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|Title:||The effect of an ESL Writing Workstation on ESL students' writing|
|Author(s):||Hassan, Rosli Hj|
|Doctoral Committee Chair(s):||Davidson, Frederick G.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Language and Literature
Education, Technology of
|Abstract:||Word processing software (WP) has been widely acknowledged by scholars as a very useful tool to writers. In the context of computer assisted instruction and ESL writing, this study investigated the effect of an ESL writing workstation (a WP with features that could be of help to ESL writers, and aim at developing effective writing process), on ESL students' writing.
Students from the Advanced and high Intermediate levels of the Intensive English Institute (IEI) of the Division of English as an International Language (DEIL) at the University of Illinois, Urbana-Champaign (UIUC) were asked to write an essay using the software ESL Writing WorkStation v1.2 (WWS v1.2), a WP designed with features described earlier. The essay was scored by an independent holistic rating system--the Test of Written English scale (used by permission). The general findings were: (a) Time was not a significant factor in determining student's writing quality. (b) ESL students did not spend a lot of time on prewriting activities such as brainstorming and outlining. (c) On-line "Guided" prewriting activity had a positive relationship with the quality of student's writing. (d) The WWS environment did encourage students to write multiple drafts for their writing. (e) Recursiveness in student's writing proved to be a significant factor in determining student's writing quality. (f) Revising earlier paragraphs only when the whole essay was "finished" seemed to be a significant factor in determining essay quality. (g) Students did pay attention to on-line teacher's comments on their essays. (h) Linguistic competence was not a predictive factor of student's writing quality. (i) Monitoring of what constitutes an essay had a negative relationship to the quality of student's essay.
Future studies could be done by involving more subjects from different levels of language proficiency, and different settings of language learning situations (other than the ESL context), by utilizing analytical measurement of quality (as opposed to holistic scoring), and by making the teacher a more active participant in the study.
|Rights Information:||Copyright 1995 Hassan, Rosli Hj|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9522117|