ScholarSpace will be down for maintenance on Thursday (8/16) at 8am HST (6pm UTC)
Please use this identifier to cite or link to this item:
Use of Computers in the Teaching of ESL Writing: Effectiveness of Text Analysis and Word Processing
|Title:||Use of Computers in the Teaching of ESL Writing: Effectiveness of Text Analysis and Word Processing|
|Authors:||Pennington, Martha C.|
Brock, Mark N.
|Abstract:||This paper offers an assessment of the utility and effectiveness of text analysis and word processing in ESL composition. It includes a review of previous findings and a discussion of an investigation conducted by the authors on computer-assisted composition tutorials involving four non-native university students. In the investigation, two of the students revised their compositions based on surfaceoriented feedback from a text analysis program reinforced by a tutor, and the other two revised according to an approach combining word processing and processoriented input from the same tutor. The students using the text analysis program and receiving exclusively surface-oriented feedback produced a higher proportion of short sentences, shorter drafts, and fewer meaningful revisions than the students receiving process-oriented feedback. The findings of this and other investigations are reviewed in a context which addresses the nature of ESL writing and of these two different computer-assisted media. Focusing on questions of purpose, suitability, potential outcomes, and term of results, the authors conclude that use of word processing seems justified as a medium for enhancing the creative revision process of ESL students, while use of text analysis with this same population of students is less obviously justified.|
|Appears in Collections:||Working Papers|
Please email email@example.com if you need this content in an ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.