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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 Examining the Effectiveness of Corpus-Informed Instruction of Reporting Verbs in L2 First-Year College Writing Shin, Ji-young; Velázquez, Ashley J.; Swatek, Aleksandra... In: Shin, Ji-young; Velázquez, Ashley J.; Swatek, Aleksandra; Staples, Shelley; & Partridge, R. Scott. (2018). Examining the Effectiveness of Corpus-Informed Instruction of Reporting Verbs in L2 First-Year College Writing. L2 Journal, 10(3). doi:10.5070/L210337022. Retrieved from: http://www.escholarship.org/uc/item/7wb651t7 (2018) BASE Show details 2 New Insights in the Design and Compilation of Digital Bilingual Lexicographical Products: The Case of the Diccionarios Valladolid-UVa Fuertes-Olivera, Pedro A.; Tarp, Sven; Sepstrup, Peter In: Lexikos; Vol. 28 (2018) ; 2224-0039 (2018) BASE Show details 3 Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition Ene, Estela; Upton, Thomas A. In: Author (2018) BASE Show details 4 An Argument for Writing Assessment Literacy for Multilingual and L2 Writers: Deconstructing Linguistic Bias Carrero, Gabrielle. - : East Carolina University, 2018 BASE Show details 5 Academic English L2 Writing : The Case of Undergraduate Students in Spain Nicholson Guix, Jennifer; Universitat Autònoma de Barcelona. Facultat de Filosofia i Lletres. - 2018 BASE Show details 6 Some evidence of the development of L2 reading-into-writing skills at three levels Chan, Sathena Hiu Chong. - : Castledown, 2018 BASE Show details 7 Chinese postgraduates' explanation of the sources of sentence initial bundles in their thesis writing Li, Liang; Franken, Margaret; Wu, Shaoqun. - 2018 BASE Show details 8 Genre learning through oral interactions: A case study of students’ thesis writing in group writing conferences from sociocultural perspectives Mochizuki, Naoko, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2018 BASE Show details 9 Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts Wilson, Joseph Anthony In: Masters Theses (2018) BASE Show details 10 The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context Zhang, Tiefu. - : The University of Sydney, 2018. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2018 BASE Show details 11 Gauging the Association of EFL Learners’ Writing Proficiency and their Use of Metaphorical Language Hoang, Ha; Boers, Frank In: Education Publications (2018) BASE Show details 12 Synchronous small-group collaborative writing via web-based word processing: What facilitates or constrains learners to achieve their goals in summary reports? Cho, Hye Yoon. - 2018 BASE Show details 13 Syntactic modification at early stages of L2 German writing development: A longitudinal learner corpus study Vyatkina, Nina. - : Elsevier, 2018 BASE Show details 14 Teacher-student collaborative assessment (TSCA) in integrated language classrooms Sun Shuguang; Wen Qiufang In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 369-379 (2018) (2018) BASE Show details 15 New Insights in the Design and Compilation of Digital Bilingual Lexicographical Products: The Case of the Diccionarios Valladolid-UVa Pedro A. Fuertes-Olivera; Sven Tarp In: Lexikos, Vol 28, Pp 152-176 (2018) (2018) BASE Show details 16 Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction Thanyawatpokin, Benjamin; Dizon, Gilbert. - : Universitat Politècnica de València, 2018 Abstract: [EN] Web 2.0 technologies have become an integral part of our lives, transforming not only how we communicate with others, but also how language is taught and learned in the L2 classroom. Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015; Wang & Vásquez, 2014), yet only one has compared the effects of two Web 2.0 technologies (Castaneda Vise, 2008). Thus, the aim of this study was to compare the impact that Facebook and blogs had on the writing skills, namely, writing fluency, lexical richness, and syntactic complexity, of Japanese EFL learners. Moreover, the authors examined the influence blogging and Facebook had on interaction, i.e., the number of comments the learners posted outside of class. Student attitudes towards using these tools for written English were also measured through a survey based on the technology acceptance model (Davis, 1989). Twenty-three students at a Japanese university participated in the study and were divided into a Facebook group (n = 14) and a blog group (n = 9) according to their classes. Both groups took part in a ten-week treatment consisting of weekly guided free-writings on their respective Web 2.0 applications. Pre- and post-tests were administered and non-parametric statistical tests were used to determine if any significant writing gains were made. It was found that students in both blogging and Facebook groups showed similar improvements in writing skills. However, blogging seemed to be more effective at promoting interaction and students who took part in this group retained more favorable attitudes on using blogging for L2 writing. It was concluded that Facebook may indeed present an environment where students can be distracted from more formal educational pursuits (e.g. Wang & Kim, 2014) even when they are in private Facebook groups, while blogging may support a more serious environment for improving L2 writing skills. ; Dizon, G.; Thanyawatpokin, B. (2018). Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction. The EuroCALL Review. 26(1):29-42. doi:10.4995/eurocall.2018.7947 ; SWORD ; 29 ; 42 ; 26 ; 1 ; Alm, A. (2015). Facebook for informal language learning. EUROCALL Review, 23(2), 3-18. Retrieved from http://polipapers.upv.es/index.php/eurocall/article/view/4665/4791 ; Amir, Z., Ismail, K., Hussin, S. (2011). Blogs in language Learning: Maximizing Students' Collaborative Writing. Procedia Social and Behavioral Sciences, 18, 537-543. doi:10.1016/j.sbspro.2011.05.079 ; Browne, C. (2013). The new general service list: Celebrating 60 years of vocabulary learning. The Language Teacher, 37(4), 13-16. ; Castaneda Vise, D. A. (2008). The effects of wiki- and blog-technologies on the students' performance when learning the preterit and imperfect aspects in Spanish. Dissertation Abstracts International: Section A. The Humanities and Social Sciences, 69 (01), 0187. ; Crook, C. (2008). Web 2.0 Technologies for Learning: The Current Landscape - Opportunities, Challenges and Tensions. Retrieved fromhttp://dera.ioe.ac.uk/1474/1/becta_2008_web2_currentlandscape_litrev.pdf ; Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. Retrieved from jstor.org/stable/249008 ; Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249-1258. doi:10.1080/09588221.2016.1266369 ; Fellner, T., Apple, M. (2006). Developing writing fluency and lexical complexity with blogs. The JALT CALL Journal, 2(1), 15-26. ; George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (4th ed.). Boston, MA: Allyn & Bacon. ; Hammond, L. (1991). Using focused freewriting to promote critical thinking. In P. Belanoff, P. Elbow, & S. Fontaine (Eds.), Nothing begins with N: New investigations of freewriting (pp. 71-92). Carbondale, IL: Southern Illinois University. ; Harrison, R., & Thomas, M. (2009). Identity in online communities: social networking sites and language learning. International Journal of Emerging Technologies and Society, 7(2), 109-124. ; Hashimoto, K. (2012). Exploring the relationship between L2 blogging, learner autonomy, and L2 proficiency levels: A case study of post-secondary Japanese L2 learners (Doctoral dissertation). Retrieved from Proquest, UMI Dissertations Publishing. ; Hwang, J. A. (2010). A case study of the influence of freewriting on writing fluency and confidence of EFL college-level students. Second Language Studies, 28(2), 97-134. Retrieved fromhttp://www.hawaii.edu/sls/wp-content/uploads/2014/09/Hwang.pdf ; Jin, S. (2015). Using Facebook to promote Korean EFL learners' intercultural competence. Language, Learning & Technology, 19(3), 38-51. Retrieved fromhttp://llt.msu.edu/issues/october2015/action2.pdf ; Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13, 179-187. doi:10.1016/j.iheduc.2010.07.003 ; Kissau, S., McCullough, H., Pyke, J. G. (2010). 'Leveling the playing field:' The effects of online second language instruction on student willingness to communicate in French. CALICO Journal, 27(2). 277-297. doi:10.11139/cj.27.2.277-297 ; Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16, 307-322. doi:10.1093/applin/16.3.307 ; Lee, Y., Kozar, K. A., & Larsen, K. R. T. (2003). The technology acceptance model: Past, present, and future. Communications of the Association for Information Systems, 12, 752-780. Retrieved from aisel.aisnet.org/cais/vol12/iss1/50 ; Levy, M., & Stockwell, G. (2006). CALL Dimensions: Options and issues in CALL. Lawrence Erlbaum: Mahwah, NJ. ; Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28(2), 345-368. doi:10.11139/cj.28.2.345-368 ; Mitchell, K. (2010). A social tool: Why and how ESOL students use Facebook. CALICO Journal, 29(3), 471-493. doi:10.11139/cj.29.3.471-493. ; Miyazoe, T., Anderson, T. (2009). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38, 185-199. ; Montero-Fleta, B., & Perez-Sabater, C. (2010). A research on blogging as a platform to enhance language skills. Procedia Social and Behavioral Sciences, 2, 773-777. doi:10.1016/j.sbspro.2010.03.100 ; Moore, K. & Iida, S. (2010). Students' perception of supplementary, online activities for Japanese language learning: Groupwork, quiz and discussion tools. Australasian Journal of Educational Technology, 26(7), 966-979. Retrieved from http://www.ascilite.org.au/ajet/ajet26/moore.html ; Nakatsukasa, K. (2009). The efficacy and students' perceptions of collaborative blogging in an ESL classroom. In Chapelle, C.A., Jun, H.G., Katz, I (Eds.), Developing and evaluating language learning materials (pp. 69-84). Ames, IA: Iowa State University. ; Nation, I. S. P. (1989). Improving speaking fluency. System, 17, 377-384. doi:10.1016/0346-251X(89)90010-9 ; Nepomuceno, M. (2011). Writing Online: Using Blogs as an Alternative Writing Activity in Tertiary ESL Classes. TESOL Journal, 5, 92-105. ; Pegrum, M. (2009). Communicative networking and linguistic mashups on Web 2.0. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 20-41). IGI Global. ; Pinkman, K. (2005). Using Blogs in the Foreign Language Classroom. The JALT CALL Journal. 1(1), 12-24. ; Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interaction in a componential framework. Applied Linguistics, 22(1), 27-57. doi:10.1093/applin/22.1.27 ; Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845. Retrieved from https://eric.ed.gov/?id=EJ943540 ; Sykes, J. M., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education. CALICO Journal, 25(3), 528-546. ; Tu, C., Blocher, M., & Ntoruru, G. (2008). Constructs for Web 2.0 learning environments: A theatrical metaphor. Educational Media International, 45(4), 253-269. doi:10.1080/09523980802588576 ; Wang, S., & Kim, D. (2014). Incorporating Facebook in an intermediate-level Chinese language course: A case study. IALLT Journal, 44(1), 38-78. Retrieved fromhttp://old.iallt.org/iallt_journal/incorporating_facebook_in_an_intermediate_level_chinese_language_course_a_case_study ; Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430. doi:10.11139/cj.29.3.412-430 ; Wang, S., & Vásquez, C. (2014). The effect of target language use in social media on intermediate-level Chinese language learners' writing performance. CALICO Journal, 31(1), p. 78-102. doi:10.11139/cj.28.2.345-368 ; Warschauer, M. (2010). Invited Commentary: New Tools for Teaching Writing. Language Learning and Technology, 14(1), 3-8. Retrieved fromhttp://llt.msu.edu/vol14num1/commentary.pdf Keyword: Blogs; Computer-assisted language learning; EFL; Facebook; L2 writing; Web 2.0 URL: http://hdl.handle.net/10251/116114 https://doi.org/10.4995/eurocall.2018.7947 BASE Hide details

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