Planning and production in computer-mediated communication (CMC) writing

Adams, Rebecca; Amani, Sara; Newton, Jonathan; Alwi, Nik Aloesnita Nik Mohd

doi:10.1075/tblt.7.06ada

Cited by 9 publications

(7 citation statements)

References 47 publications

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“…Additionally, our results as shown by the participants above also lend support to findings from previous studies, which focused on the functions of guided planning regardless of differences in writing contexts or environments (e.g. paper-and-pen writing or computer-aided writing; L1 writing or L2 writing) (Adams et al 2014;Amani 2014;Ellis and Yuan 2004;Ong and Zhang 2013).…”

Section: Discussionsupporting

confidence: 76%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Discussionsupporting

confidence: 76%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…It meant that there was a signifi cant eff ect of the hybrid TBLT approach on writing performance. Th is fi nding is supported by previous literature (Adams, Amani, Newton & Alwi, 2014) exploring the eff ect of the use of hybrid TBLT on writing skills. Th eir studies also found that a hybrid TBLT approach was eff ective for enhancing writing performance.…”

Section: Discussionsupporting

confidence: 76%

The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia

Tusino¹,

Faridi²,

Saleh³

et al. 2020

tner

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Th is study aims to describe the eff ect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. Th is study employed experimental research with a factorial design. Th e participants were Indonesian undergraduate learners majoring in an English program. Th e instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. Th e results of the study showed that hybridtask-based language teaching was eff ective for improving EFL learners' writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking aft er being taught by hybrid task-based language teaching. Th e results indicate that hybrid task-based language teaching and critical thinking have a signifi cant eff ect on EFL writing performance.

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“…Online TBLT refers to giving tasks to the language learners through a Google Classroom tool. A number of studies report that internet-based TBLT enhances language achievement especially for writing skills (Adams, Amani, Newton, & Alwi, 2014;Oskoz & Elola, 2014). In this study, online TBLT focuses on a strategy of teaching writing in terms of online task delivery assisted with Google Classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%