Computers in the Second Language Writing Classroom

1. Computers in the Second Language Writing Classroom A Summary of“Exploring the Virtual World: Computers in the Second Language Writing Classroom” by Marianne Phinney from the book The Power of CALL edited by Martha Pennington.

2. Focus of early research • Computer was perceived primarily as a tool for word-processing revision. • Studies made many claims about effects of word-processing, but results were conflicting. • Studies generally supported the hypothesis that computer using students wrote more, revised more and produced better text. • Comparison of computer-assisted composition to traditional methods actually yielding mixed results. • Writers made different sorts of revisions, applied different sorts of revision strategies when computers were used.

3. An enlarged view of computer-assisted writing Focus in the last 5 years more on nature of the human-machine interface. Emphasis of computer-assisted composition research shifting more to changing writing behaviors and pedagogies brought on by the electronic medium-- the ways that the technology is affecting how we think about the writing process.

4. Important research questionsat this time • How has the computer changed the way that we approach the writing process? • How have the new computer software products changed the way that we as teachers approach the teaching of writing?

5. A paradigm shift CALL research has moved away from focus on word processor as a tool to produce better text and toward the examination of interactions between teacher, learners and technology.

6. Recent topics of interest • Use of hypertext and hypermedia in writing. • Collaborative writing environments. • Electronic mail. • Synchronous and asynchronous conferencing. • Changing relationships between teachers and learners in the electronic classroom.

7. New emphasis • Decentering of authority. • Recognition of importance of collaborative writing. • Realization of need for new models of writing and rhetoric.

8. Shift in emphasis to collaborative writing • Expanded opportunities to use and interact with language because of the networked computer lab. • Development of a variety of new strategies to suit the new environment. -Writing process modeled as it occurs. -Onlinecommunication with students. • Textbooks have become less of a pedagogical focus than student’s writing itself.

9. Development of software by writing teachers • Increased. input by teachers into software tools being developed for writing classes. • Development of “groupware”, software allowing writers to use the computer as tool for collaborative communication. -To share drafts. -To critique written work. -To revise texts electronically. • Development of their own software programs for classroom use by writing teachers using authoring software.

10. Computer viewed as more than a teaching method. Now seen as: • a tool. • a gateway for information. • a link between teachers and learners.

11. Electronic commenting. Students make comments on the content or organization of a text that is in progress (“peer feedback”or “peer response”) • Examples: Prep Editor, number of editors unlimited. WordPerfect and Microsoft Word have similar features.

12. Manipulation of information • Use of electronic tools for writing and information gathering changing the tasks that students undertake in the classroom. -Students as likely to put together electronic products as paper ones. -Projects foster cooperative efforts. • Many commercially available knowledge bases have useful applications for the classroom.

13. Electronic Mail • New “toy of choice” for many teachers who have discovered the Internet. • Most commonly used in second language teaching for electronic pen pals. • Collaboration easier in writing courses, sometimes leading to cross-disciplinary collaboration.

14. Synchronous “Chat” or Discussion. • A major benefit of the networked writing class. • Allows writers to conduct discussion through the keyboard. • Advantages for the second language classroom: -Students can take their time to frame responses, giving time for those who are orally slower to catch up with the fast talkers. -More students likely to contribute to discussion. -Students more likely to stay on task and to stick to use of the target language.

15. Impact of computers on second language writing • Changing perception and practice of writing in both the first and second language classrooms. • Production of more language by more students through electronic discussion. • Increased recognition of the need for adaptation of technology and writing process to the computer environment. • More and longer interaction with electronic commenting. • More interest, increased motivation to use language outside of class and greater development of cooperative skills.