Effects of Epals Practices on EFL Writing. An Action Research Study with Ecuadorian Students

Autor/inn/en	Vire Quezada, Karla; Santillán, Juan José
Titel	Effects of Epals Practices on EFL Writing. An Action Research Study with Ecuadorian Students
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021), S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vire Quezada, Karla) ORCID (Santillán, Juan José)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Action Research; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Writing Tests; Pretests Posttests; Writing Instruction; Accuracy; Grammar; Vocabulary Development; Intervention; Student Motivation; Native Speakers; Intercultural Communication; Letters (Correspondence); North Americans; Language Usage; Student Attitudes; Cooperative Learning; Cultural Awareness; Scores; High School Students; Computer Mediated Communication; Ecuador + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Writing test; Schreibtest; Schreibunterricht; Grammatik; Wortschatzarbeit; Schulische Motivation; Muttersprachler; Interkulturelle Kommunikation; Brief; Sprachgebrauch; Schülerverhalten; Kooperatives Lernen; Cultural identity; Kulturelle Identität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computerkonferenz
Abstract	Among the language skills, writing has been considered as the most difficult skill not only for native speakers, but for foreign language learners as well in the sense that one cannot achieve fluency and accuracy unless they become successful language users in terms of listening, speaking, and reading. This action research studied the effect of ePals practices on EFL writing of Ecuadorian students. Twenty-two junior high school students exchanged letters with American students over a four-month period. A mixed method was used for data collection and analysis. Quantitative data from pre and post writing tests and qualitative data from focal participants' interview were analyzed. Results revealed that after the intervention participants improved scores in vocabulary, grammar and accuracy. However, there was not a significant impact on the correct use of format and conventions of texts. Interviews with focal participants reported attitudes towards the collaboration and highlighted some aspects that made the experience valuable for participants and how it affected their writing performance and motivation. Results suggested that ePals practices offer ample opportunities for skills development and intercultural learning. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01