The effects of technology enhanced instruction on business letter writing skills
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study investigated the effectiveness of technology on the instruction of business letter writing in a Korean university by comparing technology- enhanced lessons with traditional instruction. Writing performance for both the traditional and technology-enhanced approaches was analyzed for four types of business letters such as hotel reservations, complaints, cover letters, and sales promotion letters and were evaluated based on overall impression, ideas and argument, accuracy, fluency, and appropriacy. There were 29 students for the conventional writing instruction and 40 students for web-based instruction. The students who received web-based instruction showed more improvement than those who received traditional training for making hotel reservation and writing complaint letters. In addition, the results showed significant improvement in ‘overall impression’ and ‘ideas and argument’ for hotel reservations and in ‘overall impression’ and ‘fluency’ for complaints as well as in ‘appropriacy’ for cover letters. Low level learners benefited the most from technology-enhanced lessons. These findings suggest that integrating technology into EFL business letter writing lessons enhances writing performance, particularly in several areas of analytic evaluation.
Abstract
This study investigated the effectiveness of technology on the instruction of business letter writing in a Korean university by comparing technology- enhanced lessons with traditional instruction. Writing performance for both the traditional and technology-enhanced approaches was analyzed for four types of business letters such as hotel reservations, complaints, cover letters, and sales promotion letters and were evaluated based on overall impression, ideas and argument, accuracy, fluency, and appropriacy. There were 29 students for the conventional writing instruction and 40 students for web-based instruction. The students who received web-based instruction showed more improvement than those who received traditional training for making hotel reservation and writing complaint letters. In addition, the results showed significant improvement in ‘overall impression’ and ‘ideas and argument’ for hotel reservations and in ‘overall impression’ and ‘fluency’ for complaints as well as in ‘appropriacy’ for cover letters. Low level learners benefited the most from technology-enhanced lessons. These findings suggest that integrating technology into EFL business letter writing lessons enhances writing performance, particularly in several areas of analytic evaluation.
참고문헌 (61)
- Bachman, L. F., "Language testing in practice" (1996), Oxford University Press
- Barnard, R., "Writing for the real world: An introduction to general writing" (2004), Oxford University Press
- Bhatia, V. K., "Analyzing genre: Language use in professional settings" (1993), Essex
- Bhatia, V. K., "Genre-mixing in academic introductions", English for Specific Purposes, 16(3), pp.181~196 (1997)
- Chapelle, C. A., "Computer applications in second language acquisition" (2001), Cambridge University Press
- Chapelle, C. A., "English language learning and technology: Lectures on applied linguistics in the age of information and communication technology" (2003), John Benjamins Pub
- Cheng, A., "Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework", English for Specific Purposes, 26, pp.287~307 (2007)
- Chuo, T-W., "The effects of the WebQuest writing instruction program on EFL learners’ writing performance, writing apprehension, and perception", TESL-EJ, 11(3) (2007)
- "Retrieved April, 14, 2008"[URL]
- Collentine, J., "Insights into the construction of grammatical knowledge provided by user-behavior tracking technologies", Language Learning & Technology, 3, pp.44~57 (2000)
- "Retrieved August, 3, 2009"[URL]
- De Ridder, E., "Are we conditioned to follow links? Highlights in CALL materials and their impact on the reading process", Computer Assisted Language Learning, 13(2), pp.183~195 (2000)
- De Ridder, E., "Visible or invisible links: Does the highlighting of hypertexts affect incidental vocabulary learning, text comprehension, and the reading process?", Language Learning & Technology, 6(1), pp.123~146
- De Ridder, E., "Reading from the screen in a second language: Empirical studies on the effect of marked hyperlinks on incidental vocabulary learning, text comprehension and the reading process" (2003), Garant
- Dudley-Evans, T., "Development in English for specific purposes: A multi-disciplinary approach" (1998), Cambridge University Press
- Ferris, D. R., "Teaching ESL composition: Purpose, process, and practice" (2005), Erlbaum Associates, Inc.
- Flowerdew, L., "Using a genre-based framework to teach organizational structure in academic writing", ELT Journal, 54, pp.369~377 (2000)
- Grabe, W., "Theory and practice of writing in : Language, context, and text: Aspects of Language in a Social-Semiotic Perspective" (1989), Oxford University Press
- Heift, T., "Drag or type, but don’t click: A study on the effectiveness of different CALL exercise types", Canadian Journal of Applied Linguistics, 6(3), pp.69~87 (2003)
- Henry, A., "Evaluating language learners’ response to web-based, data-driven, genre teaching materials", English for Specific Purposes, 26, pp.462~484 (2007)
- Henry, A., "An evaluation of a genre-based approach to the teaching of EAP", ESP writing, 1998, pp.32, 147~156
- 허명혜, "전자우편 의사소통이 언어형태 습득에 미치는 효과", 영어교육연구, 18(3), pp.279~298 (2006), 팬코리아영어교육학회
- Hwang, H. J., "Effective business writing instruction in an EFL classroom context", Business Education Forum, 10(2), pp.5~20 (2001)
- Hwang, H. J., "A study of the ESP curriculum for international conference communications", Journal of the Applied Linguistics Association of Korea, 18(1), pp.37~56 (2002)
- Hyland, K., "A genre description of the argumentative essay", RELC Journal, 21(1), pp.66~77 (1990)
- Hyland, K., "Genre-based pedagogies: A social response to process", Journal of Second Language Writing, 12, pp.17~29 (2003)
- Hyon, S., "Genre in three traditions: Implications for ESL", TESOL Quarterly, 30, pp.693~722 (1996)
- Hyon, S., "Long-term effects of genre-based instruction: A follow-up study of an EAP reading course", English for Specific Purposes, 20, pp.417~438 (2001)
- Jeon, J. H., "WBT program development in ESP", Business Education Forum, 10(2), pp.5~20 (2001)
- Johns, A. M., "Genre and pedagogical purposes", Journal of Second Language Writing, 4, pp.181~190 (1995)
- Kim, D. J., "A study on the development of zone of proximal development for the optimization of English writing education through E-mail", Multimedia-Assisted Language Learning, 3(2), pp.100~118 (2000)
- Krashen, S., "Principles and practice in second language acquisition" (1982), Prentice-Hall
- Krashen, S., "Writing: Research, theory, and applications" (1984), Pergamon Institute
- Lee, Kyonglim, "The Effect of Genre-Based Instruction: Improving English Writing Ability in the Classroom", 영어교육, 61(1), pp.257~281 (2006), 한국영어교육학회
- Long, M. H., "Native speaker", non-native speaker conversation and negotiation of comprehensible input, 1983, pp.4, 126~141
- Long, M. H., "The role of the linguistic environment in second language acquisition in : Handbook of second language acquisition" (1996), Academic Press
- Mansfield, C. E., "Writing business letters and reports" (1987), Glencoe Publishing Company
- Marshall, S., "A genre-based approach to the teaching of report-writing", English for Specific Purposes, 14(3), pp.247~256 (1991)
- Miller, C., "Genre as social action", Quarterly Journal of Speech, 70, pp.157~178 (1984)
- Milton, J., "Exploiting L1 and interlanguage corpora in the design of an electronic language learning and production environment in : Learner English on computer", pp.186~198 (1998), Longman
- Mustafa, Z., "The effect of genre awareness on linguistic transfer", English for Specific Purposes, 14, pp.247~256 (1995)
- Miyasako, N., "Does text-glossing have any effects on incidental vocabulary learning through reading for Japanese senior high school students?", Language Education & Technology, 39, pp.1~20 (2002)
- Paltridge, B., "EAP placement testing: An integrated approach", English for Specific Purposes, 11(3), pp.243~268 (1992)
- Paltridge, B., "Genre and the language learning classroom" (2000), The University of Michigan Press
- Paltridge, B., "Genre, text type and the English for Academic Purposes (EAP) classroom in : Genre in the classroom", pp.69~88 (2001), Erlbaum Associates
- Pennington, M., "Electronic media in second language writing: An overview of tools and research findings in : New perspectives on CALL for second language classrooms", pp.69~92 (2004), Erlbaum Associates Inc
- Robinson, P., "Review article: Attention, memory and the noticing hypothesis", Language Learning, 45, pp.283~331 (1995)
- Poe, R. W., "Workbook for business communication: A problem-solving approach" (1984), McGraw-Hill Book Company
- Schmidt, R., "The role of consciousness in second language learning", Applied Linguistics, 11, pp.129~158 (1990)
- Sengupta, S., "Rhetorical consciousness raising in the L2 reading classroom", Journal of Second Language Writing, 8(3), pp.291~319 (1999)
- Skehan, P., "The cognitive approach to language learning" (1998), Oxford University Press
- Smith, M. S., "Input enhancement in instructed SLA: Theoretical bases", Studies in Second Language Acquisition, 15, pp.165~179 (1993)
- 소윤희, "Needs Analysis of English for English for Nurses: Practitioners' and Professors' Perception", 응용언어학, 20(1), pp.81~106 (2004), 한국응용언어학회
- 송정원, "Key-pal an Peer Revision Writing Activities on the Cyworld Club of the Internet", 멀티미디어 언어교육, 9(1), pp.30~52 (2006), 한국멀티미디어언어교육학회
- Sullivan, N., "Teaching writing on a computer network", TESOL Journal, 3(1), pp.34~35 (1993)
- Swain, M., "Communicative competence: Some roles of comprehensible input and comprehensible output in its development in : Input in second language acquisition", pp.235~253 (1985), Newbury House
- Swain, M., "Problems in output and the cognitive processes they generate: A step towards second language learning", Applied Linguistics, 16, pp.370~391 (1995)
- Swales, J. M., "Genre analysis: English in academic and research settings" (1990), Cambridge University Press
- Swales, J. M., "Integrated and fragmented worlds: EAP materials and corpus linguistics in : Academic discourse" (2002), Longman, Pearson Education
- Swami, J. A., "Sensitizing ESL learners to genre", TESL-EJ, 12(3), pp.1~13 (2008)
- Tedick, D. J., "ESL writing assessment: Subject-matter knowledge and its impact on performance", English for Specific Purposes, 9, pp.123~143 (2002), Cambridge University Press