Providing Background Information in the Core of Computer Assisted Instruction

Authors : Behzad NAZARI, Sahar NIKNEJAD

Pages : 193-211

Doi:10.17718/tojde.22561

View : 12 | Download : 10

Publication Date : 2015-02-27

Article Type : Other Papers

Abstract :The present study highly supported the effective role of providing background information via e-mail by the teacher to write e-mail by the students in learners’ writing ability. A total number of 50 EFL advanced male students aged between 25 and 40 at different branches of Iran Language Institute in Tehran, Tehran. Through the placement test of Oxford English Language Placement Test insert ignore into journalissuearticles values(OELPT); the students` proficiency level seems to be nearly the same. Participants were randomly assign into two groups of experimental and control, each consisting of 25 students. After the administration of the proficiency test, all groups were assigned to write topic 1 as the pre-test. Next, the teacher involved the learners in the new instruction insert ignore into journalissuearticles values(treatment);. During writing topics 2, 3, 4, 5, 6, and 7 experimental group’s background knowledge was activated through e-mail before writing and e-mailing topics while the control group received no background knowledge activation through e-mail. After the treatment was given to the experimental group, the students in both groups were required to write another composition about the last topic, topic 8. Again, in this phase, none of the groups received any background information. The results indicated that providing background information via e-mail by the teacher to write e-mail by the students significantly improved learners’ writing ability.
Keywords : Computer assisted language learning, Computer mediated communication, Asynchronous computer mediated communication, Synchronous computer mediated communication, Writing, Background Information, Holistic Scoring