Effects of Different Types of Text-Based Chat on Korean EFL Students’ Writing Performance
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The purpose of the present study is to understand the effects of different types of text-based chat on EFL students' writing performance. 82 college freshmen participated in this study. They were taking a general English course, English 1, offered by a university in Korea. The experiment was carried out from March to June, 2016. Before the experiment began, participants were divided into three text-based chat groups: student-student, student-chatterbot, and student-native speaker chat groups. During the experimental period, they were asked to engage in text-based chat 20 minutes a week. Their writing performance on pre- and post-writing tests was scored both holistically and analytically using a writing scoring rubric. Major findings are as follows: First, both holistic and analytic writing scores in all groups positively changed over time as a result of participating in text-based chat. Furthermore, types of text-based chat had differential effects on language in use of participants' writing performance. In terms of participants’attitudes toward English learning, responses in all three groups were positively observed in general. Particularly, student-student text-based chat appeared to be more beneficial than the other two chat types. Limitations and suggestions are made based on these results.
Abstract
The purpose of the present study is to understand the effects of different types of text-based chat on EFL students' writing performance. 82 college freshmen participated in this study. They were taking a general English course, English 1, offered by a university in Korea. The experiment was carried out from March to June, 2016. Before the experiment began, participants were divided into three text-based chat groups: student-student, student-chatterbot, and student-native speaker chat groups. During the experimental period, they were asked to engage in text-based chat 20 minutes a week. Their writing performance on pre- and post-writing tests was scored both holistically and analytically using a writing scoring rubric. Major findings are as follows: First, both holistic and analytic writing scores in all groups positively changed over time as a result of participating in text-based chat. Furthermore, types of text-based chat had differential effects on language in use of participants' writing performance. In terms of participants’attitudes toward English learning, responses in all three groups were positively observed in general. Particularly, student-student text-based chat appeared to be more beneficial than the other two chat types. Limitations and suggestions are made based on these results.
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