Computer-assisted language learning & developing writing skills
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Date
2018
Authors
Profesor/a GuÃa
Facultad/escuela
Idioma
en
Journal Title
Journal ISSN
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Publisher
Universidad Andrés Bello
Nombre de Curso
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Abstract
Este estudio busca explorar algunas relaciones posibles entre el aprendizaje de idiomas asistido por computadora (CALL) y el desarrollo de las habilidades de escritura en inglés. Esta investigación se llevó a cabo en una escuela privada en Santiago de Chile utilizando una metodologÃa cuasi experimental. Los tres grupos de 6to grado en observación pasaron por una prueba previa, intervención y una prueba posterior. Debido a la naturaleza de este estudio, la intervención en sà consistió en desarrollar habilidades de escritura que promovieron ver no solo la escritura como un producto por sà mismo, sino también como un proceso. Antes de la intervención real, se aplicó un cuestionario de la escala Likert para suscitar actitudes generales hacia el uso de computadoras. Los datos fueron recolectados en tres etapas diferentes donde los participantes produjeron tres composiciones diferentes que fueron evaluadas utilizando el perfil de ESL Rúbrica (mecánica, lenguaje, vocabulario, organización y contenido). Los resultados generales en la escala de Likert mostraron actitudes positivas hacia el uso de las computadoras que se observó en el rendimiento de los estudiantes durante la intervención. Los datos arrojaron una relación favorable entre el uso de CALL y el compromiso de los participantes en el proceso de redacción. Además, el análisis estadÃstico de las tres piezas de escritura en los grupos control y experimental, mostró una mejora significativa solo en este último. Por el contrario, los puntajes del grupo control disminuyeron en las cinco dimensiones del perfil ESL. En lo que respecta al contexto de la investigación, los hallazgos sugerirÃan que CALL tiene un efecto de mejora en el proceso de escritura.
This study seeks to explore some possible relationships between Computer-Assisted Language Learning (CALL) and the development of the writing skills in English. This investigation took place in a private school in Santiago de Chile using a quasi-experimental methodology. The three 6th grade groups under observation went through a pre-test, intervention and a post-test. Due to the nature of this study, the intervention itself consisted of developing writing skills that promoted seeing not only writing as a product per se, but also as a process. Before the actual intervention a Likert scale questionnaire was applied to elicit general attitudes towards the use of computers. Data was collected at three different stages where participants produced three different compositions which were assessed using the ESL profile Rubric (mechanics, language, vocabulary, organization and content). Overall results in the Likert scale showed positive attitudes towards the use of computers which was observed in students’ performance during the intervention. Data yielded a favorable relationship between the use of CALL and participants’ engagement in the writing process. Furthermore, the statistical analysis of the three pieces of writing in the control and experimental groups, showed a significant improvement only in the latter. On the contrary, scores for the control group decreased in all five ESL profile dimensions. As far as the research context is concerned, findings would suggest that CALL has an enhancing effect on the writing process.
This study seeks to explore some possible relationships between Computer-Assisted Language Learning (CALL) and the development of the writing skills in English. This investigation took place in a private school in Santiago de Chile using a quasi-experimental methodology. The three 6th grade groups under observation went through a pre-test, intervention and a post-test. Due to the nature of this study, the intervention itself consisted of developing writing skills that promoted seeing not only writing as a product per se, but also as a process. Before the actual intervention a Likert scale questionnaire was applied to elicit general attitudes towards the use of computers. Data was collected at three different stages where participants produced three different compositions which were assessed using the ESL profile Rubric (mechanics, language, vocabulary, organization and content). Overall results in the Likert scale showed positive attitudes towards the use of computers which was observed in students’ performance during the intervention. Data yielded a favorable relationship between the use of CALL and participants’ engagement in the writing process. Furthermore, the statistical analysis of the three pieces of writing in the control and experimental groups, showed a significant improvement only in the latter. On the contrary, scores for the control group decreased in all five ESL profile dimensions. As far as the research context is concerned, findings would suggest that CALL has an enhancing effect on the writing process.
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Tesis (MagÃster en la Enseñanza del Inglés como Lengua Extranjera, Master en Artes en TESOL)
Keywords
Inglés, Escritura, Enseñanza Básica, Innovaciones Tecnológicas