Simple Search:

A framework for an online forum for a writing course.


Citation

Mei-Yuit , Chan and Ngee-Thai , Yap (2008) A framework for an online forum for a writing course. Journal ICT, 1 (1). pp. 1-8.

Abstract / Synopsis

The bane of teaching writing is that there is a scarcity of CALL (computer-assisted language learning) courseware that can effectively teach writing. Conventional CALL systems are unable to interact realistically and meaningfully with students and to provide the motivation for students to write. The success of e-Learning 2.0 that creatively applies technologies for social networking to education has pointed out a new direction for CALL. Based on insights from e-Learning 2.0, an online forum was developed and implemented as the CALL component of a writing course for ESL English as a second language) learners in a university in Malaysia. The online forum project was conceptualised with the specific aim of helping to achieve the objectives of the classroom-based writing course it complements. With proper planning and implementation, the forum technology can be successfully utilised to complement writing instruction. This paper presents the framework that was used to guide the designing of the forum. It describes the five basic components of the framework, that are course objectives, the model adopted for the forum, pedagogical considerations, control, and teacher role.


Download File

[img]
Preview
PDF (Abstract)
The bane of teaching writing is that there is a scarcity of CALL A framework for an online forum for a writing course.pdf

Download (84kB) | Preview

Additional Metadata

Item Type: Article
Subject: Educational technology.
Subject: Language and languages - Computer-assisted instruction.
Divisions: Faculty of Modern Language and Communication
Keywords: Blended learning; CALL for writing; E-Learning 2.0; Online forum; Writing instruction.
Depositing User: Nida Hidayati Ghazali
Date Deposited: 09 Jan 2012 15:38
Last Modified: 26 Oct 2015 09:34
URI: http://psasir.upm.edu.my/id/eprint/12691
Statistic Details: View Download Statistic

Actions (login required)

View Item View Item