コンピュータ支援環境におけるライティング指導の事例研究

抄録

The purpose of this study was to clarify whether word-processing could change learners' L2 writing processes and improve their products over a three-month period instruction. A total of 36 first-year students enrolled at the University of Tsukuba participated in the current educational program. We worked in a computer-assisted language learning (CALL) environment that presented several key exercises: typing trainings, text reproductions, and review sessions for student essays. For the analyses of learning effectiveness, a total of three computer-based (CB) and one paper-based (PB) writing sessions were held. The results demonstrated that the planning time in each later CB session was foreshortened compared to the pre-training session; therefore, the students' writing strategy became more efficient in term of preparation. Upon comparing CB essays, the length and evaluation scores in the later sessions were statistically higher than scores from the earlier sessions. On the other hand, although the mean score of the last CB essays was marginally higher than one of the PB essays, no significant difference was confirmed between those ratings. Hence, the learning effects from the current instruction and the training in typing and text reproducing were also positively transferred to the traditional writing mode.