The attitudes of English-as-a-Foreign-Language students towards the learning usefulness and benefits of Google-Drive for Collaborative Writing
Resumen
This study examines undergraduate EFL learners’ perceptions of the usefulness of a web-based application for collaborative writing, namely Google Drive. Upon completion of a form-focused output-based language learning task using the Google Drive application for synchronous collaborative editing of documents, two students participated in an interview examining the computerized task’s accessibility, language learning benefits and its limitations. Students showed positive attitudes towards the use of technological tools in language education. Furthermore, they perceived language gains in regard to grammar, vocabulary, and punctuation. Some difficulties acknowledged by the students related to initial accessibility, distraction, and disorganization of turns for written contribution. In light of these findings, some pedagogical suggestions are put forward for the integration of computer-enhanced interactional tasks to promote L2 written output in the L2 classrom.Referencias
Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15, 241-249.
Bax, S. (2003). CALL-past, present and future. System, 31, 13-28.
Bax, S., (2000). Putting technology in its place. In: Field, C. (Ed.), Issues in Modern Foreign Languages Teaching. Routledge, pp. 208-219.
Beauvois, M. H. (1992) Computer-assisted classroom discussion in the foreign language classroom: conversation in slow motion. Foreign Language Annals, 25, 455–463.
Blake, R. (2000). Computer mediated communication: A window on L2 Spanish inter-language. Language Learning and Technology, 4, 120-136.
Blake, R. (2008). Distance learning for second and foreign language teaching. In N. van Deusen-Scholl & N.H. Hornberger (Eds.), Encyclopedia of language and education (vol. 4, pp. 365–376). New York: Springer.
Chapelle, C. (2001). Computer applications in second language acquisition. Foundations for teaching, testing and research (pp. 132-156).
Cambridge, UK: Cambridge University Press.
De la Cruz, V., & Izquierdo, J. (2014). Multimedia instruction on Latin roots of the English language and L2 vocabulary learning in higher education contexts: Learner proficiency effects. Sinéctica, Revista Electrónica de Educación, 42, 1-11.
De la Fuente, M. J. (2003). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition, Computer Assisted Language Learning, 16, 47–81.
De los Arcos, B., Coleman, J., & Hampel, R. (2009). Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk. ReCALL, 21, 3-17.
Dippold, D. (2009). Peer feedback through Blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21, 18–36.
Ellis, R., Tanaka, Y., & Yamazaki, A. (1994). Classroom interaction, comprehension and L2 vocabulary acquisition. Language Learning, 44, 449–491.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Felix, U. (2004). A multivariate analysis of secondary students’ experience of web-based language learning. ReCALL, 16, 129-141.
Grguurovic, M., Chapelle, C., & Shelley, M. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25, 165-198.
Hattem, D. (2014). Microblogging activities: language play and tool transformation. Language Learning and Technology, 18, 151-174.
Herring, S. (1999). Interactional coherence in CMC. Proceedings of the thirty-second annual hawaii international conference on systems sciences (CD-ROM). Los Alamitos, CA: IEEE Computer Society. doi:10.1111/j.1083-6101. 1999.tb00106.x Izquierdo,
J. Simard, D., & Garza, G. (in press). Multimedia instruction & language learning attitudes: a study with university-students. Revista Electrónica de Investigación Educativa. 17 (2).
Izquierdo, J., Aquino, S., García, V., Garza, G., Minami, H., & Adame, A. (2014). Prácticas y competencias docentes de los profesores de inglés: diagnóstico en secundarias públicas de Tabasco [English language teaching competencies & practices: Analysis in public secondary schools of Tabasco]. Sinéctica, Revista Electrónica de Educación, 42, 1-25.
Izquierdo, J. (2014). Multimedia instruction in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction. The Canadian Modern Language Review, 70, 188-219.
Kelm, O. R. (1992) The use of synchronous computer networks in second language instruction: a preliminary report. Foreign Language Annals, 25, 441-454.
Kern, R. G. (1995) Restructuring classroom interaction with networked computers: effects on quantity and characteristics of language production. The Modern Language Journal, 79(4): 457-476.
Kessler, G. (2009). Student-initiated attention to form in Wiki-based collaborative writing, Language Learning and Technology, 13, 79-95, Retrieved July 2, 2009 from: http://llt.msu.edu/vol13num1/kessler.pdf
Kim, D., Rueckert, D., Kim, D. J., Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17, 52/73.
Kitade, K. (2000). L2 learners’ discourse and SLA theories in CMC: Collaborative interaction in internet chat. Computer Assisted Language Learning, 13, 143-166.
Lantolf, J.P. (Ed.) (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.
Lee, L. & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL 26, 281-297.
Levy, M., & Stockwell, G. (2006). CALL dimensions: options and issues in computer-assisted language learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie & T.K. Bathia (Eds.), Handbook of research on second language (pp. 413-468). San Diego, CA: Academic Press.
Mackey, A., y Gass, S.(2005). Second language research. Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. LEA.
Nardi, B. A., Whittaker, S., & Bradner, E. (2000). Interaction and outeraction: instant messaging in action. Proceedings of Conference on Computer Supported Cooperative Work (CSCW) (pp. 79-88). Philadelphia, PA: ACM. Retrieved from http://citeseerx.ist. psu.edu/viewdoc/download?doi=10.1.1.31. 7157&rep=rep1&type=pdf
O’Bryan, A., & Hegelehimer, V. (2007). Integrating CALL into the classroom: the role of podcasting in an ESL listening strategies course. ReCALL 19, 162-180.
Ortega, L. (2007). Meaningful L2 practice in foreign language classrooms: A cognitive-interactionist SLA perspective. In R. DeKeyser (Ed.), Practice in a second language: perspectives from applied linguistics and cognitive psychology (pp. 180-207). New York: Cambridge University Press.
Pelletieri, J.L. (1999). Why talk? Investigating the role of task-based interaction through synchronous network-based communication among class-room learners of Spanish. Unpublished doctoral dissertation, University of California, Davis.
Ranalli, J. (2008). Learning English with the Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21, 441-455.
Rubrico, J. G., & Hashim, F. (2014). Facebook-photovoice interface: Empowering non-native pre-service English language
teachers. Language Learning & Technology, 18, 16-34.
Salaberry, R. (2000). L2 morphosyntactic development in text-based computer-mediated communication. Computer Assisted Language Learning, 13, 5-27.
Sanchez, B. (1996) MOOving to a new frontier in language learning. In: Warschauer, M. (ed.) Telecollaboration in foreign language learning: Proceedings of the Hawai’i symposium. Honolulu, Hawai’i: University of Ha-wai’i, Second Language Teaching & Curriculum Center, 145–163.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11–26.
Schmidt, R. (1995a). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R.W. Schmidt (Eds.), Attention and awareness in foreign language learning (Tech. Rep.) (No. 9, pp. 1-63). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center.
Shang, S. (2007). An exploratory study of E-mail application on FL writing performance.Computer Assisted Language Learning 20, 79-96.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14, 153-173.
Thorne, S. (2000). Beyond bounded activity systems: Heterogeneous cultures in instructional uses of persistent conversation. In S. Herring & T. Erickson (eds.), The proceedings of the thirty-third Hawaii international conference on systems science (pp. 1-11). New York, NY: IEEE.
Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Vogt, K. (2006). Can you measure attitudinal factors in intercultural communication? Tracing the development of attitudes in e-mail projects. ReCALL, 18, 153-173.
Yen-Chen Yen, Huei-Tse Hou & Kuo En Chang (2013): Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: a case study in Taiwan, Computer Assisted Language Learning, DOI:10.1080/09588221.2013.839568
