ERIC Number: ED475920
Record Type: RIE
Publication Date: 2002-Jun
Effect of Online Learning on Struggling ESL College Writers.
Al-Jarf, Reima Sado
Two groups of freshman students participated in the experiment. They were enrolled in their first ESL writing course. Before instruction, both groups were pre-tested. They wrote an essay. T-test results showed significant differences between both groups in writing ability. The experimental group made too many errors and had many writing problems. Both groups covered the same inclass material, assignments and assessment. In addition, the experimental group used a Blackboard online course from home. Experimental students posted their threads, wrote short paragraphs and posted stories and poems. They located information in sites like "Yahoo Movies" and "webMD." They word-processed their paragraphs and checked their spelling. At the end of the course, both groups were post-tested. They wrote an essay. Analysis of Covariance (ANCOVA) results showed significant differences between both groups. The experimental group made more gains as a result of web-based instruction. They became more proficient, made few errors and could communicate easily and fluently. (Contains 28 references and 3 tables.) (Author)
Descriptors: College Students, Computer Assisted Instruction, Distance Education, English (Second Language), Higher Education, Online Systems, World Wide Web, Writing Ability, Writing Achievement, Writing Assignments, Writing Exercises, Writing Improvement, Writing Instruction, Writing Skills, Writing Strategies
For full text: http://confreg.uoregon.edu/necc2002/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: NECC 2002: National Educational Computing Conference Proceedings (23rd, San Antonio, Texas, June 17-19, 2002); see IR 021 916.