Use of Computers in the Teaching of ESL Writing: Effectiveness of Text Analysis and Word Processing Pennington, Martha C. Brock, Mark N.
dc.contributor.department University of Hawaii at Manoa. Department of English as a Second Language. 2015-12-15T00:53:57Z 2015-12-15T00:53:57Z 1989
dc.description.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.
dc.format.digitalorigin reformatted digital
dc.format.extent 29 pages
dc.language eng
dc.relation.ispartof University of Hawai'i Working Papers in English as a Second Language 8(1)
dc.title Use of Computers in the Teaching of ESL Writing: Effectiveness of Text Analysis and Word Processing
dc.type Working Paper
dc.type.dcmi Text
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