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Direct linkMads Paludan Goddiksen; Mikkel Willum Johansen; Anna Catharina Vieira Armond; Mateja Centa; Christine Clavien; Eugenijus Gefenas; Nóra Kovács; Marcus Tang Merit; I. Anna S. Olsson; Margarita Poškute; Júlio Borlido Santos; Rita Santos; Vojko Strahovnik; Orsolya Varga; P. J. Wall; Peter Sandøe; Thomas Bøker Lund – International Journal for Educational Integrity, 2024
Text-matching software (TMS) is a standard part of efforts to prevent and detect plagiarism in upper secondary and higher education. While there are many studies on the potential benefits of using this technology, few studies look into potential unintended side effects. These side effects include students worrying about being accused of plagiarism…
Descriptors: Computer Software, Secondary School Students, Bachelors Degrees, Undergraduate Students
Download full textAlbedaiwi, Sultan Abdulaziz – Journal of Language and Linguistic Studies, 2022
Writing is usually the last skill to be touched upon in language classrooms, and more so, in the EFL or ESL classroom. Even so, postponing or the tendency to avoid the writing task is a common hindrance created by the learners, but is definitely one that retards the learning of the skill. The current study aimed to examine the efficacy of working…
Descriptors: Foreign Countries, Collaborative Writing, English (Second Language), Second Language Instruction
Huiyu Zhang; Linda Fang – Educational Media International, 2023
In Temasek Polytechnic, Singapore, several AI chatbots acting as digital teaching assistants were trialed between July 2021 and August 2022. As these were developed for different purposes, it is important to learn if these AI chatbots help achieve the desired learning outcomes. This paper focuses on lessons learnt from three chatbots designed for…
Descriptors: Foreign Countries, Artificial Intelligence, Asynchronous Communication, Teaching Assistants
Vandermeulen, Nina; Van Steendam, Elke; De Maeyer, Sven; Rijlaarsdam, Gert – Written Communication, 2023
This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or…
Descriptors: Intervention, Writing Processes, Feedback (Response), Futures (of Society)
Waseel, Farhad; Yusof, Fadhilah – Online Submission, 2019
Information and communication technology (ICT) play a vital role in the sustainable development and economic growth of a country, as well as it supports the learning and teaching process approaches effectively. In Afghanistan, the level of student and lecturers' understanding of the ICT skills tools is almost at its preliminary stages. In…
Descriptors: Foreign Countries, College Faculty, College Students, Teacher Attitudes
Olivier, Jako – Iranian Journal of Language Teaching Research, 2019
Writing involves a number of skills and being self-directed in the process would contribute to greater effectivity. The concept of autonomography, or being self-directed in terms of writing, draws from the literature on self-directed learning and specifically self-directed writing, where concepts such as self-regulation and learner autonomy are…
Descriptors: Rating Scales, Language Variation, Indo European Languages, Problem Solving
Tosuncuoglu, Irfan; Kirmizi, Özkan – International Online Journal of Education and Teaching, 2019
The present study was undertaken to measure the metacognitive writing awareness of university-Flevel learners. The participants of the study are 101 students of English Language and Literature, enrolled at a state university in Turkey. The grade level of the students ranges from the first grade to the fourth grade. In order to collect data, a…
Descriptors: Metacognition, Advanced Students, English (Second Language), Second Language Learning
Almenei, Ahmed Mohammad – ProQuest LLC, 2019
This dissertation studies attitudes of the Saudi university learners studying English as a Foreign Language (EFL) toward using the Computer-assisted Writing (CAW) applications, e.g., up-to-date versions of word processing programs, for doing English writing assignments. Research has confirmed that CAW applications, e.g., up-to-date versions of…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Student Attitudes
Jookyoung Jung – English Teaching, 2017
The influence of task complexity on second language (L2) writing performance has been researched near-exclusively in relation to the linguistic complexity of the learners' written products, while only limited attention has been paid to the online writing processes. In order to fill this gap, the present study focused on the effects of task demands…
Descriptors: Korean, English (Second Language), Second Language Learning, Writing Processes
Zhu, Yu; Mark Shum, Shiu-Kee; Brian Tse, Shek-Kam; Liu, Jinghui Jack – Computer Assisted Language Learning, 2016
A study is reported of the performance and attainment of 32 students from overseas studying elementary Chinese as a foreign language (CFL) in a Chinese university. With an AB-BA design, they were asked to use two forms of writing media to present two essays: one a word-processed essay entitled "My Favourite Female" and the other a…
Descriptors: Chinese, Second Language Instruction, College Students, Foreign Students
Alsubaie, Jawaher; Ashuraidah, Ali – English Language Teaching, 2017
Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms.…
Descriptors: Writing (Composition), English (Second Language), Second Language Learning, Educational Technology
Mogey, Nora; Cowan, John; Paterson, Jessie; Purcell, Mike – Active Learning in Higher Education, 2012
Keyboarding (typing) is a ubiquitous skill for most UK students, and most coursework essays must be word processed. However, few examinations, other than for students with disabilities, permit the use of a word processor. It is not known how students would respond given a free choice between handwriting and word processing in an essay examination.…
Descriptors: Foreign Countries, Essay Tests, College Students, Preferences
Alshaar, Awatif Abu; AbuSeileek, Ali Farhan – JALT CALL Journal, 2013
This study aims to investigate the effect of using concordances and word processors on EFL graduates' performance in academic writing. To achieve this aim, the subjects were asked to use linguistics corpora and word processors to correct their grammatical and spelling mistakes in their written papers in a course that lasted for sixteen weeks. The…
Descriptors: Computational Linguistics, English (Second Language), Second Language Learning, Semi Structured Interviews
Danner, R. B.; Pessu, C. O. A. – Journal of Information Technology Education: Research, 2013
Today's fast-paced world is becoming increasingly characterized by technology driven communication, which has transformed the world into a large global connected community with ever-increasing outreach of information and communication technology (ICT). Technology plays an increasingly important role in people's lives, and it is envisaged that…
Descriptors: Foreign Countries, Information Technology, Telecommunications, Undergraduate Students
Mogey, Nora; Paterson, Jessie; Burk, John; Purcell, Michael – ALT-J: Research in Learning Technology, 2010
Students at the University of Edinburgh do almost all their work on computers, but at the end of the semester they are examined by handwritten essays. Intuitively it would be appealing to allow students the choice of handwriting or typing, but this raises a concern that perhaps this might not be "fair"--that the choice a student makes,…
Descriptors: Handwriting, Essay Tests, Interrater Reliability, Grading
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