The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Providing 'Quality Care' to International Students Through On‑line Communication  pp80-87

Chris Perry

© Apr 2006 Volume 4 Issue 1, Editor: Shirley Williams, pp1 - 111

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Abstract

This paper evaluates an approach to dissertation supervision, designed to assist international students with their academic writing. It argues that a blended approach to supervision within a Virtual Learning Environment can provide high quality individualised care not otherwise available. This leads to deeper, critical learning and more meaningful participation in Higher Education.

 

Keywords: Computer mediated communication, academic writing, internationalisation, critical thinking

 

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Journal Article

Reflections of Students language Usage in Social Networking Sites: Making or Marring Academic English  pp301-315

Saraswathy Thurairaj, Er Pek Hoon, Swagata Sinha Roy, Pok Wei Fong

© Apr 2015 Volume 13 Issue 4, ECEL 2014, Editor: Kim Long, pp205 - 315

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Abstract

Abstract : Social networking sites (SNSs) have become a major form of communication in todays day and age whereby language use has been impacted in various areas especially in that of learning and teaching. Young users use literally half their week eng aging in SNSs communication, thereby giving rise to a brand of internet slang which is entirely their own. This youth‑speak has gone on to influence other areas of language usage. The questions asked in the survey increased the identification of the lingu istic features such as the frequency of code switching and erratic spelling and leet, thus expanding the research base. The survey participants, the majority of who are from the Chinese ethnic group had experienced mother tongue interference in their Engl ish Language proficiency. The descriptive statistical method was used to analyse the questionnaires, wherein the data collected indicated a rather excessive usage of short messaging texts by almost all respondents owning a mobile device. To authenticate t he research findings, an analysis of the text discourses was found to be necessary. The findings proved that the frequent use of short messaging had not majorly affected the English language proficiency of the participants. In academic writing there was a conscious effort to stay clear of SNSs language. The mushrooming SNSs has helped create a whole young generation who have their own meta‑language, which provides an opportunity to probe to what extent the English language is altered. This research shoul d kick‑start research on how the English language in these areas is used and whether the frequent use of it can develop or weaken proficiency in the language. The results of the present study will definitely enrich the corpus of work conducted on the infl uence of language of social media and encourage further detailed research in this area.

 

Keywords: Keywords: students language usage, linguistic features, mobile phone, technology uses in education, e-learning, academic writing, classroom environment and social networking sites

 

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Journal Article

Teaching Scientific/Academic Writing in the Digital Age  pp43-54

Arna Peretz

© Jan 2005 Volume 3 Issue 1, Editor: Shirley Williams, pp1 - 81

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Abstract

This paper describes a graduate‑level scientific/academic writing course for non‑native speakers (NNS) of English at Ben‑Gurion University of the Negev (BGU), Israel, which is taught in a technology‑enhanced or blended learning environment. The use and integration of electronic discourses, such as email and Powerpoint, on‑screen marking techniques, and submission of written assignments and writing consultancies by email, and asynchronous online discussion forums are described. Features of the HighLearn course‑supporting WEB site, which enable the integration of discussion forums into the writing course, are explained. Results of teacher‑initiated student evaluations and advantages and dilemmas of teaching scientific/academic writing in the digital age are discussed. The paper concludes with recommendations for future research and suggestions for the further integration of ICT in the scientific/academic writing course.

 

Keywords: scientificacademic writing, technology-enhanced learning, CMC/ICT, e-learning, asynchronous discussion forums, EFL

 

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