Transcript How to Teach Writing in CALL: Some Approaches

How to Teach Writing
in CALL:
Some Approaches
Kazunori Nozawa
Faculty of Economics
Ritsumeikan University
Kusatsu, Shiga
Using search engines to gather appropriate information
on the chosen topics on the World Wide Web resources
(database), completing a series of the e-mail homework
and their necessary follow-up revision work, completing
group/individual-oriented projects on the WWW, and
giving group/individual oral presentations using the
final products promote reading, writing and speaking
skills in English by providing authentic audience for
students' writing. These projects also help students
develop computer literacy and Internet skills as they use
the computer and the network for real purposes. E-mail
and Web projects can be used with students at any
grade level and any English proficiency level. The
presenter will provide some practical approaches that
he has found successful in teaching English to
university students. They are also applicable at high
school level.
Computers, Composition, and
EFL (1)
 Overview
on computer-assisted
writing (See Pennington, 1999)
– Pennington contributes the discussion of the special
effects of the computer medium on writing and how
these effects are achieved by examining the
relationship between attitudes, quality of writing, and
quantity of writing.
Computers, Composition, and
EFL (2)
 The
computer in English as a
subsequent language writing: Roles &
relationships (See McGarrell, 1998)
– McGarrel explores various roles (tutor, stimulator,
workhorse, accessor of information, and
facilitator of communication) the computer and
its peripherals take in the development of nonnative writing skills. She demonstrates that the
computer provides a situational and
methodological potential required for the
successful development of such skills.
Computers, Composition, and
EFL (3)
 Computers,
compositions, and second
language teaching (See Phinney, 1989)
– Phinney discusses researches on computer assisted
composition and novice writers, computers as
writing aids, the computer in the writing workshop.
She concludes, that the students of ESL make slow
changes of their writing behavior, that the
computer is not a panacea for basic writing
problems, that students need to be taught revision
strategies that are appropriate to word processing,
and that depending on the language proficiency
and writing experience of the students, certain
aspects of software are crucial.
Computers, Composition, and
EFL (4)
 Basics
and practical reports in
Kluge et al. (eds). (1994).
 Re-imaging computers and
composition by Hawisher &
LeBlanc (eds.). (1992)
 Computers and EFL writing: Basic
principles and student reactions
(See Susser et al. 1992)
Word-processing
 exercise
approach = process writing
 composition approach = genre writing
 Model writing as a guide is useful.
 Thinking is very important for writing
because if the thought is NOT clear, the
result of the writing is NOT clear.
 Necessary to be alert about the
differences of word-processors
Word processing and related
writing tools
 Machine
Assisted Translation
 Foreign language word processor
 Thesaurus
 Spelling checker
 Grammar checker
 Dictionary
 Writing assistants
Discussion Topic on Word
Processing (1)
 Q.1.
Why do we use a word
processor? There are basically 5
benefits of using word-processors
especially in the teaching of writing.
What are they?
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Ease of editing
Clean copy
Ownership of text
Collaboration
Typing skills
Discussion Topic on Word
Processing (2)
 Q.2.
The word processor is primarily a
writing tool and can be used with foreign
language classes in two basic ways
which are not mutually exclusive. What
are those two ways?
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Exercise approach
Composition approach
Discussion Topic on Word
Processing (3)
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Q.3. How can you choose a word processor?
There are some evaluations you should
consider before actually purchasing their
packages. What are they?
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the student (user) groups that will use the wordprocessor
the features and limitations of the word-processor
the ease with which text maybe edited
on screen language
documentation, manuals, language used
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Discussion Topic on Word
Processing (4)
 Q.4.
What are the advantages to use
traditional pen-and-paper rather than a
word processor?
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Not mechanical/express emotional or spiritual
condition/quicker to compose sentences/no skills
required/no restrictions on font, size, format of the
writing/remember words and sentences better/cheap
tools/easy to identify who has written with strokes of
the writings/no electricity required/express one's
personality/flexible work is possible/
Using a Word Processor (11)
 Composing
and editing word-processing
mastery (See Huntley, 1997)
– Levels: High beginning +
– Aims: Master word-processing skills
– Class time: One class period
– Preparation time: 5-20 minutes
– Resources: Computer for everyone to two
students, word-processing software, printer
Using a Word Processor (1-2):
Sample Directions
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Type in the text given (200-250 words) using 12-point New York font.
Save the text.
Give a title to the text. Center the title. Make it bold and in 14-point type.
Change the subject (e.g. Tom to Susan) throughout the text. Change
pronouns if necessary.
Delete a sentence.
Put Sentence 4 before sentence 3.
Write two sentences of your own after the last sentence to continue the
story.
Add your name to the top right corner.
Use the spelling checker to check for any spelling errors.
Save your text.
Print your text.
Using a Word Processor (2-1)
 Checking
the spelling checker (See
Gardner, 1997)
– Levels: Intermediate +
– Aims: Learn to the limits of a computerized
spelling checker
– Class time: 45 minutes
– Preparation time: 30 minutes
– Resources: Computer for every three
students, word-processing software with
spelling checker , printer
Using a Word Processor (2-2):
Procedure
 The
original text with typing errors should be
given to the students.
 The text after the spelling checker has made its
suggestions should be given.
 What the writer actually wants the text to say
should be given.
 Summarize the process and the result using the
chart - “Word the spelling checker stopped at,”
“First solution offered,” “Solution you chose”
Using a Word Processor
(Useful References)
 Hyland
(1993)
 Windeatt (1987)
 Jones & Fortescue (1987)
Plenty of its references can be found in
CALL research papers and books.
Computer Skills & a Process
Writing
 Interactive
writing: Integrating computer
skills into a process writing syllabus (See
Toff & Curran, 1998)
– The Keyboard
– Practical activities
• Teaching basic computer commands
• Saving
• Preparing a paper to hand in (Typing, Saving, and
Printing)
• Communal viewing of screen revision
• Peer review on the computer
Promoting Writing through the
Internet (1)
 Using
the Internet to promote writing in
an international English composition
class (See Freiermuth, 1997)
– Web search of articles and summary
writing
– Critical writing and posting on a BBS or
newsgroup
Using computers at a distance to
develop writing skills Australskan Writing Project (1988)
 "Computer
Pals across the world"
 - High school students as computer pals
 - cultural differences motivated them a lot.
practice of letters, reports, poetry,
newspaper writings
 - intrinsically interesting
There were enormous educational
benefits for the schools
Promoting Writing through the
Internet (2): Electronic Mail
(E-mail)
 E-mailing
Basics and Netiquette - The
elements of e-mail style by Angell &
Heslop (1993)
 Using Email or Mailing List system you
can persuade students write and read
more communicative sentences among
students themselves or between the
teacher and students.
Promoting Writing through the
Internet (3): Mailing Lists
 SL-LISTS:
International EFL/ESL E-mail
Student Discussion Lists
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To make your students subscribe, you have to send a blank message to:
[email protected] and find out what you are supposed to do
first.
CHAT-SL (Student EFL/ESL General Discussion List - Low Level)
DISCUSS-SL (Student EFL/ESL General Discussion List - High Level)
BUSINESS-SL (Student EFL/ESL Discussion List on Business English)
ENGL-SL (Student EFL/ESL Discussion List on Learning English)
EVENT-SL (Student EFL/ESL Discussion List on Current Events)
MOVIE-SL (Student EFL/ESL Discussion List on the Cinema)
MUSIC-SL (Student EFL/ESL Discussion List on Music)
SPORT-SL (Student EFL/ESL Discussion List on Sports)
SCITECH-SL (Student EFL/ESL Discussion List on Science and
Technology)
Promoting Writing through the
Internet (4): Newsgroups
 There
are more than 15,000
newsgroups in the world. A good place
to practice posting to newsgroups
without annoying everyone.
– alt.usage.english
– mis.education.language.english
– soc.penpals
Promoting Writing through the
Internet (5): Bulletin Board System
(BBS)/Web Discussion Boards
 Using
BBS or Web discussion boards
students can exchange their own ideas
on topics which they are interested in
and learn about the cultural differences.
Promoting Writing through the
Internet (6): Chat
IRC (Internet Relay Chat): The biggest online
conversation in the world
 client-server/realtime/multiusers/textbased/worldwide
 Send an email to get the document to: [email protected]
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Promoting Writing through the
Internet (7):
MOO (MUD Object Oriented)
 Using
MOOs or IRC, students can chat
with their partners in real-time situation
and discuss a certain topic or share the
ideas. (Writing and Communication
Practice)
– This can be integrated into more complicated
systems with the use of sound and motion
picture communication tools.
AVideo Clip from ABC News
DZÇÃÉsÉNÉ`ÉÉǾå©ÇÈǞǽDžÇÕÅA
ÅgQuickTimeýÅhã@î \ägí£Ç²ÅA
ÅgCinepakÅhêLí£ÉvÉçÉOÉ âÉ ÄÇ™ ïKóvÇ­Ç•
ÅB
Promoting Writing through the
Internet (8): Audio
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Students can listen to a variety of sources such
as famous people’s speeches or ESL/EFL
materials and improve their listening skills,
increase vocabulary and grammar knowledge,
and some writing skills.
 Listening
Dictation: For example, Randall’s
ESL Listening Lab (http://www.esl-lab.com)
Promoting Writing through the
Internet (9): Web projects
 School/Class/Group
Web Projects: After
learning the basic HTML (HyperText
Markup Language) or HTML function of
some software such as Word or
Netscape Composer, students can
collect the necessary information as texts,
graphics, sounds, etc. to write
bilingual/bicultural homepages.
(Cooperative Learning)
Peer Correction (1-1)
 Correct
my work, please (See Fitzgerald,
1997)
– Levels: Intermediate +
– Aims: Learn to correct peers’ work; learn
independently
– Class time: 30 minutes
– Preparation time: About 15 minutes
– Resources: Computer for each group of
students, word-processing software, printer(s)
Peer Correction (1-2) :
Procedure
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Decide which area of language to focus on. Prepare a copy of an
appropriate text on disk for each group of students. Give the
groups the same text or different texts. Have each group copy
their text onto the hard disk of the computer to ensure that the
original text is not lost.
Ask the students to alter the text by making specific areas of
language incorrect. (e.g. punctuation)
Ask the students to save the altered text on the hard disk with a
different file name. Have them change places with another group
of students and correct as much as possible.
Have the students return to their own computer to check the
corrected versionof their text. If there are any mistakes, have them
print the text, and give it to the correcting group of students to
check again.
Have the students decide on a method for showing the group
where the mistakes are.
References (1)
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Angell, David & Heslop, Brent. (1993). The elements of
e-mail style: Communicate effectively via electronic
mail, Addison-Wesley Publishing Company.
Felix, Uschi. (1999). Virtual language learning: Finding
the gems amongst the pebbles, Language Australia:
The National Languages and Literacy Institute of Australia
Ltd.
Fitzgerald, Sue. (1997). Correct my work, please, in New
ways of using computers in language teaching edited
by Tim Boswood, TESOL, Inc. 11-12.
Freiermuth, Mark R. (1997). Using the Internet to promote
writing in an international English composition class, in
CALL: Basics and beyond edited by Paul Lewis &
Tadashi Shiozawa, JALT CALL N-SIG, 89-96.
References (2)
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Hawisher, Gail E. & LeBlanc, Paul. (eds.). (1992). Reimagining computers and composition: Teaching and
research in the virtual age. Boynton/Cook Publishers,
Inc.
Hyland, Ken. (1993). ESL computer writers: What can we
do to help? System, 21(1), 21-30.
Huntley, Helen. (1997). Composing and editing wordprocessing mastery, in New ways of using computers in
language teaching edited by Tim Boswood, TESOL, Inc.
5-6.
Jones, Christopher & Fortescue, Sue. (1987). Using
computers in the language classroom, Longman, 4862.
References (3)
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Kluge, David et al. (eds). (1994). The proceedings of the
national conference on computers and composition
1993, JALT CALL N-SIG & JALT Nagoya Chapter.
McGarrell, Hedy M. (1998). The computer in English as a
subsequent language writing: Roles & relationships, in
Teachers, Learners, and Computers: Exploring relationships
in CALL edited by Paul Lewis, JALT CALL N-SIG, 137146.
Pennington, Martha C. (1999). The missing link in
computer-assisted writing, in CALL: Media, design &
aplications edited by Keith Cameron, Swets & Zeitlinger,
271-292.
References (4)
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Phinney, Marianne. (1996). Exploring the virtual world:
Computers in the second language writing classroom, in
The power of CALL edited by Martha C. Pennington,
Athelstan, 137-152.
Phinney, Marianne. (1989). Computers, composition, and
second language teaching, in Teaching languages with
computers edited by Martha C. Pennington, Athelstan,
81-96.
Susser et al. (1992). Computers and EFL writing: Basic
principles and student reactions, Sogo Bunka Kenkyujo
Kiyo, Doshisha Women’s College, 27-48.
References (5)
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Toff, Mika & Curran, Beverley. (1998). Interactive
writing: Integrating computer skills into a process
writing syllabus, in Teachers, learners, and
computers: Exploring relationships in CALL
edited by Paul Lewis, JALT CALL N-SIG, 51-60.
Warschauer, Mark. (ed.). (1995). Virtual
connections, Second Language Teaching &
Curriculum Center, University of Hawaii at Manoa.
Windeatt, Scott. (1987). The use of word-processors
in language teaching, in Computer assisted
language learning and innovative EFL
methodology edited by Lienhard Legenhausen &
Dieter Wolff, Universitat Augsburg, 145-163.
Useful Journals
 ON-CALL
(The Australian Journal of
Computers and Language Education) (19861998)
 CALL (Computer Assisted Language
Learning) - An International Journal
 CALICO (Computer Assisted Language
Instruction Consortium) Journal
 Learning and Leading with Technology
(Formerly the Computing Teacher)
Useful Online Resources
 CALL-EJ
Online
(http://www.lerc.ritsumei.ac.jp/callej/index.html)
 Language Learning and Technology Journal
(http://polyglot.cal.msu.edu/llt/)
 The Internet TESL Journal
(http://www.aitech.ac.jp/~iteslj/)
 Journal of Computer-Mediated
Communication (http://www.ascusc.org/jcmc/)
For further info., contact:
Prof. Kazunori Nozawa
Faculty of Economics
Ritsumeikan University
1-1-1 Nojihigashi, Kusatsu, Shiga 5258577
Phone: 077-561-4816 (Dial-in)
E-mail: [email protected]
http://www.ritsumei.ac.jp/ec/~nozawa/inde
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