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ERIC Number: EJ1058109
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1499-6677
Bilingual Facebook Users' Cognitive Writing Processes (Processus cognitifs d'écriture des utilisateurs bilingues de Facebook)
Riley, Jacqueline
Canadian Journal of Learning and Technology, v41 n1 Win 2015
This study seeks to explore the cognitive processes involved as bilinguals wrote English and Spanish Facebook status updates. Three phases of data collection were employed: individual interviews, examination of participants' Facebook status updates and a group interview. The findings suggested that regardless of the language in which participants wrote, they made a series of decisions as they selected the content, chose the language, formulated the text and typed the status updates. The findings also indicated that for the individuals in this study, higher language proficiencies resulted in increased automaticity when converting thoughts to nonstandard online communications. While participants engaged in some experiences found in Flower and Hayes' Cognitive Process Model (1981) additional explanation was needed to illustrate how this process varied for online bilingual writers.
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A