Chatting to Write: Synchronous Computer-Mediated Communication in an EFL Writing Classroom
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Huang, H.T.D. & Hung, S.T.A. (2008). Chatting to Write: Synchronous Computer-Mediated Communication in an EFL Writing Classroom. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 1638-1645). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29873.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
More Information on ELEARN
Table of Contents
This study investigated the effects of synchronous computer-mediated communication (SCMC) prewriting discussions on EFL students' writing performance and explored their attitude towards this discussion modality. Thirty-two Taiwanese EFL students were recruited and engaged in prewriting discussions, either via SCMC or in face-to-face manner. Following the prewriting discussions, they composed and submitted their first drafts of the first assignment and responded to an attitude questionnaire. Data gleaned in this study were then analyzed by an ANCOVA and a paired t-test. Findings suggested that SCMC discussions failed to produce any statistically significant effects on writing performance. However, these SCMC discussions were met with an overwhelming preference from the students. Drawing on these results, two pedagogical implications are proposed.
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