Computers in Reading and Writing Skills through the Motivational Lens: SnagitTM, Screencast and E-mail Services

Adnan Yilmaz

doi:10.30935/cet.444110

Adnan Yilmaz ¹ ^*

More Detail

CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 264-283

https://doi.org/10.30935/cet.444110

OPEN ACCESS 2029 Views 1994 Downloads

Download Full Text (PDF)

Abstract

The rapid and continuous developments in computer technologies underscores the need to investigate computers’ impact on students’ motivation in second/foreign language (L2) reading and writing skills. Given this need, the present empirical study aims to examine the effect of computers on students’ motivation in L2 reading and writing skills. 35 students studying in the English Language Teaching Program at a state university in Turkey were firstly given a motivation scale as a pretest. Then they went through a five-week treatment phase during which they carried out various reading and writing activities designed around two different authentic short stories (The Lottery and The Cask of Amontillado) by using three different computer programs, namely Snagit^TM, Screencast, and e-mail services. Finally, they were again given the motivation scale to determine the change in their motivation level. The analysis of the data indicated a significant increase in student motivation in L2 reading and writing skills. The findings also indicated that the students’ frequency and experience of computer use had no significant influence on L2 reading and writing motivation. Based on these findings, it can be inferred that computers have a positive effect on students’ motivation in L2 reading and writing skills.

Keywords: Instructional technologies, Snagit, Screencast, E-mail services

References

Asan, A. (2003). Computer technology awareness by elementary school teachers: A case study from Turkey. Journal of Information Technology Education, 2, 153-164.
Barger, A. & Byrd, K. (2011). Motivation and computer-based instructional design. Jour¬nal of Cross-Disciplinary Perspectives in Education, 4(1), 1-9.
Bartoletti, R. (2008). How good visual design helps learning. Creative Commons Attribution License (CC-BY 2.0) Connexions. Retrieved on 3 March 2018 from http://cnx.org/ content/m17294/1.4/
Beatty, K. (2003). Teaching and researching computer assisted language learning. New York: Longman. Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning and Technology, 4(1), 120-136.
Bulut, D. & Abuseileek, A.F.M. (2007). Learner attitude toward CALL and level of achievement in basic language skills. Journal of Social Sciences of Erciyes University, 2(23), 103-126.
Buyukozturk, S. (2002). Sosyal bilimler için veri analizi el kitabi. Ankara: Pegem.
Campbell, A.P. (2004). Using live journal for authentic communication in EFL classes. The Internet TESL Journal, 10(9). Retrieved on 3 March 2018 from http://iteslj.org/ Techniques/Campbell-LiveJournal/
ChanLin, L. (2000). Attributes of animation in learning scientific knowledge. Journal of Instructional Psychology, 27(4), 239-243.
Chen, Y.H. (2005). Computer mediated communication: The use of CMC to develop EFL learners' communicative competence. Asian EFL Journal, 7(1), 167-182.
Chiu, C. Y. (2008). The discourse of an English teacher in a cyber writing course: Roles and autonomy. The Asian EFL Journal, 10(1), 79-110.
Cunningham, K. (2000). Integrating CALL into the writing curriculum. The Internet TESL Journal, 6 (5), Retrieved on 3 March 2018 from http://iteslj.org/Articles/Cunningham-CALLWriting/
Dudeney G. & Hockly, N. (2007). How to teach English with technology. London: Pearson Longman.
Dzekoe, R. (2017). Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing. Language Learning & Technology, 21(2), 73-95.
Edwards, S. (2005). Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology, 21(2), 192-210.
Erten, I. H. & Karakas, M. (2007). Understanding the divergent influences of reading activities on the comprehension of short stories. Reading Matrix, 7(3), 113-133.
Ferris, D. R. (2002). Treatment of error in second language student writing. Ann Arbor; MI: University of Michigan Press.
Godwin-Jones, R. (2018). Second language writing: An update. Language Learning & Technology, 22(1), 1-15
Gousseva, J. (1998). Literacy development through peer reviews in a freshman composition classroom. The Internet TESL Journal, 4(12), Retrieved on 15 March 2018 from http://iteslj.org/Articles/Gousseva-Literacy.html
Jarvis, H., & Pastuszka, L. (2008). Electronic literacy reading skills and the challenges for English for academic purposes. CALL-EJ Online, 10(1).
Jung, H.J. & Kim, S.H. (2004). Opportunities in technology-enhanced language learning (TELL) classroom environments. Teaching English with Technology, 4(4). Retrieved on 15 March 2018 from http://www.iatefl.org.pl/call/j_article19.htm.
Kledecka-Nadera, A. (2001). Application of computer-assisted language learning in the development of reading comprehension skills. Retrieved on 15 March 2018 from http://wa.amu.edu.pl/wa/files/ifa/papers/kledecka/kledecka-mgr.pdf
Lazar, G. (1999). A window on literature. Cambridge, UK: Cambridge University Press.
Lee, L. (2004). Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning and Technology, 8(1), 83-100.
Li, M. & Storch, N. (2017). Second language writing in the age of CMC: Affordances, multimodality, and collaboration. Journal of Second Language Writing, 36, 1-5.
Li, R-C. & Hart, R. S. (2002). What can the world wide web offer ESL teachers? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 368-373). Cambridge, UK: Cambridge University Press.
Nuttall, C. (1996). Teaching reading skills in a foreign language (New Edition). Oxford, UK: Heinemann.
Oskoz, A. & Elola, I. (2016a). Digital stories: Bringing multimodal texts to the Spanish writing classroom. ReCALL, 28(3), 326-342.
Oskoz, A. & Elola, I. (2016b). Digital stories: Overview. CALICO Journal, 32(2), 155-173.
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Sydney: Allen and Unwin.
Parette, H. P. & Peterson-Karlan, G. R. (2007). Facilitating student achievement with assistive technology. Education and Training in Developmental Disabilities, 42(4), 387-397.
Pim, C. (2013). Emerging technologies, emerging minds: Digital innovations within the primary sector. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching (pp. 17-42). London: British Council.
Sakai, N. (2007). The Theoretical Study of Motivational Transfer and Entertainment Use in Self-study CALL. (Published master’s thesis). Retrieved on 15 March 2018 from https://www.asian-efl-journal.com/Thesis_Sakai.pdf
Schoepp, K., & Erogul, M. (2001). Turkish EFL student’s utilization of IT outside the classroom. TEFL Web Journal, 1(1), 1-10.
Shield, L. & Weininger, M. J. (2004). Collaboration in a virtual world: Groupwork and the distance language learner. In R. Debski & M. Levy (Eds.). World CALL: Global perspectives on computer-assisted language learning (pp. 99-116). The Netherlands: Swets & Zeitlinger Publishers.
Shin, H.J. & Son, J.B. (2007). EFL teachers' perceptions and perspectives on Internet-assisted language teaching. CALL-EJ Online, 8(2), 1-13. Retrieved on 15 March 2018 from https://eprints.usq.edu.au/1924/1/Shin_Son.pdf
Singh, I. G. (2010). The computer mediated communication to develop ESL learners' communicative competence. Journal of Literature, Culture & Media Studies, 2(3), 72-85.
Sokolik, M. (2001). Computers in language teaching, in M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 477-488). Boston, MA: Heinle & Heinle.
Sullivan, N. & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 29(4), 491-501.
Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn & Bacon/Pearson Education. TechSmith (n.d.). Snagit. Retrieved on 5 January 2018 from http://www.techsmith.com/
TechSmith. (n.d.). Snagit getting started guide. Retrieved on 5 January 2018 from https://assets.techsmith.com/Docs/pdf-snagit/Snagit_11.2_Getting_Started_Guide.pdf
Terrell, S. S. (2011) Integrating online tools to motivate young English language learners to practice English outside the classroom. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(2), 16-24.
Wallace, C. (1992). Reading. Oxford, UK: Oxford University Press.
Wang, S-G. & Vásquez, C. (2012) Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430
Warschauer, M. (1996). Motivational aspects of using computers for writing and communication, in M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawai'i symposium (Technical Report No. 12, pp. 29-46). Honolulu: University of Hawai'i Second Language Teaching and Curriculum Center.
Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language Teaching 31, 57-71.
Warschauer, M. & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp.303-318). Mahwah, NJ: Lawrence Erlbaum.
Warschauer, M. & Whittaker, P. F. (2002). The Internet for English teaching: Guidelines for teachers, in J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 368-373). Cambridge: Cambridge University Press.
Wu, Y.-C. (1992, November). Computerized teachers’ praise: Incorporating teachers’ images and voices. Paper presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN. (ERIC Document Reproduction Service No. ED 354 873). Retrieved on 5 January 2018 from https://files.eric.ed.gov/fulltext/ED354873.pdf
Yeh, A. (2005). Poetry from the heart. English Today, 21(1), 45-51.
Yilmaz, A. (2012). The impact of the integration of short stories and computer- assisted language learning on the motivation level of students (Master’s thesis). Retrieved on 5 January 2018 from Turkish Council of Higher Education Thesis Center (Order No. 345865).
Yilmaz, A. (2015). Short stories via computers in EFL classrooms: An empirical study for reading and writing skills. The Reading Matrix, 15(1), 41-53.
Zehir-Topkaya, E. (2010). Pre-service English language teachers’ perceptions of computer self-efficacy and general self-efficacy. The Turkish Online Journal of Educational Technology (TOJET), 9(1), 143-156.

Citation

Yilmaz, A. (2018). Computers in Reading and Writing Skills through the Motivational Lens: SnagitTM, Screencast and E-mail Services. Contemporary Educational Technology, 9(3), 264-283. https://doi.org/10.30935/cet.444110

Yilmaz, A. (2018). Computers in Reading and Writing Skills through the Motivational Lens: SnagitTM, Screencast and E-mail Services. Contemporary Educational Technology, 9(3), pp. 264-283. https://doi.org/10.30935/cet.444110

Yilmaz A. Computers in Reading and Writing Skills through the Motivational Lens: SnagitTM, Screencast and E-mail Services. CONT ED TECHNOLOGY. 2018;9(3), 264-283. https://doi.org/10.30935/cet.444110

Yilmaz, Adnan. "Computers in Reading and Writing Skills through the Motivational Lens: SnagitTM, Screencast and E-mail Services". Contemporary Educational Technology 2018 9 no. 3 (2018): 264-283. https://doi.org/10.30935/cet.444110

Yilmaz, Adnan "Computers in Reading and Writing Skills through the Motivational Lens: SnagitTM, Screencast and E-mail Services". Contemporary Educational Technology, vol. 9, no. 3, 2018, pp. 264-283. https://doi.org/10.30935/cet.444110

Yilmaz A. Computers in Reading and Writing Skills through the Motivational Lens: SnagitTM, Screencast and E-mail Services. CONT ED TECHNOLOGY. 2018;9(3):264-83. https://doi.org/10.30935/cet.444110