A Mixed Methods Case Study on the Use and Impact of Web-Based Lexicographic Tools on L2 Writing

Autor/inn/en	Gánem-Gutiérrez, Gabriela Adela; Gilmore, Alexander
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01