Investigating the classroom applications of computers on EFL courses at Higher Education Institutions in UK

Jarvis, Huw

doi:10.1016/j.jeap.2003.08.002

Cited by 25 publications

(9 citation statements)

References 12 publications

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“…The web has been chosen as a medium of instruction in the learning programme run by the project because of advantages such as time flexibility, ability to facilitate student-centred learning, flexible access to materials, reinforced learning, privacy, ability to repeat tasks, and wealth of information (Felix, 2001). Several studies (Chen et al, 2004;Jarvis, 2001Jarvis, , 2004Nesi, 1998;Stapleton, 2003) have reported on the advantages of teaching and learning EAP courses in a web-mediated environment. More institutions, however, seem to use the web as a wealth of resources rather than authoring their own materials in the environment.…”

Section: Introductionmentioning

confidence: 99%

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Can it be as effective? Distance versus blended learning in a web-based EAP programme

Harker¹,

Koutsantoni²

2005

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This paper discusses the effectiveness of a web-based learning programme of English for Academic Purposes (EAP) for British students from ethnic minority backgrounds. Original web-based materials for English for Academic Purposes (EAP) were developed and 43 student volunteers participated in two different modes of learning during the 9-week long programme: through blended learning and at a distance. The study attempts to investigate which mode of delivery is more effective in terms of student retention, achievement levels and satisfaction with the programme. The study found that the blended learning mode was much more effective in student retention in this non-credit bearing programme, whilst students’ achievement levels were similar in both groups. In addition, formative and summative feedback from the students suggests that most students in both groups were satisfied with this web-based EAP programme.

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Section: Introductionmentioning

confidence: 99%

“…More institutions, however, seem to use the web as a wealth of resources rather than authoring their own materials in the environment. Jarvis (2004) reports that only three British higher education institutions maintained that they had authored their own computer-mediated EAP materials.…”

Section: Introductionmentioning

confidence: 99%

Can it be as effective? Distance versus blended learning in a web-based EAP programme

Harker¹,

Koutsantoni²

2005

ReCALL

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“…35 Il est important également de rappeler que les participants à cette expérience ne sont pas des spécialistes de langue, n'ont pas une motivation particulière pour ce domaine, et ont un niveau relativement faible en anglais. Pour des publics de ce type, toute étude formelle peut être perçue comme « ennuyeuse » (Loewen et al 2009 : 101), tandis que toute approche nouvelle peut augmenter la motivation, même si celle-ci risque de disparaître rapidement (en particulier, le simple fait de travailler sur ordinateur ne garantit en rien une motivation à long terme, Jarvis [2004]). Les étudiants ne trouveront la motivation de continuer que s'ils estiment l'approche intéressante et efficace, c'est-à-dire s'ils découvrent facilement les réponses aux questions qu'ils se posent.…”

Section: Discussionunclassified

Corpus et autocorrection pour l’apprentissage des langues

Landuré¹,

Boulton²

2010

asp

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“…A number of recent studies have highlighted the usefulness of corpora and concordancers as tools to facilitate second language learning, particularly its impact on vocabulary acquisition and improved writing skills (Chambers, Conacher & Littlemore 2004;Chen 2004;Chen & Baker 2010;Jarvis 2004;Johansson 2009;Kennedy & Miceli 2010;Yoon 2008;Yoon & Hirvela 2004). As explained by Boulton (2009a: 83), DDL "can sensitise learners to issues of frequency and typicality, register and text type, discourse and style, as well as the fuzzy nature of language itself.…”

Section: Data-driven Learning (Ddl)mentioning

confidence: 99%

How EFL students can use Google to correct their “untreatable” written errors

Geiller

2014

eurocall

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This paper presents the findings of an experiment in which a group of 17 French postsecondary EFL learners used Google to self-correct several "untreatable" written errors. Whether or not error correction leads to improved writing has been much debated, some researchers dismissing it is as useless and others arguing that error feedback leads to more grammatical accuracy. In her response to Truscott (1996), Ferris (1999 explains that it would be unreasonable to abolish correction given the present state of knowledge, and that further research needed to focus on which types of errors were more amenable to which types of error correction. In her attempt to respond more effectively to her students' errors, she made the distinction between "treatable" and "untreatable" ones: the former occur in "a patterned, rule-governed way" and include problems with verb tense or form, subject-verb agreement, run-ons, noun endings, articles, pronouns, while the latter include a variety of lexical errors, problems with word order and sentence structure, including missing and unnecessary words.Substantial research on the use of search engines as a tool for L2 learners has been carried out suggesting that the web plays an important role in fostering language awareness and learner autonomy (e.g. Shei 2008a(e.g. Shei , 2008bConroy 2010). According to Bathia and Richie (2009: 547), "the application of Google for language learning has just begun to be tapped." Within the framework of this study it was assumed that the students, conversant with digital technologies and using Google and the web on a regular basis, could use various search options and the search results to self-correct their errors instead of relying on their teacher to provide direct feedback.After receiving some in-class training on how to formulate Google queries, the students were asked to use a customized Google search engine limiting searches to 28 information websites to correct up to ten "untreatable" errors occurring in two essays completed in class. The findings indicate that a majority of students successfully use material from the various snippets of texts appearing on the Google results pages to improve their writing.

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Investigating the classroom applications of computers on EFL courses at Higher Education Institutions in UK

Cited by 25 publications

References 12 publications

Can it be as effective? Distance versus blended learning in a web-based EAP programme

Can it be as effective? Distance versus blended learning in a web-based EAP programme

Corpus et autocorrection pour l’apprentissage des langues

How EFL students can use Google to correct their “untreatable” written errors

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