Advancing Grammatical Accuracy of EFL Students in Web-Based Writing

Autor/in	Alghammas, Abdurrazzag
Titel	Advancing Grammatical Accuracy of EFL Students in Web-Based Writing
Quelle	In: TESOL International Journal, 15 (2020) 3, S.83-110 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Grammar; Accuracy; Web Based Instruction; Teaching Methods; Writing Instruction; Collaborative Writing; Web 2.0 Technologies; Undergraduate Students; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Essays; Error Patterns; Foreign Countries; Majors (Students); Student Attitudes; Educational Technology; Educational Benefits; Constructivism (Learning); Learning Theories; Group Dynamics; Saudi Arabia + Suchen Sie Ihr Suchwort? Grammatik; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Fehlertyp; Ausland; Schülerverhalten; Unterrichtsmedien; Bildungsertrag; Learning theory; Lerntheorie; Gruppendynamik; Saudi-Arabien
Abstract	In group writing, a group works together to compose a well-written text. Web 2.0 has bolstered web-based group writing among linguistic scholars and language teachers. This research examined the impact of web-based group writing on intermediate-level sophomore students majoring in English in colleges in Saudi Arabia. It considered the students' work process during web-based group writing, unveiling students' opinions and attitudes toward web-based tools. Employing a questionnaire survey after a writing task, data were gathered after respondents experienced the benefits of web-based writing. The theoretical framework for the research was based on Vygotsky's social constructivist theory and Li and colleagues' wiki-based collaborative process writing pedagogy (WCPWP). The results indicated that using web-based tools in the group writing of essays helped learners make fewer grammatical errors and also fostered group interactions. Many learners positively reacted to the web-based group writing. This research provides a better understanding of the modern technology and pedagogy used by educators, thereby contributing to the existing literature. Based on the study results, the research presents recommendations of appropriate web-based applications for second language writing. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01