دانلود رایگان مقاله اقدام پژوهی بررسی پشتیبانی متن چت از رایتینگ فیس تو فیس

Abstract

Two experienced English as a Foreign Language (EFL) teachers transformed a traditional pencil-and-paper writing classroom that focused on sentence writing mechanics for Taiwanese graduate students by incorporating in-class text chat to augment students’ regular classroom regime. This blended-style classroom afforded the teachers enhanced monitoring and guidance of students during the writing process. Students practiced sentence writing, offered peer support during learning, and interacted in real-time practice of sentence patterns taught. The incorporation of text-chat into the traditional classroom increased the amount of interaction amongst students as well as between students and teachers. Findings revealed that students often supplemented their in-class text chat on-line writing with spoken discourse but seldom utilized other on-line technologies available. This action research investigating technological innovation in a writing course facilitated the identification of emerging issues within EFL academic writing classes mediated by in-class chat-rooms, namely: peer support, self-correction and punctuation.

4. Discussion and conclusion

Our in-class chat system had several advantages over related approaches. Compared to an environment like DIWE, our text chat offered a major advantage because it could be accessed through a web browser without requiring installation. This significantly reduced the difficulties of managing the software, and given the speed and convenience, the Internet browser would be sufficient for practically every educational delivery method in the near future. Twenty-nine students were able to connect with their own notebook computers to participate in interactive writing sessions. As the chat updated automatically, there was no need to reload, and the writing could be submitted much more like a face-to-face conversation than a forum exchange. The instructor took the role of a writing companion, guiding students through exercises. One disadvantage of our in-class chatsystem wasthat the instructor needed to lead the class actively, which did not allow a lot of time for visits with individual students, a reported advantage of DIWE (Chávez, 1997). We overcame this disadvantage by having two experienced EFL teachers teach the course, allowing one teacher to lead the class while the other took care of other responsibilities.