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Writing Narrative Essays using E-Book Writing Software: Analyses of Students’ Digital Written Works
Kee Li Li,Abu Bakar Razali,Roselan Baki 아시아테플 2019 The Journal of Asia TEFL Vol.16 No.4
This study explores the utilization of e-book writing software as a tool for process-based writing approach to enhance the learning of ESL writing among the pre-service teachers. The study adopted a qualitative research design which was conducted using document analysis technique on digital written works of six pre-service teachers in one Institute of Teacher Education Malaysia (ITEM). The pre-service teachers were introduced to narrative essay format and i-Spring Pro 6.2 software to produce e-books. The data gathered (i.e., pre-service teachers’ digital written works) were analyzed using predetermined (i.e., a priori) codes. As induced from the findings, the utilization of e-book writing software as a tool for process-based writing approach is found to enhance the learning of ESL writing among the pre-service teachers, which is evident from their improved accuracy of genre and message, fulfillment of task requirements, use of grammar, spelling, and punctuation, originality, coherence and organization, and use of multimedia in text presentation. These positive results indicate that the utilization of e-book writing software as a tool for process-based writing approach in writing narrative essay type is beneficial to expose pre-service teachers to a more meaningful, fun, and engaging way of learning and practicing ESL writing.
Kee Li Li,Abu Bakar Razali,Arshad Abd Samad,Nooreen Noordin 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.4
Knowledge about academic writing is important to be promoted among the community in Institutes of Teacher Education Malaysia (ITEMs) as the teacher trainees will need to teach these academic writing skills to their students in the future. Additionally, the amalgamation of digital technologies and instructional practice is known to be able to ignite the change in the teacher trainees’ learning of academic writing. As such, this study was conducted by adopting a single group quasi-experimental research design to investigate the effects of digital writing software as a tool for process approach to writing on teacher trainees’ academic writing performance. The study was done on 10 teacher trainees at one ITEM using pre- and post-tests, observation, and reflective journal. Findings indicate that the use of digital writing software as a tool for process approach to writing does improve the teacher trainees’ academic writing performance. The eclectic approach proposes an effective way of enhancing the writing process and increasing the teacher trainees’ motivation to write digital conceptual papers. The use of digital writing software as a tool for process approach to writing can be carried out over an extended duration to develop better comprehension and practice of academic writing.