A Study of Students’ Perceptions and Attitudes Towards ESL Writing Using Computer-Based Learning Materials
Wah, Cheong Lai, (2006) A Study of Students’ Perceptions and Attitudes Towards ESL Writing Using Computer-Based Learning Materials. Internet Journal of e-Language Learning & Teaching, 3 (1). pp. 26-48. ISSN 1985-6024
Official URL: http://pkukmweb.ukm.my/mojel/pdf/CheongLaiWah.pdf
Effective incorporation of technology in the ESL writing classroom relies on adopting a critical view of the fundamental theories and practices about computer-assisted language learning (CALL), and understanding how instructional design can be helpful to learners in the composing process. The purpose of this study is to investigate how computer-based instruction (CBI) should be designed and used to improve the way students process information to improve writing in the composing process. The sampling population consisted of twenty randomly selected Form Four students from a secondary school.Drawing on the essence of behaviourist, cognitive, and constructivist theories, the study adopted an eclectic view to language learning. Instructional design principles were based on the guiding principles of a four-phased instruction. The study employed a one-sample pre- and post-treatment design. Research instruments include: Kwikwest (a courseware design by this researcher), questionnaires, students’ journals and essay drafts, and interviews. Data collected from the questionnaires was analyzed quantitatively using one-sample t-test technique and frequency distributions of subjects’ positive responses. The data was then triangulated qualitatively through analysis of students’ journals and essay drafts,and transcripts of interviews. Overall, findings show that students considered the topics on writing skills, the language items, and the types of language lessons and practices as aspects of instructional process beneficial to their English writing process. The students reported less blocking behaviours on the “attitude”,“editing”, and “blocking” sub-scales in the WAQ. Findings also indicate students considered the instructional design principles pertaining to phase 1 (presenting information)and phase 3 (practicing by the students) less helpful in the composing process. Analysis of data obtained from phase 4(assessing student learning) indicates incomplete mastery of higher order thinking skills needed for quality writing. However, the students regarded the instructional design principles for phase 2 of instruction(guiding the students) beneficial.
|Additional Information:||Continued: Malaysian Online Journal of e-Learning (MOJeL)|
|Keywords:||Students, ELS writing, computer based learning, learning material|
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