Synthesizing Research on Learner Perceptions of CMC Use in EFL/ESL Writing

Autor/inn/en	Aslan, Erhan; Ciftci, Hatime
Titel	Synthesizing Research on Learner Perceptions of CMC Use in EFL/ESL Writing
Quelle	In: CALICO Journal, 36 (2019) 2, S.100-118 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Educational Technology; Technology Uses in Education; Student Attitudes; English (Second Language); Second Language Instruction; Web 2.0 Technologies; Computer Mediated Communication; Electronic Publishing; Diaries; Web Sites; Collaborative Writing; Social Media; Telecommunications; College Students; Interaction; Feedback (Response); Barriers + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Computerkonferenz; Elektronisches Publizieren; Diary; Tagebuch; Web-Design; Soziale Medien; Telekommunikationstechnik; Collegestudent; Interaktion
Abstract	This study presents a synthesis of empirical research reporting on learners' perceptions about the effectiveness of CMC in EFL/ESL writing classes. Conducting a multi-stage systematic review, we analyzed 52 scholarly research articles published between 2000 and 2016. Our findings indicate that while learners perceive linguistic benefits from interacting with different interlocutors in mainly blog- and wiki-mediated writing activities, they also report challenges with respect to task demands and the quality of feedback. Learners perceive CMC-integrated writing to be authentic and interactive, thereby developing their motivation, autonomy, and identity as writers. Finally, the implications of this review and the directions for future research in the domain of CMC and EFL/ESL writing are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11