The purpose of this study was to examine how technology impacted formal written communication in the online learning environment for first-year associate-level students and instructors. The use of a constructivist grounded theory approach was used to solicit the thoughts and perceptions of strategies and issues that were associated with the formal…

The use of technology such as online software has been examined in English as a foreign language (EFL) writing contexts. However, few studies have incorporated context-aware ubiquitous technology into EFL writing instruction. To develop multimodal and digital literacy of target EFL undergraduates in this pilot project, the researchers designed and…

Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…

This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…

Although it remains controversial, machine translation (MT) has gained popularity both inside and outside of the classroom. Despite the growing number of students using MT, little is known about its use as a pedagogical tool in the EFL classroom. The present study investigated the role of MT as a CALL tool in EFL writing. Most studies on MT as a…

The present study compared the efficacy of computer-mediated peer corrective feedback (CF) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecondary Japanese EFL students. They completed a 10-week process writing composition, during which the students were given explicit instruction in metalinguistic peer CF. They then…

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…

Background: In an English for Specific Purposes (ESP) course offered to a department in a university in Hong Kong preparing the students for their internship, students were expected to learn to write and engage in spoken activities related to a number of documents over a period of 13 weeks. Having to achieve so many learning outcomes within so…

This project/study introduced the use of computers in one freshman composition course to determine whether the instructor and the students could accomplish more in a computer-based rather than a traditionally structured course. The assumption was that students would produce better essays on the word-processor and printer, and that the instructor…

Assesses surveys of college writing teachers using computers in their composition courses. Results show little consensus in equipment or methods, but indicate that all teachers are positive about the computer's potential as a teaching and writing tool. The questionnaire is appended. (AEW)

The Writing-Aid and Author's Helper (WANDAH) computer writing system, funded by the Utah State Office of Education Productivity Program, was used successfully in the Logan High School in the 1984-85 school year. Seven additional project were funded to replicate the Logan project throughout Utah during 1985-86. The main objective of the projects…

Writing to Read (WTR) is a computer-based instructional system designed to develop writing and reading skills. In the fall of 1985, the WTR program was implemented for the first time in some kindergarten and first-grade classes in Fort Worth Independent School District, (Texas) elementary schools. Research was conducted to evaluate: (1) the…