A Design Model for Beginner-Level Computer-Mediated EFL Writing
This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The his...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Greene, David [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2011 |
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| Übergeordnetes Werk: |
Enthalten in: Computer assisted language learning - London : Routledge, Taylor & Francis Group, 1990, 13(2000), 3 vom: 01. Juli, Seite 239-252 |
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| Übergeordnetes Werk: |
number:3 ; volume:13 ; year:2000 ; month:07 ; day:01 ; pages:239-252 |
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| DOI / URN: |
10.1076/0958-8221(200007)13:3;1-3;FT239 |
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NLEJ253294916 |
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| 520 | |a This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works. | ||
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10.1076/0958-8221(200007)13:3;1-3;FT239 doi (DE-627)NLEJ253294916 (TFO)725289345 DE-627 ger DE-627 rda eng Greene, David verfasserin aut A Design Model for Beginner-Level Computer-Mediated EFL Writing 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works. Enthalten in Computer assisted language learning London : Routledge, Taylor & Francis Group, 1990 13(2000), 3 vom: 01. Juli, Seite 239-252 Online-Ressource (DE-627)NLEJ253293685 (DE-600)1495560-X (DE-576)080887708 1744-3210 nnns number:3 volume:13 year:2000 month:07 day:01 pages:239-252 http://www.informaworld.com/openurl?genre=article&doi=10.1076/0958-8221(200007)13:3;1-3;FT239&magic=tibarchivalcontent||B9DF49912FD27C90053BA44E40DB8E73 Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 3 13 2000 7 01 239-252 |
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10.1076/0958-8221(200007)13:3;1-3;FT239 doi (DE-627)NLEJ253294916 (TFO)725289345 DE-627 ger DE-627 rda eng Greene, David verfasserin aut A Design Model for Beginner-Level Computer-Mediated EFL Writing 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works. Enthalten in Computer assisted language learning London : Routledge, Taylor & Francis Group, 1990 13(2000), 3 vom: 01. Juli, Seite 239-252 Online-Ressource (DE-627)NLEJ253293685 (DE-600)1495560-X (DE-576)080887708 1744-3210 nnns number:3 volume:13 year:2000 month:07 day:01 pages:239-252 http://www.informaworld.com/openurl?genre=article&doi=10.1076/0958-8221(200007)13:3;1-3;FT239&magic=tibarchivalcontent||B9DF49912FD27C90053BA44E40DB8E73 Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 3 13 2000 7 01 239-252 |
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10.1076/0958-8221(200007)13:3;1-3;FT239 doi (DE-627)NLEJ253294916 (TFO)725289345 DE-627 ger DE-627 rda eng Greene, David verfasserin aut A Design Model for Beginner-Level Computer-Mediated EFL Writing 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works. Enthalten in Computer assisted language learning London : Routledge, Taylor & Francis Group, 1990 13(2000), 3 vom: 01. Juli, Seite 239-252 Online-Ressource (DE-627)NLEJ253293685 (DE-600)1495560-X (DE-576)080887708 1744-3210 nnns number:3 volume:13 year:2000 month:07 day:01 pages:239-252 http://www.informaworld.com/openurl?genre=article&doi=10.1076/0958-8221(200007)13:3;1-3;FT239&magic=tibarchivalcontent||B9DF49912FD27C90053BA44E40DB8E73 Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 3 13 2000 7 01 239-252 |
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10.1076/0958-8221(200007)13:3;1-3;FT239 doi (DE-627)NLEJ253294916 (TFO)725289345 DE-627 ger DE-627 rda eng Greene, David verfasserin aut A Design Model for Beginner-Level Computer-Mediated EFL Writing 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works. Enthalten in Computer assisted language learning London : Routledge, Taylor & Francis Group, 1990 13(2000), 3 vom: 01. Juli, Seite 239-252 Online-Ressource (DE-627)NLEJ253293685 (DE-600)1495560-X (DE-576)080887708 1744-3210 nnns number:3 volume:13 year:2000 month:07 day:01 pages:239-252 http://www.informaworld.com/openurl?genre=article&doi=10.1076/0958-8221(200007)13:3;1-3;FT239&magic=tibarchivalcontent||B9DF49912FD27C90053BA44E40DB8E73 Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 3 13 2000 7 01 239-252 |
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This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works. |
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This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works. |
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This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">NLEJ253294916</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20231206144830.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231206s2011 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1076/0958-8221(200007)13:3;1-3;FT239</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ253294916</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(TFO)725289345</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Greene, David</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">A Design Model for Beginner-Level Computer-Mediated EFL Writing</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2011</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This article chronicles the search for an effective CALL writing course design model for beginner-level EFL students at a Japanese technical university. The search is described from course inception in 1997 through to 2000, three successive years of trial and change in course implementation. The historical overview lays the theoretical foundation, discusses the practical realities, and provides a rationale for the decision-making steps in the design and application of a CALL writing course model. The designers, who are also the instructors, attempt to apply theoretical and research-based tenets for computer-mediated L2 writing courses to their design model. These tenets are catalogued under three general headings: stakeholders, technological considerations, and writing outcomes. In their attempts to apply theoretical recommendations, the designers found that such theory often collides with practical constraints. The constraints, sometimes of a sociocultural nature and sometimes of a methodological nature, are described and discussed. The course design model which emerges to a certain degree compromises theory and research in order to accommodate practice, but, as the article concludes, it is workable and it works.</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Computer assisted language learning</subfield><subfield code="d">London : Routledge, Taylor & Francis Group, 1990</subfield><subfield code="g">13(2000), 3 vom: 01. Juli, Seite 239-252</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ253293685</subfield><subfield code="w">(DE-600)1495560-X</subfield><subfield code="w">(DE-576)080887708</subfield><subfield code="x">1744-3210</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">number:3</subfield><subfield code="g">volume:13</subfield><subfield code="g">year:2000</subfield><subfield code="g">month:07</subfield><subfield code="g">day:01</subfield><subfield code="g">pages:239-252</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.informaworld.com/openurl?genre=article&doi=10.1076/0958-8221(200007)13:3;1-3;FT239&magic=tibarchivalcontent||B9DF49912FD27C90053BA44E40DB8E73</subfield><subfield code="x">Digitalisierung</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-TFO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="e">3</subfield><subfield code="d">13</subfield><subfield code="j">2000</subfield><subfield code="c">7</subfield><subfield code="b">01</subfield><subfield code="h">239-252</subfield></datafield></record></collection>
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