This dissertation attempts to investigate the effect that the implementation of
computer-assisted language learning methodology with the use of computer-mediated
communication tools may have on a particular group of 12-year-old learners. The
focus is on the development of their writing skill in English, along with improvement
in motivation and learner attitudes. As technology has become the norm in our daily
routines, the aim of this work was to research how it can be used in Greek state
schools in order to be beneficial for the particular literacy skill. -mail and chat
technologies were integrated into lesson tasks for a period of seven weeks with an aim
to promote written communication between participants and facilitate process writing.
A mixed-method action research was conducted and various data were collected from
student questionnaires, classroomΝobservation,Νlearners’ writing samples and, finally,
student interviews, so as to serve triangulation matters. The outcomes of this research
do not indicate major improvement in writing, only some development in
organizational skills under certain conditions. As a result, improvements in
experimental lessons and tasks are suggested with an aim to develop writing skills.
Regarding motivation enhancement and attitude shift, the results were more
encouraging and compatible with most previous studies on the field. It is suggested
that further research is in order, as well as adequate teacher training if such practices
are to be of use in Greek classrooms.
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Κύρια Αρχεία Διατριβής
Using CMC tools for teaching writing to 12-year-old Greek learners: an action research - Identifier: 82372
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