An Exploratory Study of Using Personal Blogs for L2 Writing in Fully Online Language Courses

2020 ◽  
pp. 145-163
Author(s):  
Lina Lee
Keyword(s):  
Exploratory Study ◽  
Writing Skills ◽  
Task Design ◽  
L2 Writing ◽  
Writing Assignments ◽  
Language Courses ◽  
Design Selection ◽  
Effective Use ◽  
Beginning Students ◽  
Selection Of

The chapter reports the results of an exploratory study examining the use of personal blogs for the development of L2 writing skills in fully online language courses. The chapter outlines the methodology of the blog project including pedagogical objectives, task design, selection of digital tools, and implementation. The study involved 48 beginning students who used blogs for their writing assignments over the course of two consecutive summers. Both quantitative and qualitative data collected from post surveys, blog entries, and comments, and final interviews were analyzed. The results indicated that students perceived blogging as an effective tool for building their writing skills. Moreover, the chapter revealed that feedback scaffolding affected students' efforts to make improvement on both content and form. The study concludes that while writing performance can be assessed by the implementation of a well-designed blog project, sufficient time for feedback interaction and strategies for effective use of feedback are vital to foster reflective thinking and collaborative learning.

Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses

2017 ◽  
Vol 7 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Lina Lee
Keyword(s):  
Teaching Methods ◽  
Critical Reflection ◽  
Peer Feedback ◽  
L2 Writing ◽  
Online Learning Environments ◽  
Construction Of Knowledge ◽  
Language Courses ◽  
Collaborative Interaction ◽  
Effective Use ◽  
Beginning Students

The study explores how the application of blog assignments facilitated the L2 writing process and how blogging affects the way students view blog-based L2 writing instruction and peer feedback. The results showed that beginning students had a positive attitude toward the use of blogs because it gave them agency over their learning, and engaged them in co-construction of knowledge with their peers. While scaffolding through peer feedback affected students' self-regulated efforts to make improvement on written content and increase language accuracy, strategies for effective use of feedback from the instructor was important. This study concludes that blogging not only empowers students to be creative with the content, but also promotes attention to language forms. L2 educators are strongly encouraged to take full advantage of the widely available blog technology by incorporating it into their teaching methods to further promote critical reflection and collaborative interaction within socially bounded online learning environments.

Profiling L2 writing development: The case of CFL learners in intermediate classes

2018 ◽  
Vol 7 (2) ◽  
pp. 221-247 ◽  
Author(s):  
Li Yang ◽  
Zenan Zhao
Keyword(s):  
Exploratory Study ◽  
Linear Trend ◽  
Writing Skills ◽  
Writing Development ◽  
L2 Writing ◽  
Writing Proficiency ◽  
Writing Assignments ◽  
Writing Competence ◽  
Over Time ◽  
Observation Period

AbstractThis exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.

scholarly journals Asymptotic Expansions and Strategies in the Online Increasing Subsequence Problem

2021 ◽  
Vol 174 (1) ◽  
Author(s):  
Amirlan Seksenbayev
Keyword(s):  
Dynamic Programming ◽  
Asymptotic Expansions ◽  
Dual Problem ◽  
Infinite Length ◽  
Expected Time ◽  
Selection Strategies ◽  
Dynamic Programming Equation ◽  
Optimal Values ◽  
Design Selection ◽  
Selection Of

AbstractWe study two closely related problems in the online selection of increasing subsequence. In the first problem, introduced by Samuels and Steele (Ann. Probab. 9(6):937–947, 1981), the objective is to maximise the length of a subsequence selected by a nonanticipating strategy from a random sample of given size $n$ n . In the dual problem, recently studied by Arlotto et al. (Random Struct. Algorithms 49:235–252, 2016), the objective is to minimise the expected time needed to choose an increasing subsequence of given length $k$ k from a sequence of infinite length. Developing a method based on the monotonicity of the dynamic programming equation, we derive the two-term asymptotic expansions for the optimal values, with $O(1)$ O ( 1 ) remainder in the first problem and $O(k)$ O ( k ) in the second. Settling a conjecture in Arlotto et al. (Random Struct. Algorithms 52:41–53, 2018), we also design selection strategies to achieve optimality within these bounds, that are, in a sense, best possible.

The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Web Based ◽  
Reading And Writing ◽  
Spanish Speaking ◽  
South Wales ◽  
Effective Use ◽  
The University ◽  
Task Oriented ◽  
Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

scholarly journals Mooring Design Selection of Aquaculture Cage for Indonesian Ocean

2018 ◽  
Vol 135 ◽  
pp. 012022
Author(s):  
Y Mulyadi ◽  
N Syahroni ◽  
K Sambodho ◽  
M Zikra ◽  
Wahyudi ◽  
...  
Keyword(s):  
Design Selection ◽  
Selection Of

scholarly journals Una aproximación psicológica a la complejidad ambiental: Especificación de un modelo de estrés y resiliencia comunitaria

2018 ◽  
pp. 75 ◽  
Author(s):  
Cruz García Lirios ◽  
Margarita Juárez Nájera ◽  
Francisco Rubén Sandoval Vázquez ◽  
José Marcos Bustos Aguayo
Keyword(s):  
Natural Disasters ◽  
Environmental Risk ◽  
Exploratory Study ◽  
Environmental Complexity ◽  
Cross Sectional ◽  
Men And Women ◽  
Risk Levels ◽  
Downtown Area ◽  
Health Objective ◽  
Selection Of

Antecedentes. La complejidad ambiental observada en una localidad ha sido estudiada a través de un modelo isomórfico en el que se anticipa la emergencia de dos identidades: una entrópica y otra neguentrópica. En situaciones de riesgo, escasez e insalubridad, las comunidades se organizan para reducir los efectos de los desastres naturales sobre la salud comunitaria. Objetivo. Especificar un modelo para el estudio del estrés y la resiliencia comunitaria ante los eventos de riesgo ambiental y los desastres naturales. Método. Se llevó a cabo un estudio no experimental, transversal y exploratorio con una selección no probabilística de 600 afectados por las inundaciones de un rio en la zona del centro de México. Resultados. Se encontraron diferencias significativas entre hombres y mujeres con respecto a sus niveles de riesgo, estrés y resiliencia que sirvieron para especificar el modelo de relaciones de dependencia entre las variables que explican la complejidad ambiental isomórfica. Discusión. En relación con otras especificaciones de modelos se recomienda incluir las variables con la finalidad de demostrar las trayectorias lógicas de relaciones de dependencia propuestas.Background. Environmental complexity observed in one locality has been studied through an isomorphic model in which the emergence of two identities are anticipated: an entropic and other neguentropic. At risk, shortages and unsanitary conditions, communities are organized to reduce the effects of natural disasters on community health. Objective. Specify a model for the study of stress and community resilience to environmental risk events and natural disasters. Method. a non-experimental, cross-sectional and exploratory study with a nonrandom selection of 600 affected by the flooding of a river in the downtown area of Mexico was held. Results. significant differences between men and women regarding their risk levels, stress and resilience that served to specify the model of dependency relationships between variables that explain the environmental complexity isomorphic found. Discussion. For other specifications recommended models include variables in order to demonstrate the logical paths proposals dependency relationships.

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