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The Effect of Learner Training on the Use of Digital Tools to Support…
The Effect of Learner Training on the Use of Digital Tools to Support English
Writing Skills :red_flag:
Computer-Assisted Language Learning (CALL) training
Two types of courses
English for Academic Purposes (EAP-1)
English for Academic Purposes (EAP-2)
Research design
Pre- and post-training interviews
Free writing
A survey about digital practices and the training sessions
The objects of the training program
Grammar
Synonyms
Thesaurus
Spell check
Translation
Text to-speech
Pedagogical Training:
• Experience CALL yourself
• Give learners teacher training
• Use a cyclic approach
• Use collaborative debriefings
• Teach general exploitation strategies
Research Findings
The most common devices: were a computer at home and personal smartphones
E-book readers and tablets were the least common devices
Spending an average total of 4.3 hours a day online
Problem in using the application:
insufficient familiarity with MS Word
not use all of its features
Qualitative findings
The Dictionary function was more reliable
MS Word offers several tools
Users can check the meaning of their writing
Site: language college in New Zealand
Aim: to create autonomous users of technology
One-week course
19 students volunteered to participate
Current study :warning:
Problem: international students aren't skillful :red_cross:
Solution:training the language learners in using basic writing tools :check:
Use of the writing support features
New Zealand
Microsoft Office Word
A mixed method approach
Students from China, Japan, Chile and Brazil
Aim: using previous experience of using technology
How does learner training influence the EAP students’ awareness and use of writing aids made available in MS Word :question:
Previous works :recycle:
The use of computers for writing to motivate learners (Warschauer, 1996).
The use of word processors with spelling and grammar checks
Learners must be prepared adequately to learn in CALL environments (Hubbard, 2004).
CALL environments offer significant self-learning opportunities
Decrease the negative results if learners exhibit lack of technical
Particular tools within word processors
supplying prompts for the writers
making spelling mistakes visible
making the editing of work easy
speech recognition
audio feedback
word prediction
Conclusion :black_flag:
Students showed a positive attitude towards technology
Students were eager to get more training in using technology
Learner digital stories in a Web 2.0 age :star:
VoiceThread :checkered_flag:
Focus on collaborative conversations
digital images
documents
videos
Can leave comments
Can supplement student learning
Possibilities
blogs
wikis
Facebook
YouTube
Tim O’Reilly (2005) describes it as a collaborative environment
growing collective knowledge
assist in the development of web-based tools
participate in online communities
more research is needed
implementation
evaluation
Digital storytelling :checkered_flag:
Lambert’s framework
point of view
emphasis on the dramatic question
emotional content
gift of the storyteller’s voice
soundtrack
economy and pacing
.
Effectiveness
supports student learning
higher order thinking
improve writing,
language, and literacy skills
Facilitates the convergence of four students-centered learning strategies:
student engagement
reflection for deep learning
project-based learning
effective integration of technology
Objectives
Engage learners with multiliteracies
Develop a digital story element
Encourage collaborative learning
Increase students’ electronic skills
Raise awareness of copyright
PROJECT DESCRIPTION
4 week
48 students
multiliteracy project
Advanced Academic Writing class
Undergraduate Chinese and Korean
nonnative speakers
Age 18–21
Assessment
Evaluation is challenging
Using rubrics
Material
Images and voice
Organization
Expression
VoiceThread discussion
Correctness
Pin-pointed feedback
Interactive venue
building learner communities
fostering collaboration
engaging learners in multi-literacies
creating opportunities for global audience interaction and feedback
Cunningham, U., Rashid, S., & Le, T. (2019). The Effect of Learner Training on the Use of Digital Tools to Support English Writing Skills. Asian EFL Journal, 21(2), 27-49. :silhouettes:
Bekhruz Boboyorvov :silhouette:
Alameen, G. (2011). Learner digital stories in a Web 2.0 age. TESOL Journal