Online Open-Source Writing Aid as a Pedagogical Tool

Autor/in	Sevcikova, Beata Lewis
Titel	Online Open-Source Writing Aid as a Pedagogical Tool
Quelle	In: English Language Teaching, 11 (2018) 8, S.126-142 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Open Source Technology; Teaching Methods; Feedback (Response); Academic Discourse; Proofreading; Writing Instruction; Writing (Composition); Grammar; Spelling; Writing Improvement; Essays; College Students; Student Motivation; Self Esteem; Student Attitudes; Student Needs; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Korrektur; Schreibunterricht; Schreibübung; Grammatik; Schreibweise; Essay; Aufsatzunterricht; Collegestudent; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Saudi-Arabien
Abstract	The present research offers an assessment of the online open source tools used in the L2 academic writing, teaching, and learning environment. As fairly little research has been conducted on how to best use online automated proofreaders for educational purposes, the objective of this study is to examine the potential of such online tools. Unlike most studies focusing on Automated Writing Evaluation (AWE), this research concentrates only on the online, open-source writing aide, grammar, spelling and writing style improvement tools available either for free or as paid versions. The accessibility and ability to check language mistakes in academic writings such as college-level essays in real time motivates both, teachers and students. The findings of this empirical-based study indicate that despite some bias, computerized feedback facilitates language learning, assists in improving the quality of writing, and increases student confidence and motivation. The current study can help with the understanding of students' needs in writing, as well as in their perception of automated feedback. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01