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A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Arts in Teaching English as a Foreign Language

Norouzizadeh, Maral | 2017

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 50084 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Jahangard, Ali
  7. Abstract:
  8. This study aimed to explore whether an online writing system designed with the premises of Computer Assisted Language Learning (CALL) and supported by the theoretical frameworks of metacognition contributed to the improvement of Iranian university students’ academic genre-based writing performance. The study also sought to find out whether learners’ proficiency level influenced the effect of the system on academic writing. As an extension of the work reported earlier by Yeh (2014), an online writing system was developed and a sample of 30 undergraduate English as a Foreign Language (EFL) students, at three levels of proficiency, studying at Sharif University of Technology in Iran were assigned to the study. The participants were supposed to write eight versions of academic writing following genre-based instructions over an eight-week period. Writing scores were statistically analyzed and the results revealed that providing students with Computer Assisted Instruction (CAI) led to significant improvements in academic writing performance. Moreover, according to the findings of this study, learners’ level of proficiency did influence the effect of the system. The results also indicated that supported by metacognitive processes in a computer-based environment, participants functioned more effectively in terms of academic writing performance. Finally, participants’ Computer Assisted Language Learning (CALL) attitudes were assessed by a CALL questionnaire as well as an asynchronous discussion forum which revealed that Iranian students attached a high value to CALL
  9. Keywords:
  10. Metacognition ; English Language Teaching ; Computer Assisted Language Learning (CALL) ; Genre-based Writing Instruction

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  • Abstract
  • Table of Contents
  • List of Tables
  • List of Figures
  • List of Abbreviations
  • List of Appendices
  • Chapter 1
  • Introduction
    • 1.0. Overview
    • 1.1. Background of the study
    • 1.2. Statement of the Problem
    • 1.3. Significance of the Study
    • 1.4. Purpose of the study
    • 1.5. Research questions
    • 1.6. Research Hypotheses
    • 1.7. Limitations and delimitations of the study
      • 1.7.1. Limitations
      • 1.7.2. Delimitations
    • 1.8. Definition of the key terms
      • 1.8.1. Computer Assisted Instruction (CAI)
      • 1.8.2. Computer Assisted Language Learning (CALL)
      • 1.8.3. Metacognition
      • 1.8.4. Genre-based writing instruction
  • Chapter 2
  • Review of the Related Literature
    • 2.0. Overview
    • 2.1. The history of CALL
      • 2.1.1. Behavioristic CALL
      • 2.1.2. Communicative CALL
      • 2.1.3. Integrative CALL
      • 2.1.4. The status quo of CALL in Iran
    • 2.2. CALL and second language writing
      • 2.2.1. Automated Writing Evaluation (AWE) systems
      • 2.2.2. Blog-based writing systems
      • 2.2.3. Software-based writing systems
      • 2.2.4. Writing systems in Iran
    • 2.3. Metacognition and second language writing
  • Chapter 3
  • Method
    • 3.0. Overview
    • 3.1. Participants
    • 3.2. Instruments
      • 3.2.1. English language proficiency test
      • 3.2.2. Online writing system
        • 3.2.2.1. Design and development of the system
      • 3.2.3. The attitude toward CALL Questionnaire (A-CALL)
      • 3.2.4. Discussion forum
    • 3.3. Design of the research
    • 3.4. Data collection procedures
    • 3.5. Data analysis
  • Chapter 4
  • Results and Discussion
    • 4.0. Overview
    • 4.1. Results
      • 4.1.1. Research question 1
      • 4.1.2. Research question 2
      • 4.1.3. Research question 3
      • 4.1.4. Research question 4
    • 4.2. Discussion
      • 4.2.1. Discussion on research question 1 and 2
      • 4.2.3. Discussion on research question 3
      • 4.2.4. Discussion on research question 4
  • Chapter 5
  • Conclusion, Implications, and Suggestions for Further Research
    • 5.0. Overview
    • 5.1. Conclusion
    • 5.2. Implications
    • 5.3. Suggestions for further research
  • References
  • Appendices
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