Abstract
This work attempts to investigate the effect that the implementation
of computer-assisted language learning methodology with the use of
computer-mediated communication tools may have on a particular
group of 12-year-old learners. The focus is on the development of their
writing skill in English, along with improvement in motivation and
learner attitudes. As technology has become the norm in our daily
routines, the aim of this work was to research how it can be used in
Greek state schools in order to be beneficial for the particular literacy
skill. Ε-mail and chat technologies were integrated into lesson tasks
for a period of seven weeks with an aim to promote written
communication between participants and facilitate process writing. A
mixed-method action research was conducted and various data were
collected from student questionnaires, classroom observation,
learners’ writing samples and, finally, student interviews, so as to
serve triangulation matters. The outcomes of this research do not
indicate major improvement in writing, only some development in
organizational skills under certain conditions. As a result,
improvements in experimental lessons and tasks are suggested with an
aim to develop writing skills. Regarding motivation enhancement and
attitude shift, the results were more encouraging and compatible with
most previous studies on the field. It is suggested that further research
is in order, as well as adequate teacher training if such practices are to
be of use in Greek classrooms.
Introduction
Technology has invaded all aspects of our lives through continuous
developments and breakthroughs that were unimaginable some years
ago. Computers and the Internet have facilitated the spread of
information and ameliorated human communication. Space and time
boundaries have been literally eliminated, while new tools and
applications make their appearance on a daily basis.
Learners from an early age seem to master computer skills almost
inherently, and most of them exhibit a natural inclination towards
technology. In this context, it is not possible for educational
methodology to evade technological integration. Since the invention
of smartphone devices as a convenient and cheap means of interaction,
Computer Mediated Communication (CMC) has been part of most
teenagers’ routines (i.e. sms, e-mail, chat).
Additionally, the global spread of English over the past decades and
its establishment as a lingua franca spoken by a vast number of the
population and used as the principal linguistic code of the Internet and
most web applications has brought about an increased demand for
writing (Cumming, 2009). EFL should make the most of the
opportunities offered and it seems imperative that Computer Assisted
Language Learning (CALL) finds a place in all pedagogical practices.
However, this is not so much the case in Greek state education, mainly
due to lack of funding and efficient teacher training.
“Motivation to learn, just like the ability to acquire language, is an
innate characteristic of the human species” (Dornyei, 2001, p.50). The
case, however, in EFL as regards the teaching of writing skills seems
to question the previous quote. Writing is perceived by most learners
to be demanding and difficult, while the traditional techniques
followed in writing tasks are suitable for few leaning styles. “How
people actually learn to write in second languages or how teaching
might influence this” remain questions that research still has not
managed to answer with certainty (Cumming & Riazi, 2000, in
Calfoglou, 2004, p.140). It is up to the language teachers to discover
how to make the most of their learners’ writing potential.
This work was triggered and led by a similar personal need to
investigate ways of improving teaching practices by integrating CMC
tools and CALL material in the classroom. The aim was to develop
learners’ writing skills, boost their motivation and improve attitudes
towards writing in English. To this end, a classroom action research
was initiated focusing on a particular group of learners, which were
treated as a study case. Adapted coursebook material and CALL tasks
were included in the lessons taught, and findings focused on data
which were gathered before and after the technological intervention.
The research tools used were both quantitative and qualitative.
More specifically, (a) student questionnaires were administered to
investigate attitudes and behaviours, (b) structured observation based
on a self-invented checklist and field notes was carried out, (c) learners
written output with the help of a writing rubric was assessed, and (d)
semi-structured learner interviews were conducted upon completion
of the trial lessons’ period.
Chapter 1 gives an overview of the most prevalent theories of EFL
writing in an attempt to set part of the theoretical foundation of this
research and justify task design and lesson procedures. Chapter 2
aspires to set the background of CALL, its current position in language
education, and present the emerging new literacies. Also, there is a
brief description of the attributes of the CMC tools that were used for
this study (i.e. e-mail and chat) and a review of literature on CMC
research.
Chapter 3 contains a presentation of the research methodology
followed and the tools used, and, moreover, sets the rationale and
research questions of this study along with the teaching context and
the procedures that were followed. The data deriving from the
application of each research tool are being qualitatively described in
Chapter 4, with graphical representation in the form of charts, where
convenient. The final chapter includes an analysis of findings in
relation to the research questions guiding this work, a discussion of the
data in association with previous studies and theoretical concepts, and
the implications for teaching. Also, improvements on the designed
lessons are presented and the limitations of this study are considered,
along with suggestions for further research.