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.

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.

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.

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?

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.

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.

New emphasis

Decentering of authority. Recognition of importance of collaborative

writing. Realization of need for new models of

writing and rhetoric.

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.

-Online communication with students.• Textbooks have become less of a pedagogical

focus than student’s writing itself.

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.

Computer viewed as more than a teaching method.

Now seen as:

•a tool.

•a gateway for information.

•a link between teachers and learners.

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.

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.

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.

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.

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.