ENHANCING WRITING THROUGH ELECTRONIC MATERIAL

ENHANCING WRITING THROUGH ELECTRONIC MATERIALJennie Bautista MorenoCarlos Sifuentes RodriguezMelisa Valdez SlazarSusana Barrientos Roel Iram Rodriguez OrdoezElectronic MaterialsAre refer to material that has been digitally processed so that the user is able to access it through a single source, usually a computer.We will be refering to three major, iterrelated dimensions of electronicmaterials that have proven beneficial to L2 learning:HypermediaMultimediaCommunication MediaHypermedia (Hypertext)Refers to the capacity to make links between bitsof information.Internal to the current page.Between elements of a particular website or CD-ROM.Between one site and another site on the web.MultimediaWhile the nodes were originally restricted to pieces of text, now they can include a variety of media:Static text

Animated text

Sound & Voice

Still graphics

Animated graphics and videos

These multimedia elements can be combined in various ways and can appear automatically or be accessed by the reader making a deliberate selection.Communication MediaInterpersonal communication has become a powerful factor inthe development of electronic materials. Communication can take several forms:EmailBulletin boardsDiscussion listsChat roomsVideo conferencingContribution to Language LearningHow electronic materials can enhance the experience of learning to read in a second language.How such materials can support the learning of L2 writing.How developers can create learning environments that integrate all the previously discussed attributes of electronic materials.

Enhancing Reading through Electronic MediaReading is a highly complex activity that plays a critical role in the process of learning another language. The reader operates at many levels at once, intergating a variety of skills and strategies while seeking to construct meaning.

Practising Lower-level SkillsComputerized reading activities have tended to focus on the microskills, with the computer playing the role of drillmaster.Poorly designed materials materials can be unproductive and boring, there is nevertheless a role for electronic materials in developing these lower-level skills. Computers can do well is to help develop automaticity.Fluent readers automatically recognize the majority of frequently used words without resorting to phonic analysis or contextual information.L2 readers tend to give more attention to lower-level skills such as sounding out words, thereby decreasing their capacity to focus on meaning.While many computers programs for teaching these bottom-up skills (uninteresting, repetitive, decontextualized drilling).There are some that attempt to engage students interactively in activities that involve constant revising of connected text which contains several instances of the targeted item/s.Chapelle (1998) suggests that an important principle for electronic materials developers derived from second language acquisition (SLA) theory is input enhancement through the highlighting of salient language features.A simple word-processing program can be used to advantage by focusing students attention on significant. More powerful programs (Flash) can be used to help the reader notice syntactic units by highlighting thereas the students listens to the text being read a loud.

Computers can also be used to provide the more intentional, intensive vocabulary practice needed by L2 learners. CAVOCA program takes the learners systematically through the various stages by exposing them to carefully selected L2 material which illustrates the salient features of the new L2 word and/ or the differences between the L2 word and its nearest L1 equivalent or counterpart. MAKING READING EASIERHypermedia makes it possible to build into a single page a number or clickable options to support the L2 reader.devices: pop-ups, rollovers, links, menus.Printed pages vs hypermedia page.On-the-spot helpComputers make life easier for L2 readers.

Hypermedia links vs dictionaries, glossaries.

Problem of using word to explain words.

The GALT uses this to individualize the learning experience.

Supporting comprehensionChapelle (1998)

Shema theory (eg. Carrell 1987)

Hypermedia text vs traditional text.

Multimedia should be motivated by considerations such as:Developing comprehension strategiesProficient readers have a wide range of strategies.

Reading and Listening Strategies (REAL)

MODELLING THE GENREWhen writing a text, the writer needs to consider the purpose.Electronic media can be used to introduce L2 writers to the genres of the target culture and language.

DEMONSTRATING THE PROCESSBefore writing a text, it is useful for students to see how such a text is created. Students participate in the writing experience in collaboration with co-learners and a teacher.

BRAINSTORMING AND RESEARCHINGBefore writing, the writer nedds to have something to write about. These ideas can come from brainstorming, drawing on previous experience or from researching.

Finding websites, aproppriate to the language level and age of the students is not straightforward.

DRAFTINGOnce the student starts to draft a text, the computer becomes a powerful resource.

CONFERENCING AND REVISINGAn important element of the writing process is receiving feedback from others during the drafting stage. Writers are able to seek help from their teacher, their classroom peers, from students in other classes and in other locations and from unknown others.It is not only in receiving of feedback that the learner benefits from such iteraction, it is also the participation in the interaction itself.

EDITINGTools such as spellcheckers, syntax alerts and autoformatting assist at the editing stage.