Investigating the Role of Identity in Writing Using Electronic Bulletin Boards

Spiliotopoulos, Valia; Carey, Stephen

doi:10.3138/cmlr.62.1.87

Cited by 16 publications

(6 citation statements)

References 12 publications

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“…Net‐savvy students understand that an argument made without reference to supporting evidence is not as persuasive as an argument made with such evidence (Lenhart et al . 2008; Spiliotopoulos and Carey 2005 4 ). They learn this lesson brutally quickly when they engage in their first online fight.…”

Section: How Students Learn To Writementioning

confidence: 99%

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Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Moody

Bobic

2011

Politics & Policy

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Today's entering college students have the advantage of a lifetime of computer use. Education scholars and professionals claim that such exposure makes these students the most prepared ever to enter college. It cannot be argued that the advent of the Web, and Web 2.0 has placed at students' fingertips great works of literature, art, and science. It also cannot be argued that despite all this opportunity, students enter college writing with less precision than at any time in the last century. The two facts are reconcilable because (1) students map the world of technology differently than we do; and (2) they live in a digital culture different from our own. Until we understand that our perception of computers and technology is vastly different from our students, we cannot understand why they do what they do, and they will never understand what we want of them. This article argues that unless we change our pedagogy of technology, students and faculty will continue to be frustrated at poor performance, plagiarism, and misunderstandings about what each expects of the other. Los estudiantes que entran a la universidad en el siglo XXI tienen una ventaja sobre sus colegas de hace una década porque tienen toda una vida usando el computador. Académicos y profesionales afirman que dicha exposición convierte a estos estudiantes en los mejor preparados para entrar a la universidad. No puede ser negado que la llegada del internet y de la web 2.0 ha colocado al alcance de los estudiantes grandes obras de literatura, arte y ciencia. Tampoco puede ser negado que, a pesar de todas estas oportunidades, los estudiantes entran a la universidad escribiendo con menor precisión que cualquier otro momento en el último siglo. Ambos hechos son compatibles porque: (1) los estudiantes interpretan el mundo de la tecnología de forma diferente a nosotros, y (2) ellos viven en una cultura digital diferente a la nuestra. Hasta que comprendamos que nuestra percepción de las computadoras y la tecnología es diferente a la de nuestros estudiantes, no comprenderemos porque hacen lo que hacen, y ellos nunca comprenderán lo que queremos de ellos. Este artículo sugiere que, a menos que cambiemos nuestra pedagogía de la tecnología, estudiantes y profesores continuarán frustrados por el bajo rendimiento, plagio y malentendidos acerca de lo que cada uno espera del otro.

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Section: How Students Learn To Writementioning

confidence: 99%

“…4 4 Spiliotopoulos and Carey (2005) do not address this point directly; but as one reads the interaction between students, one can clearly see the learning curve in action. …”

mentioning

confidence: 99%

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Moody

Bobic

2011

Politics & Policy

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“…For instance, computer assisted language learning (CALL) researchers have emphasized how technology can enhance language learning and language proficiency compared to the traditional, face-to-face approach . Other researchers have looked at how L2 learners regulate and maintain identity in an online setting (Spiliotopoulos & Carey, 2005;White, 2007), the relationship between intercultural competence and pragmatic development (Zeiss & Isabelli-Garcia, 2005), and how multimedia tools aid language learning (Grgurović, Chapelle, & Shelley, 2013). However, it has also been noted that the nature and sorts of technology used in language learning research is rather restricted and somewhat standard and conventional compared to other disciplines (Howard, & Scott, 2017;Winke & Goetler, 2008;Zhang, 2010).…”

Section: Introductionmentioning

confidence: 99%

Technology and Language – What Works and What Does Not : A Meta-analysis of Blended Learning Research

Mahmud¹

2018

The Journal of AsiaTEFL

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This meta-analysis examines the effectiveness of technology employed in language-related blendedlearning research by summarizing the outcomes of the measured dependent variables of 59 samples. The effect sizes yielded from the samples were acquired by applying Cohen's (1988; d formula. The estimation was done using the standardized mean difference score, divided by the standard deviation pooled across the treatment and control groups. The findings denote that there is an overall effectiveness to blended-learning; however, the disparity of the effect sizes found implies that the effectiveness is contingent and reliant to the context and how technology is applied. There were also instances of negative effect sizes, suggesting hidden factors that adversely altered the outcomes of the technological intervention. The review also discovered that there is a pattern for performance to be used predominantly as the dependent variable in assessing the effectiveness of the technology. Nevertheless, this should not limit the use of performance as the only measure. Other dependent variables, such as motivation and attitudes, warrant consideration as indicators for measuring the efficacy of a blended-learning intervention.

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“…E-mailing makes communication possible within and across geographic boundaries and cultures and is a useful pedagogical tool in language instruction for many reasons. It provides a supportive environment for language learners (Li, 2000;Loukia, 2003;Sabieh, 2002;Salaberry, 2001;Spiliotopoulos and Carey, 2005;Warschauer, 1997), offers more frequent interactions between teacher and students (Bloch, 2002), increases the amount of time language learners spend in both reading and composing in a foreign language (Black, 2005;Chaffee-Sorace, 1999;Lam, 2000;Levy, 1997;Sabieh, 2002), provides learners with increased control over topics and the direction of the discussion (Gonglewski et al, 2001;Wesche and Paribakht, 1996); and alleviates the pressure of immediate demand for production (Levy, 1997;Loukia, 2003;Ma, 2006;Salaberry, 2001;Warschauer and Healey, 1998).…”

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confidence: 99%

“My heart want to say something”: exploring ELL vocabulary use through e‐mail

Hwang

Piazza

Pierce

et al. 2011

Multicultural Education &Amp; Technology Journal

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Purpose -The purpose of this paper is to report on one high school English-language-learner's (ELL) breadth and depth of vocabulary as he communicated with his teacher through e-mail across geographic boundaries for over 18 months. Design/methodology/approach -The authors began by separating 358 e-mails into three time periods (first beginning, second middle, and third end) to calculate breadth using lexical density (type-token ratios). Then, we sampled e-mails based on personal and impersonal topics within these time periods and linguistically analyzed them for lexical cohesion, semantic usage, and derivational morphology. Interviews with participants before and after the analysis served as member checks. Findings -The quantitative results showed a steady improvement in the breadth of the student's vocabulary over time. Qualitative analyses revealed four major uses of vocabulary within the context of e-mail and the teacher-student relationship. Practical implications -Given our findings, we offer educators insights into ELL strategies and vocabulary assessment, not only with e-mail but in all written communication. Social implications -A social writing tool like e-mail can be useful for learning English in a safe, non-threatening environment. Moreover, a trusting social relationship between communicators that develops over time can expedite the language learning process. Originality/value -Very few studies have looked at the strategic ways ELL students use vocabulary to learn English through e-mailing.

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Investigating the Role of Identity in Writing Using Electronic Bulletin Boards

Cited by 16 publications

References 12 publications

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition

Technology and Language – What Works and What Does Not : A Meta-analysis of Blended Learning Research

“My heart want to say something”: exploring ELL vocabulary use through e‐mail

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