|Publication type:||Conference other|
|Type of review:||Peer review (abstract)|
|Title:||Online support for academic writing : a review of technologies with special attention to the needs of non-native writers|
|Authors :||Strobl, Carola|
|Conference details:||Eurocall 2018, Jyväskylä, Finland, 22-25 August 2018|
|Subject (DDC) :||808: Rhetoric and writing|
|Abstract:||We present a review of technologies designed to support writing instruction in higher and secondary education that was carried out by an international team of researchers within the European Literacy Network (funded by COST Action IS1401; https://www.is1401eln.eu/en/working-groups/working-group-3/). The review covers tools to support both native and non-native writers and focuses primarily on instructional affordances, thus broadening the scope of previous research in this field that was organised according to technological specifications. In this vein, Allen, Jacovina, and McNamara (2015) proposed a distinction between Automated Writing Evaluation (AWE), Essay Scoring (ES) and Intelligent Tutoring Systems (ITS). Our review shows that, with technology enhanced learning becoming more ubiquitous and widespread, new technologies and tools catering to a broader range of pedagogical settings and approaches are emerging. Method Data collection was done through an extensive literature and database search in six European languages and an online survey sent out to the expert community via mailing lists. Of the 89 tools that were collected in this way, we retained 44 tools for further analysis, after applying exclusion criteria (e.g., appropriate target group, emphasis on writing activities). For a comprehensive and systematic overview, a coding framework consisting of 40 qualitative and quantitative descriptors was developed. Next to general information about e.g. supported languages and technological specifications, the descriptors cover features related to writing processes, pedagogical approaches, feedback modalities and interaction support. Results In this presentation, we will briefly outline the major results of our analysis. Next to expanding the existing classification by adding other forms of learning technology, e.g., interactive tutorials, the results uncover an imbalance. While automated support for revision on the micro-level targeting factual knowledge is well represented, tools that support the development of writing strategies and encourage self-monitoring to improve macro-level text quality are rare. Furthermore, though most tools can be used to support both native and non-native writers, there are features that make some systems specifically interesting for the latter group. We will therefore zoom in on some tools that in our view are especially suited for the needs of second language writers because they offer specific linguistic support and/or genre-related knowledge specific to the academic culture(s) of the target language.|
|Fulltext version :||Published version|
|License (according to publishing contract) :||Licence according to publishing contract|
|Departement:||School of Management and Law|
|Organisational Unit:||Center for Innovative Teaching and Learning (ZID)|
|Appears in Collections:||Publikationen School of Management and Law|
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