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Hsu, Hsiu-Chen – Computer Assisted Language Learning, 2019
Prior research has shown that EFL learners who wrote collaboratively with partners using wikis improved the content quality and language accuracy of their L2 individual writing more than students who wrote individually. Drawing on the dataset from Hsu and Lo's study, the current study explores the nature of the students' collaborative dialogue…
Descriptors: Web Sites, Collaborative Writing, Web 2.0 Technologies, English (Second Language)
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Tsai, Shu-Chiao – Computer Assisted Language Learning, 2019
This study investigates the impact on extemporaneous English-language first drafts by using Google Translate (GT) in three different tasks assigned to Chinese sophomore, junior, and senior students of English as a Foreign Language (EFL) majoring in English. Students wrote first in Chinese (Step 1), then drafted corresponding texts in English (Step…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Computer Software
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Yang, Yu-Fen – Computer Assisted Language Learning, 2018
This study reports on how students construct new language knowledge by indirect feedback in web-based collaborative writing. Indirect feedback (text organization, reader-based perspectives, and clarity of purpose) encourages students to negotiate meaning instead of merely copying peers' direct feedback on grammatical corrections. According to the…
Descriptors: Feedback (Response), Collaborative Writing, Questionnaires, Language Proficiency
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Lai, Shu-Li; Chen, Hao-Jan Howard – Computer Assisted Language Learning, 2015
A number of studies have suggested the possible benefits of using concordancers in English as a Foreign Language (EFL) writing. To date, however, there is still limited understanding of how EFL writers may make use of such tools along with dictionaries when engaging in a writing task. To better understand the question, this study investigated a…
Descriptors: Dictionaries, Indexes, English (Second Language), Second Language Learning
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Yang, Yu-Fen – Computer Assisted Language Learning, 2016
Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…
Descriptors: Peer Evaluation, Feedback (Response), Writing Processes, Graduate Students