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Document Type |
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Thesis |
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Document Title |
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EFL LEARNERS LEXICO-GRAMMATICAL COMPETENCE IN PAPER-BASED VS. COMPUTER-BASED WRITING الكفاءة اللغوية والنحوية لدى متعلمي اللغة الإنجليزية في الكتابة الورقية مقارنة بالكتابة بواسطة الحاسوب |
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Subject |
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English Language Institute |
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Document Language |
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Arabic |
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Abstract |
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This study explores sentence-level errors and lexico-grammatical competence in two writing genres, namely narrative and opinion, in a collaborative writing environment. It was conducted at the University of Business and Technology (UBT), in Saudi Arabia. A sample of 73 female intermediate level learners participated in the study, the aim of which was to compare their competence in paper-based with computer-based writing. The study used triangulation of data instruments. The writing preferences survey acted as a vote for the preferred writing genre. The reading-based writing tasks acted as a reflection of the learners lexico-grammatical competence on paper and via Web 2.0 tool (Padlet). The semi-structured interviews acted as representations of the learners vision of collaborative paper-based and computer-based writing tasks that are connected to reading. The analyses of the triangulated data included SPSS Mann-Whitney U-tests, independent samples T-tests, Hallidays (2004) text analysis paired with Corders (1981) error analysis (EA), and NVivo Plus content analysis. The results showed that the majority of the learners preferred the narrative and opinion genres of writing. The top ranked errors for both paper-based and computer-based groups were made in mechanics and verbs, but the computer-based groups verb errors were fewer. In general, the T-tests showed that there was a significant difference in the mean of errors, and the CB has fewer errors than the PB writing. However, there was no significant difference in the mean of clauses. Immediate semi-structured interviews showed that most of the learners viewed computer-based writing and CALL equally effective as paper-based writing, but they viewed collaboration negatively. In light of the findings, implications were sought to enhance CALL and writing in TESOL. |
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Supervisor |
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Dr. Abeer Madini |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1440 AH
2019 AD |
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Added Date |
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Tuesday, August 27, 2019 |
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Researchers
| سندس زياد القاضي | AlQadi, Sondos Ziad | Researcher | Master | |
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