E-Mail Writing: Providing Background Information in the Core of Computer Assisted Instruction

Autor/inn/en	Nazari, Behzad; Ninknejad, Sahar
Titel	E-Mail Writing: Providing Background Information in the Core of Computer Assisted Instruction
Quelle	In: Turkish Online Journal of Distance Education, 16 (2015) 1, S.193-211 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Electronic Mail; Writing (Composition); Computer Assisted Instruction; Computer Mediated Communication; Writing Ability; Information Dissemination; English (Second Language); Second Language Instruction; Second Language Learning; Males; College Students; Advanced Students; Asynchronous Communication; Hypothesis Testing; Language Tests; Student Placement; Pretests Posttests; Experimental Groups; Control Groups; Statistical Analysis; Scores; Foreign Countries; Educational Benefits; Outcomes of Education; Writing Achievement; Iran + Suchen Sie Ihr Suchwort? Elektronischer Briefkasten; Schreibübung; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Schreibkompetenz; Informationsverbreitung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Male; Männliches Geschlecht; Collegestudent; Fortgeschrittener; Hypothesenprüfung; Hypothesentest; Language test; Sprachtest; Schülerpraktikum; Statistische Analyse; Ausland; Bildungsertrag; Lernleistung; Schulerfolg
Abstract	The present study highly supported the effective role of providing background information via email by the teacher to write e-mail by the students in learners' writing ability. A total number of 50 EFL advanced male students aged between 25 and 40 at different branches of Iran Language Institute in Tehran, Tehran. Through the placement test of Oxford English Language Placement Test (OELPT) the students' proficiency level seems to be nearly the same. Participants were randomly assign into two groups of experimental and control, each consisting of 25 students. After the administration of the proficiency test, all groups were assigned to write topic 1 as the pre-test. Next, the teacher involved the learners in the new instruction (treatment). During writing topics 2, 3, 4, 5, 6, and 7 experimental group's background knowledge was activated through e-mail before writing and e-mailing topics while the control group received no background knowledge activation through e-mail. After the treatment was given to the experimental group, the students in both groups were required to write another composition about the last topic, topic 8. Again, in this phase, none of the groups received any background information. The results indicated that providing background information via e-mail by the teacher to write email by the students significantly improved learners' writing ability. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01