Literaturnachweis - Detailanzeige
Autor/inn/en | Gánem-Gutiérrez, Gabriela Adela; Gilmore, Alexander |
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Titel | A Mixed Methods Case Study on the Use and Impact of Web-Based Lexicographic Tools on L2 Writing |
Quelle | In: Computer Assisted Language Learning, 36 (2023) 7, S.1365-1391 (27 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Gánem-Gutiérrez, Gabriela Adela) ORCID (Gilmore, Alexander) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0958-8221 |
DOI | 10.1080/09588221.2021.1987273 |
Schlagwörter | Second Language Learning; Second Language Instruction; Teaching Methods; Writing Instruction; Internet; English (Second Language); Undergraduate Students; Eye Movements; Student Attitudes; Essays; Scores; Language Proficiency; Foreign Countries; Dictionaries; Reference Materials; Electronic Publishing; Writing Processes; Japan Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Augenbewegung; Schülerverhalten; Essay; Aufsatzunterricht; Language skill; Language skills; Sprachkompetenz; Ausland; Dictionary; Wörterbuch; Literaturnachweis; Elektronisches Publizieren |
Abstract | This study used a mixed methods research design to investigate use of Web-based lexicographic tools during real-time second language (L2) writing activity in an English as a foreign language university context and the impact of their use on writing quality. Participants included 22 adult Japanese EFL learners, elementary to advanced language proficiency, and their tutor. Data were collected using digital screen capture and eye-tracking technologies while participants wrote a 35-minute essay. Supplementary stimulated retrospective recalls were also conducted to document participants' reflections on the use of these tools during the full writing event. Results revealed that participants spent, on average, 15% of composing time consulting online tools, with bilingual resources the most used. Importantly, mediation analysis found that L2 proficiency was the main, and direct, predictor of essay score. These findings as well as specific patterns of use discerned are discussed with reference to the qualitative data before proposals for further research and pedagogical implications are considered. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |