try my website.

http://monabil.hostoi.com/Publication2.htm

LITERATURE REVIEW: THE ROLE OF COMPUTER MEDIATED COMMUNICATION (CMC) IN TEACHING WRITING.

Writing involves both process and product (Walker S. A., 2003). In writing, one should know their level of turning the writing process into a creative translating process. Some researcher also believed that computer can be used to scaffold the writing development. This literature review is to investigate about how the computer mediated communication can help in improving and scaffolding the writing skills. In Malaysia, there is still gap in implementing the technology into classroom and the topic interests the reader to explore more on the use of CMC in writing as to apply the theory in real-life situation. The independent variables of the topic are the use of CMC and the participants. The dependent variable is the students’ performance in writing.   This chapter of literature review provides a theoretical and methodological framework review of previous research based on the specific topic: (1) review and summary of the articles, (2) reaction of the reader towards the articles, and (3) conclusions of any parallels in the findings of the research.

The article written by Liu Fu-lan (2006), using computer-mediated-communication to overcome the anxiety in writing review the combination of bottom-up and top-down model with computer-mediated-communication in applying to the teaching of ESL writing. Liu (2006) stated that the biggest obstacles for English as a Second Language (ESL) learners in China faced is the anxiety during writing. A set of questionnaire was conducted by the author among students majoring English in Jiangxi Normal University, and it is stated that 179 from 191 respondents admitted that they did not get much in writing class (Liu, 2009). The factors contributed to the failure of the subject were: the insufficient writing practice (79%), monotous teaching method (68%), out-of-date textbook (65%), and lack of computer-assisted instruction (59%). In order to overcome the problem arisen, she suggested that CMC can be used to overcome anxiety in writing. The researcher also reviews the combination of top-down and bottom-up strategies in order to implement both strategies into CMC.

Li & Tongshun (2006) also propose that CMC can have a positive effect building up students writing competency. The research question was to find the relative effectiveness of NBLT in EFL writing. According to Kern & Warshcauer (2000), NBLT is one form of CALL, which “language teaching that involves the use of computers connected to one another in either local or global network”.  They used network-based language teaching (NBLT) to measure the effectiveness of CMC and the study was done between two groups of students in China. Another study was done by Lin & Fang (2010) propose that “CMC integration into EFL classrooms document the effects it has on language learner’s speaking and writing skills”. Their study explores perceptions of English as a Foreign Language (EFL) learners on using computer mediated communication technology in their learner of English. Little scope touches on the writing perceptions but their findings resulted that “for language learners, writing in the target language could be a major challenge when linguistic competence is limited, but CMC makes this mutual construction more instant, intense and traceable”. The result also indicates that it is important to transfer the idea shared through online communication to real essay writing (Lin & Fang, 2010).   

            According to Cunningham (2000), she noted that writing quality of students can be improved by using word processing. Students tend to be more motivated to write for real reasons when using computer. A study was done to assess students’ attitudes towards word processing in writing to 37 Japanese female undergraduate enrolled in EFL writing class by using a set of questionnaire. Based on the study, the major study was found that word processing class to be challenging and non-threatening, and believed that word processing benefited in students’ writing. Another study was done by Kuo (2008) on designing online writing system proposed that the implementation of a process-oriented writing environment where full assistance is provided to help the L2 writers acquire appropriate composing sentence. Thus means that the CMC program need to have appropriate writing aids in order to raise students’ consciousness of the structure of the targeted skills.

This review of literature proves that the computer mediated communication plays important roles in helping the students improving their writing skills. The computer mediated communication (CMC) can have a positive effect in building up students writing competency because CMC can relate the writing competency into students’ daily routines such as text messaging, e-mailing, writing forums, blogging, and so forth. Some of the articles reviewed need improvement to make their study more reliable and valid enough. These studies also reveal that there are implications of the research in teaching and learning especially in Malaysian contexts. The use of computer mediated communication is only actively used in tertiary level of education but on in primary and secondary. Malaysia is still at low level of implementing the technology into classroom, and this CMC proves that technology is very important in language learning. The government should take action and try to make a move such as start to integrate the computer into school. Teacher should promote the students to use the computer mediated communication more on writing class. For the future research should focus more on the independent variables such as gender differences, range of age, and the students’ literacy in order to make the study more valid and reliable.       

REFERENCES

Kern, R. & M. Warschauer. (2000). Theory and Practice of Network-Based Language Teaching. In M. Warschauer & Kern R. (eds). Network-Based Language Teaching: Concepts and Practice. New York: Cambridge University Press.

Li, W. & Tongshun, W. (2006). A Case Study of Networtk-Based Language Teaching in EFL Writing. CELEA Journal (Bimonthly). Vol. 29 No. 5.

Liu, F,. (2006). Using Computer-Mediated-Communication to Overcome the Anxiety in ESL Writing. US-China Foreign Language vol. 4, no. 11. China: Foreign Language College.

Lin, H. & Fang, Y. (2010). EFL Learners’ Perceptions of Computer-Mediated Communication (CMC) to Facilitate Communication in a Foreign Language. World Academy of Science, Engineering and Technology.

Cunningham, K., (2011). Integrating CALL into Writing Curriculum. The Internet TESL Journal retrieved from http://iteslj.org/

Kou, C.H., (2008). Designing an Online Writing System: Learning with Support. RELC Journal 2008 39:285. SAGE Publications.

i will put the links later because some of the links need need username.

nabil yang hensem

What type of CALL will work with low proficiency students in a Form one English class?

In my point of view, I agree that the most suitable CALL courseware is Behaviourist CALL. Behaviourism theory articulates language learning as repetitive drills which can be called as drill-and-practice method. When language learning such as repetitive drill takes place, this activity is more compatible with low proficiency students in a form one English class. Drill activity can help the students to master the language before they are moving to next level. Besides, the activity enhances the students’ vocabulary and grammar knowledge. To make the CALL courseware more meaningful, adapting the Behaviourist CALL stage into CALL-specific software and using the cd-ROMs without interet connection can make the learning process success. Moreover, the courseware must have attraction such as colourful pictures, videos, and enjoyable songs with simple and easy-to-understand lyrics.

As for me, I will use this CALL courseware without internet connection. Exposing the students at this level is not healthy and may cause to other negative effect of technology. I prefer to download the suitable CALL courseware as I explained above and show to them in computer laboratory. Then, I have to ensure that I am the one who control the computer in the laboratory, not the students. But I will expose them to the technology from time to time in appropriate way, by not letting them to create their own “world” using the computer.

useful website for students!!!

http://www.manythings.org/

i will use this one for website evaluation. very informative!~

honesty

This is my second trial of having the blog (I admit that I am not very familiar with this thing). hopefully I can make this blog to stay active and meaningful as this is my last semester in TESL.

anyway enjoy!~