big-size and mixed-ability students, it would also yield greater potentials to employ the Collaborative Writing (CW) approach, a joint authorship of text throughout the stages of writing that results in the joint responsibility and possession of the text among the learners (Nguyen, 2020;Storch, 2019). Secondly, the majority of the abovementioned studies drew on computer and Web-based software and available storybooks with a dearth of studies using a smartphone and its apps necessary for orchestrating the DST.…”