Abstract
References
- Allford, D. & Pachler, N. (2007). Language, autonomy and the new learning environments.
- Frankfurt am. Main: Peter Lang Publishing. Calico (2001). Bilgisayar Destekli Dil Ögreniminde Bilimsel Çalısmalar: Gelistirme, Egitbilimsel
- Yenilikler ve Arastırma [Online]. http://calico.org/CALL_document-Turkish.pdf retrived on1 March 20 Dhaif, H. A.(1989).Can computers teach languages? English teaching forum.27(3),pp.17-19.
- Donaldson, R. P. ve Kötter, M. (1999). Language learning in cyberspace: Teleporting the classroom into the target culture. CALICO Journal, 16 (4): 531-558.
- Gonglewski, M., Meloni. C. and Brant, J. (2001). Using E-mail in Foreign Language Teaching:
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- Hardisty D. & Windeatt S. (1989) CALL, Oxford: Oxford University Press.
- Jones, J. (1998). Getting Started: Introducing CALL to TESOL Students. In Proceedings of the 1998
- World CALL Conference. Melbourne: University of Melbourne. Jones, J. F. (2001). CALL and the Responsibilities of Teachers and Administrators. ELT Journal, 55 (4), 2001.
- Jones, C. & Fortescue, S. (1987). Using computers in the language classroom. New York: Longman.
- Kartal, B. (2002). Açıkögretim ögrencilerinin yabancı dil derslerinde basarı düzeylerini arttırmaya yönelik web destekli hizmetler. Açık ve Uzaktan Egitim Sempozyumu. Eskisehir, Turkey (23-25 May 2002) http://aof20.anadolu.edu.tr retrieved on 10 April 2013.
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- Suler, J. (n.d.) The basic features of E-mail Communication. Selfhelp Magazine. http://selfhelpmagazine.com/articles/internet/features.html Retrieved May 2005.
- Toyoda, E. (2001). Exercise of Learner Autonomy in Project-Oriented CALL.CALL-EJ. 2001, 2(2).
- Warschauer, M. (1996). Computer-assisted language learning: an introduction. In: S. Fotos (ed.)
- Multimedia language teaching. Tokyo: Logos International. pp. 3-20.
Abstract
The present study highly supported the effective role of providing background information via e-mail by the teacher to write e-mail by the students in learners’ writing ability. A total number of 50 EFL advanced male students aged between 25 and 40 at different branches of Iran Language Institute in Tehran, Tehran. Through the placement test of Oxford English Language Placement Test (OELPT) the students' proficiency level seems to be nearly the same. Participants were randomly assign into two groups of experimental and control, each consisting of 25 students. After the administration of the proficiency test, all groups were assigned to write topic 1 as the pre-test. Next, the teacher involved the learners in the new instruction (treatment). During writing topics 2, 3, 4, 5, 6, and 7 experimental group’s background knowledge was activated through e-mail before writing and e-mailing topics while the control group received no background knowledge activation through e-mail. After the treatment was given to the experimental group, the students in both groups were required to write another composition about the last topic, topic 8. Again, in this phase, none of the groups received any background information. The results indicated that providing background information via e-mail by the teacher to write e-mail by the students significantly improved learners’ writing ability.
Keywords
Computer-assisted language learning Computer-mediated communication Asynchronous computer-mediated communication Synchronous computer-mediated communication Writing Background Information Holistic Scoring
References
- Allford, D. & Pachler, N. (2007). Language, autonomy and the new learning environments.
- Frankfurt am. Main: Peter Lang Publishing. Calico (2001). Bilgisayar Destekli Dil Ögreniminde Bilimsel Çalısmalar: Gelistirme, Egitbilimsel
- Yenilikler ve Arastırma [Online]. http://calico.org/CALL_document-Turkish.pdf retrived on1 March 20 Dhaif, H. A.(1989).Can computers teach languages? English teaching forum.27(3),pp.17-19.
- Donaldson, R. P. ve Kötter, M. (1999). Language learning in cyberspace: Teleporting the classroom into the target culture. CALICO Journal, 16 (4): 531-558.
- Gonglewski, M., Meloni. C. and Brant, J. (2001). Using E-mail in Foreign Language Teaching:
- Rationale and Suggestions. The Internet TESL Journal, 7 (3), March 2001. http://iteslj.org/Techniques/Meloni-Email.html
- Hardisty D. & Windeatt S. (1989) CALL, Oxford: Oxford University Press.
- Jones, J. (1998). Getting Started: Introducing CALL to TESOL Students. In Proceedings of the 1998
- World CALL Conference. Melbourne: University of Melbourne. Jones, J. F. (2001). CALL and the Responsibilities of Teachers and Administrators. ELT Journal, 55 (4), 2001.
- Jones, C. & Fortescue, S. (1987). Using computers in the language classroom. New York: Longman.
- Kartal, B. (2002). Açıkögretim ögrencilerinin yabancı dil derslerinde basarı düzeylerini arttırmaya yönelik web destekli hizmetler. Açık ve Uzaktan Egitim Sempozyumu. Eskisehir, Turkey (23-25 May 2002) http://aof20.anadolu.edu.tr retrieved on 10 April 2013.
- McCarthy, B. (1999). Integration: the sine qua non of CALL. In CALL-EJ Online, Vol. 1, No. 2, September 1999.
- Mei Lin Ho, C. (2000). Developing Intercultural Awareness and Writing Skills through Email
- Exchange. The Internet TESL Journal, 6 (12), December 2000. http://iteslj.org/Articles/Ho- Email.html
- Suler, J. (n.d.) The basic features of E-mail Communication. Selfhelp Magazine. http://selfhelpmagazine.com/articles/internet/features.html Retrieved May 2005.
- Toyoda, E. (2001). Exercise of Learner Autonomy in Project-Oriented CALL.CALL-EJ. 2001, 2(2).
- Warschauer, M. (1996). Computer-assisted language learning: an introduction. In: S. Fotos (ed.)
- Multimedia language teaching. Tokyo: Logos International. pp. 3-20.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | February 27, 2015 |
| Submission Date | February 27, 2015 |
| Published in Issue | Year 2015 Volume: 16 Issue: 1 |