|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|347728||618058||2015||16 صفحه PDF||سفارش دهید||دانلود رایگان|
Composition instructors have seen a significant increase in the incorporation of technology into the classroom due to societal, governmental, and pedagogical demands. This study examines high school freshmen English students’ perceptions of writing skills and quality using digital tools and online writing environments versus pen/pencil and paper. A mixed methods approach was used with quantitative and descriptive data gathered anonymously using an online survey after the students completed a hybrid study of poetry. The survey results suggest that students perceive their writing to be of higher quality when writing with digital tools versus using a pen/pencil and paper and that writing in online environments fosters enhanced writing skill development. The findings lead to specific pedagogical suggestions, particularly that teachers should ensure that students compose with digital tools and that online feedback opportunities are maximized to promote positive perceptions of writing. By linking the impact of digital tools and online writing environments to student perceptions of learning and writing, this study seeks to understand the influence of these tools and writing environments on students as writers and therefore on their writing itself to assist in the development of strong pedagogical practices in the increasingly digital composition classroom.
Journal: Computers and Composition - Volume 38, Part A, December 2015, Pages 16–31