S-Space College of Education (사범대학) Dept. of Foreign Language Education (외국어교육과) English Language (영어전공) Theses (Master's Degree_영어전공)
A Case Study of Korean Adult EFL Writers’ Computer-Assisted L2 Writing Focusing on the Use of Online Resources as L2 Writing Aids
- 사범대학 외국어교육과
- Issue Date
- 서울대학교 대학원
- Korean EFL writers; computer-assisted L2 writing; corpus; online dictionary; search engine; L2 writing aids; technology
- 학위논문 (박사)-- 서울대학교 대학원 : 외국어교육과, 2017. 2. 오선영.
- The present L2 writing pedagogy is required for considering the impact of technology on L2 writing. The development of computer technologies provides L2 writers with advanced technological writing aids on the Web: online dictionaries, search engines, and web-based corpora. Although these online resources have great potential to assist L2 writing, the combined use of these online resources by L2 writers during the process of L2 writing in the EFL context, beyond the classroom, has been less investigated in previous studies.
The present study investigated three Korean adult EFL writers’ use of the online resources in computer-assisted L2 writing. Each writer performed L2 writing tasks on the computer using three online resources—an online dictionary, a search engine, and a web-based corpus—in a series of thirty writing sessions. For each writer, a simultaneous think-aloud and a retrospective interview were also conducted in every session. The writing process on the computer screen with the writer’s think-aloud and the interviews were recorded and transcribed in order to identify the aspects of the writers’ use and perception of the online resources in computer-assisted L2 writing. These aspects of the use of online resources in the writing process were classified and examined according to the purpose of each use, and the interview transcripts were analyzed by themes.
The findings revealed each writer’s respective and combined use of the online resources during L2 writing and perceptional aspects related to the use of the online resources and writing in English. As the writers used L1 extensively during their L2 writing process, such an approach to L2 writing led them to use a bilingual online dictionary most frequently as well as to prefer a bilingual interface of the online resources. The writers thought that the dictionary examples provided with Korean translations were useful to them. The writers’ use of a search engine and a corpus demonstrated each writer’s varying perception of the function and utilization of each online resource and the writing task. The writers’ L2 English writing ability and their manner of writing in English appeared to show the emergence of different aspects of using the online resources among the writers.
All the writers positively evaluated and appreciated using the online resources in L2 writing and its effect on their affective aspects. They considered the online resources to be useful and helpful in their L2 writing, especially for supporting their affective aspects related to L2 writing confidence and self-efficacy. Thus, it was found that computer-assisted L2 writing with the aid of online resources can assist not only these EFL writers’ L2 writing, but also enhance their affective aspects. Their L2 writing apprehensions were relieved, and their attitude toward L2 writing had improved. The writers were also aware of the limitations of their self-directed computer-assisted L2 writing in terms of detecting and revising their own writing errors.
From the case of these three Korean adult EFL writers, the following five issues were discussed. First, computer technologies have a positive influence on the affective dimension of EFL writers. Second, the value of writing experience and practice to Korean adult EFL writers is significant, and thus it is necessary to consider providing EFL writers with an L2 writing experience that incorporates computer technologies related to L2 writing. Third, future technology that could assist EFL writers’ L2 writing was discussed. Fourth, the role of an L2 writing teacher in computer-assisted L2 writing was discussed, and finally, how to define L2 writing ability in the era of technological innovation was discussed.
Based on the case analysis and discussion, pedagogical implications and suggestions for future research were presented. The need exists for a balanced and integrated consideration of EFL writers’ cognition, affect, and the use of computer technology in L2 writing pedagogy. While the active use of the online resources during L2 writing is recommended, a systemic approach to utilizing such technologies is required in order to develop and improve EFL writers’ L2 writing skills. L2 writing teachers should be aware of the value of online resources in L2 writing, identify L2 writers’ affective aspects, and find a proper way to support L2 writers. Computer-assisted L2 writing is able to support EFL writers’ affective aspects and provide EFL writers with an instructive L2 writing experience. Further, advanced technologies to support independent EFL writers’ needs and to solve their writing problems are required, and the use of online resources during L2 writing can be considered both in the current as well as future L2 writing assessments.