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ENHANCING WRITING THROUGH ELECTRONIC MATERIAL

This article explores the benefits of electronic materials in improving second language (L2) writing skills. It discusses three interconnected dimensions: hypermedia, multimedia, and communication media, and how they contribute to L2 learning. The integration of hypermedia facilitates linkages among information, while multimedia enriches learning with various media types. Communication media like emails and chat rooms foster interpersonal interaction. The text emphasizes that well-designed electronic tools can enhance reading and writing experiences for L2 learners, ultimately aiding in their language acquisition journey.

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ENHANCING WRITING THROUGH ELECTRONIC MATERIAL

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  1. ENHANCING WRITING THROUGH ELECTRONIC MATERIAL Jennie Bautista Moreno Carlos Sifuentes Rodriguez Melisa Valdez Slazar Susana Barrientos Roel IramRodriguez Ordoñez

  2. ElectronicMaterials • Are referto material that has beendigitallyprocessed so thattheuserisabletoaccessitthrough a single source, usually a computer.

  3. Wewillbereferingtothreemajor, iterrelateddimensions of electronicmaterialsthathaveproven beneficial to L2 learning: • Hypermedia • Multimedia • Communication Media

  4. Hypermedia (Hypertext) • Referstothecapacitytomake links between ¨bits¨ofinformation. • Internaltothecurrent page. • Betweenelements of a particular websiteor CD-ROM. • Betweenonesite and anothersiteonthe web.

  5. Multimedia • Whilethenodeswereoriginallyrestrictedtopieces of text, nowthey can include a variety of media: • Statictext

  6. Animatedtext

  7. Sound & Voice

  8. Stillgraphics

  9. Animatedgraphics and videos

  10. These multimedia elements can becombined in variousways and can appearautomaticallyorbeaccessedbythereadermaking a deliberateselection.

  11. Communication Media • Interpersonal communication has become a powerful factor inthedevelopment of electronicmaterials. • Communication can takeseveralforms: • Email • Bulletinboards • Discussionlists • Chat rooms • Video conferencing

  12. ContributiontoLanguageLearning • Howelectronicmaterials can enhancetheexperience of learningtoread in a secondlanguage. • Howsuchmaterials can supportthelearning of L2 writing. • Howdevelopers can createlearningenvironmentsthatintegrateallthepreviouslydiscussedattributes of electronicmaterials.

  13. Enhancing Reading throughElectronic Media • Reading is a highlycomplexactivitythatplays a critical role in theprocess of learninganotherlanguage. Thereaderoperates at manylevels at once, intergating a variety of skills and strategieswhileseekingtoconstructmeaning.

  14. PractisingLower-levelSkills • Computerizedreadingactivitieshave tended tofocusonthemicroskills, withthecomputerplayingthe role of drillmaster. • Poorlydesignedmaterialsmaterials can beunproductive and boring, thereisnevertheless a role forelectronicmaterials in developingtheselower-levelskills.

  15. Computers can do wellistohelpdevelopautomaticity. • Fluentreadersautomaticallyrecognizethemajority of frequentlyusedwordswithoutresortingtophonicanalysisor contextual information.

  16. L2 readerstendtogive more attentiontolower-levelskillssuch as soundingoutwords, therebydecreasingtheircapacitytofocusonmeaning. • Whilemanycomputersprogramsforteachingthese ¨bottom-up¨ skills (uninteresting, repetitive, decontextualizeddrilling).There are somethatattempttoengagestudentsinteractively in activitiesthatinvolveconstantrevising of connectedtextwhichcontainsseveralinstances of thetargeteditem/s.

  17. Chapelle (1998) suggeststhatanimportantprincipleforelectronicmaterialsdevelopersderivedfromsecondlanguageacquisition (SLA) theoryis ¨input enhancement¨ throughthehighlighting of salientlanguagefeatures. • A simple word-processingprogram can beusedtoadvantagebyfocusingstudentsattentiononsignificant. • More powerfulprograms (Flash) can beusedtohelpthereadernoticesyntacticunitsbyhighlightingthereasthestudentslistenstothetextbeingread a loud.

  18. Computers can alsobeusedtoprovidethe more intentional, intensivevocabularypracticeneededby L2 learners. • CAVOCA programtakesthelearnerssystematicallythroughthevariousstagesbyexposingthemtocarefullyselected L2 material whichillustratesthesalientfeatures of the new L2 word and/ orthedifferencesbetweenthe L2 word and itsnearest L1 equivalentorcounterpart.

  19. MAKING READING EASIER • Hypermedia makes it possible to build into a single page a number or clickable options to support the L2 reader. • devices: pop-ups, rollovers, links, menus. • Printed pages vs hypermedia page.

  20. On-the-spot help • Computersmakelifeeasierfor L2 readers. • Hypermedia links vs dictionaries, glossaries. • Problem of usingwordtoexplainwords. • The GALT uses thistoindividualizethelearningexperience.

  21. Supportingcomprehension • Chapelle (1998) • Shema theory (eg. Carrell 1987) • Hypermedia text vs traditional text. • Multimedia should be motivated by considerations such as:

  22. Developing comprehension strategies • Proficient readers have a wide range of strategies. • Reading and Listening Strategies (REAL)

  23. MODELLING THE GENRE • Whenwriting a text, thewriterneedstoconsiderthepurpose. • Electronic media can be usedto introduce L2 writerstothegenres of the target culture and language.

  24. DEMONSTRATING THE PROCESS • Beforewriting a text, itisusefulforstudentstoseehowsuch a textiscreated. Studentsparticipate in thewritingexperience in collaborationwithco-learners and a teacher.

  25. BRAINSTORMING AND RESEARCHING • Beforewriting, thewriterneddstohavesomethingtowriteabout. These ideas can come frombrainstorming, drawingonpreviousexperienceorfromresearching.

  26. Findingwebsites, aproppriatetothelanguagelevel and age of thestudentsisnotstraightforward.

  27. DRAFTING • Once thestudentstartstodraft a text, thecomputerbecomes a powerfulresource.

  28. CONFERENCING AND REVISING • Animportantelement of thewritingprocessisreceivingfeedbackfromothersduringthedraftingstage. Writers are abletoseekhelpfromtheirteacher, theirclassroompeers, fromstudents in otherclasses and in otherlocations and fromunknownothers.

  29. Itisnotonly in receiving of feedbackthatthelearnerbenefitsfromsuchiteraction, itisalsotheparticipation in theinteractionitself.

  30. EDITING • Tools such as spellcheckers, syntaxalerts and autoformattingassist at theeditingstage.

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