An investigation into the use of information technology in learning writing for the third-year students of English at Vinh University = Nghiên cứu ứng dụng công

Vietnam national university, Hanoi
university of foreign languages & international studies
FACULTY of POST-graduate studies
*** ***





PHẠM XUÂN ĐẠT

AN INVESTIGATION INTO THE USE OF INFORMATION
TECHNOLOGY IN LEARNING WRITING for THE THIRD-
YEAR STUDENTS OF ENGLISH AT VINH UNIVERSITY
Nghiên cứu ứng dụng công nghệ thông tin trong học kỹ năng viết của
sinh viên tiếng Anh năm thứ 3 trường Đại Học Vinh

M.A MINOR THESIS
Field: English Teaching Methodology
Code: 60.14.10

Supervisor: Đỗ Tuấn Minh, PhD.



Hanoi, 2010

iv
TABLE OF CONTENTS

ACKNOWLEDGEMENTS
i

ABSTRACT
ii

TABLE OF CONTENTS
iii

LIST OF FIGURES, TABLES AND CHARTS
v
PART ONE

INTRODUCTION
1
I.
Rational
1
II.
Purposes of the study
1
III.
Scope of the study
1
IV.

Research questions
2
V.
Methods of the study
2
VI.
Significance of the study
2
VII.
Organization of the thesis
3
PART TWO

DEVELOPMENT
4
CHAPTER I
LITERATURE REVIEW
4
1.
Introduction
4
2.
Educational technology and EFL teaching and learning
4
3.

Computer and EFL teaching and learning
4
3.1.
Definitions of CALL
5
3.2.
History of CALL
5
3.3.
Applications of IT in EL teaching and learning
7
3.4.

Computers and writing in EFL
9
4.
Conclusion
18
CHAPTER II
THE STUDY
19
I.
Setting of the study
19
1.

Information technology at the Faculty of English
19
2.
Writing teaching and learning at the Faculty of English
19
II.
Procedures
19
1.
Subjects of the study
19
2.

Measurement instrument
20

v
3.
Data collection procedure
21
4.
Data analysis procedure
21
CHAPTER III
RESULTS AND DISCUSSION

22
I.
Presentation of statistical results
22
1.
Students’ technological background
22
2.
Reality of the students’ use of computer for writing learning
26
3.
Students’ evaluation of learning writing with computer

28
4.
Difficulties in learning writing with computer
31
5.
Suggestions for a higher outcome
34
II.
Findings
35
1.
Findings

35
2.
Implications
36
CHAPTER IV
RECOMMENDATIONS
38
1.
For the administrators
38
2.
For the lecturers

38
3.
For the students
39
PART THREE
CONCLUSION AND FUTURE DIRECTION
40
1.
Summary
40
2.
Limitations

40
3.
Suggestion for further studies
40
4.
Contribution of the study
40

REFERENCES
41
APPENDIX I
QUESTIONNAIRE

I
APPENDIX II
INTERVIEW TRANSCRIPTION
III

vi
LIST OF FIGURES, TABLES AND CHARTS

Figures


Figure 1-
The history of CALL
5
Figure 2-
An example of search website

7
Tables


Table 1-
Students’ computer using frequency
23
Table 2-
Students’ writing practice with computer
27
Table 3-
Students’ evaluation of the usefulness of computer for the writing

stages
28
Table 4-
Students’ assessment of the effectiveness of the computer-assisted
writing learning
29
Charts


Chart 1-
Students' computer ownership
22

Chart 2-
Reality of the students' Internet connection
23
Chart 3-
Popularity of the students' e-mail addresses
24
Chart 4-
The students' typing speed
24
Chart 5-
The students' habit of using computer for each skill
25

Chart 6-
Students' preference for means of writing
26







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PART ONE: INTRODUCTION

I. Rationale
Information technology (IT) has made the globe quite different in many fields such as
economy, science, politics, especially education. English teaching and learning have been
made much easier and more effective in higher education under the assistance of computer.
The reality shows that learners are popularly applying the computer and its accompanying
tools to facilitate their listening, speaking, reading and writing activities. IT application to
ESL (English as a second language) teaching is, therefore, a need.
Like it does to the teaching and learning of the other skills, IT has changed the way students
deal with writing. It helps, for instance, learners correct their mistakes easily, do peer
proofreading online, submit their works to their teachers by e-mail, learn from samples and
update information to better their writing.
In spite of the potential outcome, the application of IT to promote learning of the writing skill

of third-year students at Vinh University is still constrained. Moreover, even though IT has
ever been used for writing learning, studies related to the reality of this application is still
lacking.
The aforementioned facts lead the author to the study on the following topic: An investigation
into the use of information technology in writing learning of the third-year students of English
at Vinh University.
II. Purposes of the study
The thesis focuses on studying the extent to which IT can facilitate the third-year students to
learn the writing skill at Vinh University. Specifically, it aims at:
- Investigating the influence that IT has on writing learning of the third-year students at Vinh
University.
- Studying the reality of applying IT to writing learning of the students.

- Making recommendations for the administrators, the lecturers and the students to better the
EFL learning and teaching by means of IT application.
III. Scope of the study
The study is in the following scope:
IT can be broadly applied to ELT but in the framework of this minor thesis, the researcher
would focus on studying the reality in which the students are using the computer in their
learning of the writing skill.

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Although IT is preferably used for listening, speaking and reading, the application to writing
has been so far limited, for both teaching and learning. This is a reason for the researcher to
choose the writing skill to be studied.

Moreover, as stated above, the study aims at investigating the reality of the students' IT using
for learning the writing skill because the computer is really important for them to learn and to
write from the third year. However, it is difficult to carry out this research in a larger scale
because of time limit and the framework of a minor thesis. Therefore, the study is narrowed to
a group of 100 third-year students. The students are at the English Faculty of Vinh University.
IV. Research questions
a. What are the effects of IT in learning the writing skill of the third-year students?
b. What are the difficulties the students have in using IT in their writing learning?
c. What changes can be made for better use of IT in learning writing?
V. Methods of the study
This is a descriptive case study. Data is collected through a questionnaire for the students and
interviews for the lecturers. The data is then analyzed, compared, contrasted, and synthesized

both qualitatively and quantitatively.
We conduct a survey into the third-year students of English at Vinh University using
computer in learning the writing skill. Questionnaires are sent to 100 students and interviews
are made on the lecturers.
The aim of the survey questionnaire and the interview is to investigate the extents to which
the students at the University use IT for learning the writing skill; advantages and difficulties
they have and solutions to the problems. Results of the data analysis will be the answers to the
research questions mentioned above.
VI. Significance of the study
The study will play an important part in defining benefits of using IT for learning English as a
second language, especially the writing skill at university. Besides, the thesis will provide an
overview of the reality of using IT for language learning at universities of the same

background and conditions.
Moreover, the study would help discover drawbacks of CALL in the context of higher
learning and the findings will be a useful tract of information for lecturers and education
administrators to enhance the application of IT to their practices. Last but not least, this is
expected to provide information and materials for other researchers to carry out their studies
in the same field.

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VII. Organization of the thesis
The study consists of three main parts: introduction, development and conclusion.
The introduction provides the rationale, purposes, scope and significance of the thesis as well
as research questions and methods of study. The development part consists of four chapters:

literature review, research methodology, results and discussion, and recommendations. In
chapter one, the literature review will provide a brief history of computer in foreign language
education. It also discusses the influence of computers on EFL teaching, especially on writing
teaching and learning. The second chapter details the methodology in terms of setting and
research procedure. In chapter three, findings will be analyzed and discussed before
implications are referred to. In chapter four, the researcher will produce some
recommendations and suggestions for enhancing the effectiveness of using computer for
learning the writing skill. The last part will summarize the key issues, enclosing some
limitations of the study, and suggestions for further studies.

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PART TWO: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
1. Introduction
We have experienced essential changes in teaching and learning technology, from the simple
tool such as a blackboard and chalk to the modern machine such as computer and LCD

projector. The following will consist of studies already made on how technology is applied to
foreign language teaching and learning in each period of time, especially to writing teaching
and learning. These theoretical backgrounds will be the basis of the investigation in fulfilling
the thesis.
2. Educational technology and EFL teaching and learning
Educational technology involves the simplest things such as chalk to the most complicated
ones such as computer. According to Warschauer, M. and Carla Meskill (2000), each type of
teaching has certain technological items to support it. The grammar-translation method is, for
example, perfect with blackboard which allows teachers to transmit information one-way.
Harmer states that boards “provide a motivating focal point” and can be used for different
purposes such as a note pad, explanation aid, picture frame, public workbook, game board,
notice board (Harmer 2001, pp.137-139).

These means are still in need in language classrooms; however, the social development and
more advanced technologies have decided teaching methods to keep their pace. As a result,
teaching tools such as pictures, charts, radios, cassette players, recorders, overhead projectors
(OHPs), television sets have changed to facilitate instructors’ performance. These means have
played an important part in language teaching and learning. OHPs can help showing texts or
exercises, pictures or diagrams or students’ writing of very high quality (Harmer, 2001:136).
Songs and stories recorded on radio tapes create an exciting classroom environment. Videos
help bring the real-life things and events into the classroom.
Though educational technologies have bettered language teaching and learning, the real
change in effectiveness of these things goes with information and communication technology
in which the computer is central. The following will be about the computer and its
applications in EFL teaching and learning.

3. Computer and EFL teaching and learning
Computer-assisted language learning (CALL) is a rapidly evolving academic field that
explores the role of computer technologies in language acquisition. A lot of teaching and
learning activities can be carried out with the support of computers, the Internet, CDs, VCDs,

5
DVDs, projectors, cameras, CD ROMs, radio, television. The following will give an overview
of CALL in respect of its definitions and history.
3.1 Definitions of CALL
As posted up on the website Wikipedia, the Free Encyclopedia
( language learning), CALL is defined as an
approach to language teaching and learning in which computer technology is used to aid to

the presentation, reinforcement and assessment of material to be learned, usually including
substantial interactive element; an approach that drew heavily on practices associated with
programmed instruction. This term originated in the USA and was in common use until the
early 1980s, when CALL became a dominant term.
Also according to the website, an alternative of CALL is TELL, short for Technology
Enhanced Language Learning. This term emerged in the early 1990s, but failed to provide a
more accurate description of activities which fall broadly within the range of CALL.
Therefore TELL is not widely accepted as CALL.
Levy (1997:1) similarly stated that CALL is the search for and study of applications of the
computer in language teaching and learning. As aimed in this thesis, CALL is used to talk
about the assistance of computer in language teaching and learning.
3.2 History of CALL

As suggested by Wang and Cadiero-Kaplan (2004, pp.144-151), CALL has evolved from a
behavioristic model, to communicative and integrative models, to include finally a more
collaborative approach. The following figure is about the evolution of CALL created by the
authors.

More specifically, according to Warschauer (1996), behavioristic CALL, conceived in the
1950s and implemented in the 1960s and 1970s, was based on the then-dominant behaviorist


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theories of learning which emphasized repetitive language drills in language learning. In this
phase, computer served as a vehicle for delivering instructional materials to the student. He
reasons as follows:
- Repeated exposure to the same material is beneficial or even essential;
- A computer is ideal for carrying out repeated drills, since the machine doesn't get bored with
presenting the same material and since it can provide immediate feedback;

-A computer can present such material on an individual basis, allowing students to proceed at
their own pace and freeing up class time for other activities.
Following behavioristic CALL is communicative CALL, started in the late 1980s and early
1980s. This phase experienced the rejection of behavioristic approach theoretically and
pedagogically and the introduction of personal computers. Communicative CALL
corresponded to cognitive theories which stressed that learning was a process of discovery,
expression, and development (Warschauer, M. & Healey, D., 1998). In communicative
CALL, learners can communicate with the computer and each other in a work group. CALL
activities focus more on communication rather than rigid forms as the previous approach did.
Grammar is taught implicitly rather than explicitly. This helps activate more language from
students by using forms more freely.
Compared with behavioristic CALL, communicative CALL is a breakthrough. However, by

the late 1980s and early 1990s, there were several criticisms against it. According to Kenning
& Kenning, the approach is “an ad hoc and disconnected fashion” and concentrates only on
“marginal rather than central elements” of the FL learning process (Kenning & Kenning,
1990, cited by Warschauer, M. & Healey, D., 1998). Therefore, a trend towards a more social-
cognitive view in FL teaching was found, emphasizing the use of language in authentic social
contexts. This opened up a new phase in technology and FL teaching and learning named
integrative CALL.
Integrative CALL involves multimedia computers and the Internet. Multimedia technology
allows a variety of media such as text, graphics, sound, animation, video to be accessible on a
single machine. When multimedia resources are linked together, this technology becomes
more powerful and is called hypermedia. Thanks to hypermedia, language learning is made
much easier by a more authentic learning environment. By this mean, different skills are

integrated; students can control their learning. To this end, the current collaborative CALL
identifies technology more as a tool for individual and societal development rather than just
isolated language and literacy skills.

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In summary, ESL practitioners are standing between the phase of integrative CALL and the
phase of collaborative CALL and what the technology has advanced has helped us enhance
the effectiveness of teaching and learning English. From the drill and practice approach of
behavioristic CALL to the cognitive one of communicative CALL and then to the present
integrative CALL in which reading, speaking, listening and writing are integrated in a more
authentic learning environment.
3.3 Applications of IT in English language teaching and learning

The most common application of IT in ELT is the use of computer-mediated material.
Teachers and students can seek information from websites because the Internet is an
everlasting, valuable and multifarious resource supply. Meloni (1998) even called it a gold
mine of materials for ESL teachers. According to Robertson (2006), the resources on the web
range from sites specifically designed for teachers and learners to sites from national and
international newspapers, museums, galleries and so on. Encarta is one of the important
pieces of software for its latest and varied information. It is considered as an encyclopedia and
teaching and learning material can be easily found out by typing some key words into the
searching box. The following is another site which teachers and learners often go to.

Figure 2. Example of search website
Teachers can use materials much the same way as they would with other printed-based
resources, to create worksheets and exercises for their classes. Or teachers can ask their
students to fill online questionnaire, research specific topics, prepare presentations using
online information, graphs and diagrams, find answers to questions set by the teacher, do

interactive grammar, vocabulary and even pronunciation exercises, read and summarize the
latest news, and contribute to online discussions and debate (Bowen, 2006).


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The Internet also offers many other services which are very useful for learning and teaching
like email discussion group, message boards, chat rooms, interschool contact, Internet Relay
Chat (IRC), etc. Thanks to these services, students have the power and freedom to
communicate instantly across the globe (Robertson, 2006). Language educators have been
utilizing chatting in their FL teaching to see how it can help learners. An example is Mynard’s
small scale study (2002), which investigated the extent to which CMC facilitates the
development of learner autonomy in female Emirati learners. It shows that CMC can help

participants with certain aspects of autonomous learning while interacting with guests in chat
rooms. Those aspects comprise self-reliance, decision-making, prioritization, audience
awareness, collaboration, reflection, applying a range of comprehension and coping strategies
and risk taking. Based on these services, teachers can create tasks to help their students
develop their language skills.
Another means of communication offered the Internet is e-mail. It is one of the main forms of
asynchronous CMC which has been called “the mother of all Internet application”
(Warschauer, Shetzer and Meloni, 2000:3, cited in Gonglewski, M., 2001). It holds a great
deal of pedagogical benefits to inside as well as outside FL classrooms. In the article named
“Using E-mail in Foreign Language Teaching: Rationale and Suggestion”, Gonglewski,
Meloni and Magaret (2001) suggest a few pedagogical benefits of e-mail as: (1) extending
language learning time and place, (2) providing a context for real world communication and

authentic interaction, (3) expanding topics beyond classroom-based ones, (4) promoting
students-centered language learning, (5) encouraging equal opportunity participation and (6)
connecting speakers quickly and cheaply. Harmer (2001) appreciates the use of e-mail
exchanging as greatly increasing students’ English improvement, especially their motivation.
E-mail is also very useful in language teaching and learning. The most popular activities using
e-mail are group exchanges, e-mail interaction within the class, e-mail interaction between
classes, between the teacher and learners in forms of informal messages, electronic feedback
on writing assignments, dialogue journals, etc (Gonglewski, Meloni, and Brant, 2001).
The most common use of IT for English teaching and learning involves office software,
especially PowerPoint. Teachers often prepare their lessons by designing slides on the
computer, which interests learners. With the help of LCD projectors, teachers can bring
pictures, graphs, sounds, video clips, texts, etc to the classroom. Lessons are more realistic

and informative and learning outcome is, therefore, higher.

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Word processor is one of the computer software used earliest in FL learning and teaching. In
the article published in 1987, Alison Piper suggested that the most successful educational use
of computer at that time was as a word processor (Piper, A., 1987, cited in Harmer, J.,
2001:150). Moreover, a word processor can be used in writing compositions, in preparing a
class newsletter or in producing a school home page. In such a web page, students can publish
their project work so that it can reach a wider audience. That makes them feel more
responsible for the final product and consequently makes them work more laboriously (Lee,
2000). Because of this, the word processor can be a very successful tool for FL writing skill.
In short, the fact that the computer is used as a wikipedia, a means of communication, a tool

for presentation and a word-processor has enhanced the effectiveness of FL teaching and
learning. IT is wonderful but it does not make teaching and learning methods. As mentioned
by Garret (1991), cited in Warschauer, M. (1996), “the use of the computer does not
constitute a method”. It is a “medium in which a variety of methods, approaches, and
pedagogical philosophies may be implemented.”
3.4. Computers and writing in EFL
3.4.1. Computers used in EFL writing teaching and learning
The following focuses on (1) how computers are used in writing classroom; (2) programs
used writing teaching and learning; and (3) variables that can affect computer-assisted
writing.
3.4.1.1. Models of computer labs in EFL writing
There are different models of computer labs that have been used in EFL writing such as one-

computer classroom, several-computer classroom, networked classroom. When to use each
type of model depends on students’ level of proficiency and school financial condition.
For one-computer classroom, all students sit in front of a computer screen to do group writing
activities. More common is several-computer classroom where each student is equipped with
one computer and the computers can be linked to each other through a local area network
system (LAN). For a networked classroom, students can sit anywhere, at home, at a café or in
a different country to do writing activities and communicate online.
Each model has its advantages; however, the several-computer classroom is preferred and
used in teaching and learning context in Vietnam.
3.4.1.2. Programs used in writing teaching and learning
Computer-mediated communication (CMC) has been playing a very important part in
facilitating students’ writing learning and teachers’ writing teaching. Warschauer, et al.

10
(1994) claim that CMC is the most revolutionary development in computer-assisted language
learning since it is the only one which involves direct human-to-human communication rather
than human-to-machine. Warschauer (1996) argues the greatest impact of CMC on language
learning and teaching by showing that for the first time, language learners can communicate
directly, inexpensively, and conveniently with other learners or speakers of the target
language 24 hours a day, from school, work, or home. He adds that this communication can
be asynchronous (not simultaneous) through tools such as electronic mail (e-mail), which
allows each participant to compose messages at their time and pace, or can be synchronous
(real time), using programs such as MOOs (Multiple-user-domains Object Oriented), which
allow people all around the world to have a simultaneous conversation by typing at their

keyboards. It also allows not only one-to-one communication, but also one-to-many, allowing
a teacher or student to share a message with a small group, the whole class, a partner class, or
an international discussion list of hundreds or thousands of people.
Also according to Warschauer (1996), via computer-mediated communication, users are able
to share both brief messages, and lengthy documents. Collaborative writing is therefore
encouraged. Using the Internet, students can search through millions of files around the world
in a short time to locate and access authentic materials such as newspaper and magazine
articles, radio broadcasts, short videos, movie reviews, book excerpts which exactly suit their
own personal interests. They can also use the Web to publish their texts or multimedia
materials to share with partner classes or with the general public.
More about the facilitation of computer-mediated communication and the Internet,
Warschauer (1996) writes as follows:

Students of English for Science and Technology in La Paz Mexico don't just study
general examples and write homework for the teacher; instead they use the Internet to
actually become scientific writers (Bowers, 1995; Bowers, in press). First, the students
search the World Wide Web to find articles in their exact area of specialty and then
carefully read and study those specific articles. They then write their own drafts online;
the teacher critiques the drafts online and creates electronic links to his own comments
and to pages of appropriate linguistic and technical explanation, so that students can
find additional background help at the click of a mouse. Next, using this assistance, the
students prepare and publish their own articles on the World Wide Web, together with
reply forms to solicit opinions from readers. They advertise their Web articles on
appropriate Internet sites (e.g., scientific newsgroups) so that interested scientists
around the world will know about their articles and will be able to read and comment

on them. When they receive their comments (by e-mail) they can take those into account
in editing their articles for republication on the Web or for submission to scientific
journals.

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Apart from the programs which tutor writing learning and teaching such as Sentence
Combining, Sentence Maker, and Typing Tutor, most software for supporting writing belongs
to the Computer as Tool category, including word processing, e-mail exchanging, chatting,
blogs, feedback software, grammar checkers, concordancers, collaborative writing, reference,
authoring. The following will provide details of word-processing, e-mail exchanging,
feedback software, and grammar checkers.
3.4.1.2.1. Word-processing

Among the programs mentioned above, word-processing is the most frequently used tool in
writing learning. In “Learning to Write in the Laptop Classroom”, Warschauer, M. (2009)
reported that most children found it easier and more enjoyable to write by computer than by
hand. And for a teacher at Henry Elementary school, laptops facilitate the writing because
there is less fatigue involved than with cursive or print. Snyder (1993) report that students
think they write better with word-processors and believe it enhances their capacity to write.
However, though Schramm (1989) notes that students have positive attitude toward writing
with word-processors, he does not agree on the idea that this attitude is associated with better
writing. Apart from him, Schipke (1986, p.26) support that “established rituals and habits and
relative writing abilities and skills appeared to be more important factors in determining the
value of the technology than any influence of the computer itself.” Thus using a word-
processor will not simply make a student a better writer, and according to Bunker, A. and

Cronin, M. (1997), the writer’s experience, style, and ability to use their knowledge of word-
processing features strategically decide the success in word-processor use in writing.
Word-processing has many functions supporting the second language writing such as spell
checking, formatting, word or phrase moving and deleting, storing, clear screen displaying
and hardcopy printing. However, there are advantages and disadvantages arising from each
function. According to Warschauer (1998), spell checking eases students’ fear of making
spelling error and helps them to produce essays with fewer spelling errors but Joram et al.
(1990) argue that it may encourage surface-level revisions that focus on spelling of words. By
recopying texts, students can revise and edit their writing easily (Bean, J. C. 1983). Copying
and pasting, however, as Dickenson (1986) remarked, may make students do fewer re-
readings and prevent in-depth revisions. As for storage, Daiute (1983) said students can put
down their thoughts in a non-permanent mode, which eases their fear of making mistakes;

they can also put their thoughts into a permanent mode so they need not fear losing their ideas
nor be blocked by perfectionism. Related to screen displaying and hardcopies, Hooper (1987)

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stated that they may heighten student’s pleasure and pride in their writing, and facilitate
students’ development of a sense of their audience but a counter-argument goes that they may
prevent student writers from revising their superficially neat-looking but unfinished writing
(Gerrard, 1989).
In comparison with pen and paper, word-processing is a very versatile tool, which helps
student writers save their time from having to trace spelling mistakes and correct them or re-
write the whole text in case of wanting to delete, move, or copy part of a discourse.
Formatting is also easier, so written products look neater and smarter. Apart from not fearing

to lose what written thanks to its storing tool, on the computer screen, students can revise
texts both superficially and deeply. With such advantages, writing with a computer is very
encouraging.
Cochran in Bangert Drowns (1993) supported the idea by supposing that a range of variables
such as length, number of revisions, number of errors and neatness have been used as
indicators of quality when he compared word-processing with writing with pen and paper in
control situations and concluded that word-processed writing generally scores better than
writing with pen and paper. Owston (1991), measuring overall competence qualitatively, also
found that students wrote better with word-processors.
Mark Warschauer, in “Learning to Write in the Laptop Classroom” detailed the use of
computer in each stage of writing. In the pre-writing stage, he observed that students
frequently consulted the Internet to get background information related to their writing or held

online discussions to generate ideas before essay writing. This allowed students to try out
phrases, ideas, and ways of explaining things in writing before beginning a formal essay. He
added that the most common use of technology in pre-writing reported by teachers was the
use of graphic organizers. He listed a variety of software related to graphic organizing like
Inspiration (Inspiration Software, 2005), Smart Ideas (Smart Technologies, 2006), My Access
(Vantage Learning, 2006), or simply Autoshapes in Microsoft Word. These tools provide a
variety of types of scaffolding for planning writing. At this planning stage of writing, Snyder
(1993) reports that word-processors seem to suit the writer who plans extensively and then
writes an almost complete first draft. However, both Haas (1987) and Schipke (1986) posit
the problem with a word-processor is that it focuses the writer at the sentence, word, and
formatting levels too early in the writing process. Therefore, many writers fail to plan the first
stage of writing carefully when using word-processors.

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In the draft writing stage, Warschauer M. (2009) gave two important advantages of drafting
by computer. They are the physical ease of writing by computer and the types of scaffolding
of writing made available via computer.
As for the stage of reading and proof-reading, Warschauer M. (2009) reported that teacher
and students found it much easier to read word-processed texts than hand written ones. More
importantly, one draft can be duplicated and sent to many peers very quickly at the same time
via the Internet tools. As a result, chances for peers’ reading and teacher’s reviewing are
bigger. At this revision stage, Oliver and Kerr (1993) found tertiary students who chose to
word-process their work made more revisions than those who use pen and paper. Collier (in
Haas 1987) notes that words, phrases and clauses drew much attention when students made

their revisions.
In the editing stage, Warschauer M. (2009) emphasized the ease of making changes on word-
processed essays rather than on hand-written ones by simply deleting unwanted words or
cutting things out and pasting them where is needed.
The above is what the prior researchers wrote about the computer as a word- processor. The
next part will be focus on how writing is practiced with the tool of e-mail.
3.4.1.2.2. E-mail exchange
Warschauer M. in “Technology and Writing” puts that electronic mail, which has been a tool
in both first language and second language education, is similar to classroom discussion with
the assistance of computer and is used both for communication between teacher and student
as well as long-distance exchanges between students in different locations. In his studies, he
related Hartman et al. (1991) found (a) that teachers using e-mail substantially increased their

communication with students over time compared to teachers using traditional modes such as
face-to-face, paper and phone; (b) that teachers using e-mail interacted substantially with
lower- performing students compared to teachers using traditional modes who interacted
overwhelmingly more with higher-performing ones; (c) that students in computer networked
sections communicated more with each other than did students in non-networked sections; (d)
that students with lower SAT verbal scores made use of e-mail most frequently; and (e) that
writing anxiety limited participation less in e-mail than in it did in traditional modes. He also
related Mabrito (1991, 1992) in his findings that writers of high level of proficiency (a)
contributed more equally to e-mail discussions than they did in face-to-face discussions, (b)
made more text-specific comments in e-mail discussions than in face-to-face discussions
(1991), (c) offered more ideas for revision during e-mail discussions than during face-to-face

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discussions, (d) were influenced more by group comments received during e-mail discussions
than during face-to-face discussions and produced better papers after e-mail discussions than
after face-to-face discussions (1992).
Gonglewski, et al. (2001) suggest that activities can be planned for interaction within the class
or between classes through group e-mail exchanges, and one-to-one exchanges may be
between the teacher and the FL learners through informal messages or electronic feedback on
writing assignments or dialogue journals, between two individual FL learners learning the
same target language or different target languages.
When comparing the discourse of ESL students’ dialogue journals written in both e-mail and
traditional paper format, Wang (1993) found that the students using e-mail journals wrote
longer texts, asked more questions, and use different language functions more frequently than

did students writing on paper.
After analyzing linguistic improvement achieved by an adult learner of German who carried
out a lengthy e-mail exchange with a native speaker, St. John and Cash (1995) found that the
learner systematically studied the new vocabulary and grammatical structures in his incoming
e-mail and used this information to improve his own letter writing, with dramatic results by
the end of six months. What the learner achieved from the e-mail exchange was much more
significant than what he could get out of classroom discourses.
Tella (1991, 1992a, 1992b) carried out an ethnographic study based on a semester -long series
of e-mail exchanges between many upper secondary school classes in Finland and England. In
his document, Tella found that:
1. Emphasis switched from teacher-centered, large-group sponsored teaching toward a more
individualized and learner-centered working environment, while the content of the class

shifted from that of a standard syllabus to the students’ own writings (Tella, 1992b).
2. The e-mail communication gave a good chance for practicing language in open-ended
linguistic situations. A shift from form to content was achieved; a free flow of ideas and with
its expressions, idioms, and vocabulary (Tella, 1992b).
3. The whole writing process changed to some extent. Rather than writing their compositions
only once, as is the norm, the Finnish students naturally edited and revise their compositions,
poems, and other messages to make them appropriate for their English peers. Instead of
writing most of their compositions and other work alone, they made use of peer tutoring and
other collaborative methods in order to compose their e-mail messages together (Tella,
1992b).

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4. Writing quality improved as writing changed from teacher- sponsored and led, only to be
marked and graded, to real-purpose writing with genuine audiences worldly (Tella, 1992b).
5. The modes of writing became more versatile, including not only the narrative and
descriptive genres usually found in regular class, but also personal, expressive, and
argumentative use of language (Tella, 1992b).
6. Reading also became more public and collaborative, with students actively assisting each
other in studying incoming messages. Students also use different reading strategies to read the
wide variety of messages, notices, and documents that came in (Tella, 1992b).
Cummins and Sayers (1995) show that e-mail exchanges are carried out by diverse groups of
learners from around the world. They are students of different languages, abilities, ethnic
groups, life experiences, and viewpoints. The exchanges consequently help them amplify
literacy and intellectual skills collaboratively with peers in culturally and geographically

distant settings.
Kern (1996) also supports the benefits of cultural and historical knowledge as well as the
enhancement of students’ motivation given by e-mail exchanges. He studied a French-English
exchange between students in the United States and France based on e-mail communication
and an exchange of essays on topics related to the immigrant experience. He noted that “while
ostensibly an exercise in communicative language use, this e-mail exchange has been at least
as significant in enhancing students’ cultural and historical awareness as well as their overall
motivation in learning French (p.118).”
Considering the motivational benefits of e-mail communication, Warschauer (1996b), who
made a survey on the attitude toward using computers of 167 ESL and EFL students 12
university academic writing courses, found that the students overall had a positive attitude
toward using computers and that attitude was consistent across a number of variables,

including gender, typing skill, and access to a computer at home. He suggested three
motivational factors resulted from students using e-mail exchanges in ESL learning. These
factors were the feeling of personal empowerment, the enhancement of learning opportunities,
and the sense of achievement. The study also showed that the results must be more significant
when online activities were well- integrated into the ongoing structure of student assignments
and interaction rather than included as an informal sub-tool.
3.4.1.2.3 Feedback software
With the advance of technology and the availability of the Internet, teachers of English can
now save their time from marking their students’ compositions thanks to a number of writing

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evaluation tools. Since providing individual feedback on multiple drafts per student is an

extraordinary time-consuming work, many automated writing evaluation programs have been
developed as a way to meet this challenge. One of the most well-used programs is My
Access!
TM
, a web-based program that has been used in public schools in the USA for several
years. As recommended by Elliot (2003), this scoring engine can analyze some 300 semantic,
syntactic and discourse features of an essay and compare them to features of sample essays
that were previously scored by humans. It does not claim to independently evaluate either the
content or the organization of an essay, but rather to determine the similarity along a number
of dimensions to the sample essays such as focus and meaning, organization, content and
development, language use and style. However, My Access!
TM

should be used in
combination with an assisting tool called My Editor which provides advice on spelling,
grammar and word usage, similar to that provided by Microsoft Word’ s spelling and
grammar check.
Another well-known feedback program is Criterion
SM
, developed by Educational Testing
Services. What makes this program more special is that its Natural Language Processing
techniques and a companion tool called Critique allow it to make a broader range of
linguistics diagnoses, and thus provide individualized feedback not only on spelling,
grammar, and word usage, but also on style, organization and development. Thus, according
to Warschauer M. and Ware P. (2006), Criterion can be used to provide feedback on any

writing meanwhile My Access!
TM
is designed to give feedback based on previously normed
prompts.
The third main scoring engine is the Intelligent Essay Assessor
TM
(IEA). Landauer et al., 2000
in Warschauer, M. & Ware, P. (2006) puts that IEA trains the computer on an informational
database of textbook material, sample essays, or other sources rich in semantic variation
surrounding a particular essay. The system is trained to focus specifically on evaluating
conceptual content, and less attention is paid to mechanical correctness, stylistic control, or
organizational structure. Compared with My Access!

TM
and Criterion
SM
, IEA requires fewer
human-scored essays because scoring is obtained by analyzing an essay semantically other
than comparing that to a previously scored work statistically.
Burstein, Chodorow, & Leacock, 2003; Burstein & Marcu, 2003(cited in Ware, P., &
Warschauer, M. (2006)) claimed that although automated feedback can save time, it should be
considered a supplement to classroom instruction and the importance of social interaction
cannot be underestimated and added that these automated programs are theoretically grounded

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in the human cognitive process, and fails to account entirely for the learning that takes place
in social and interactional situations.
3.4.1.2.4 Grammar checkers
As shown on the site />grammar.html, it is very difficult for a machine to understand properly and completely what
people put in the language. In written English, there are a number of expressions that have
multiple meanings depending on the context of a word's usage. These subtleties are simply
impossible for a machine to fully comprehend, thus leaving grammar checkers with three
main drawbacks:
- A grammar checker may miss important errors such as no comma after an introductory
element in a sentence, missing prepositions, comma splice, no comma in a compound
sentence, vague pronoun references, tense shift, incorrect use of the possessive apostrophe,
pronoun agreement error, sentence fragment, run-on sentence .

- A grammar checker may accidentally suggest corrections that are inaccurate.
- A grammar checker flag grammatically correct text as incorrect.
Despite the limitations a grammar checker may have, students who are learning English as
second language may find that grammar checkers help them learn to spot their writing errors
more easily. Apart from the Microsoft Word’s grammar checker, there are now free online
grammar checking resources such as Spellchecker.net, Abiword, Language Tool, Grammar
Slammer which are all convenient for perfecting one’s writing.
3.4.1.3 Variables that can affect computer-aided writing
The outcome of the computer-aided writing lessons may depend on a few variables.
Pennington (1993, cited in Scott, 1996) points out that the main variables are of the students,
the teacher, and the setting.
The first and second variables are of the students and the teacher. Students are different in

their background knowledge, economic capacity, attitudes, typing skills, and learning styles.
On the teacher side, attitudes, knowledge of computer, and instruction are very important.
Attitudes may change from time to time and be different from teacher to teacher. However, it
is true that changes in the teacher’s attitudes will change those of the students. The third
variable involves software programs used in writing. The programs aforementioned are very
useful in writing; however, not all are always available for every lesson.



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4. Conclusion
We have gone through the theoretical background related to the project being studied. It has

mentioned the development of CALL, computer and language teaching in general, and
writing teaching in particular. Besides, software programs as the aided tools for writing and
the variables have been intensively discussed. All of these set the ground for the study on the
reality of IT application to writing learning and teaching among the third year students of
English language at Vinh University. The next chapter will focus on the research
methodology and the findings.

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CHAPTER II: THE STUDY
I. Setting of the study
1. Information technology at Faculty of English Language at Vinh University

Being a well-known training cradle in the central Vietnam, Vinh University has paid much
attention to technology advancing to ceaselessly enhance the human resource quality. Below
is the system of ELT classrooms.
- There are 10 classrooms which are equipped with the wifi network. Each has one computer
accompanied with loudspeakers, headphones, microphones, and an overhead projector. These
classrooms are intended for e-learning.
- An audio-visual classroom equipped with one computer for the teacher, a cassette player, a
video player, headphones for teacher and students, and loudspeakers. This room is mainly
designed for listening teaching and learning.
2. Writing learning and teaching at the faculty
Teachers and students seem to get familiar to the terms of application of information
technology to foreign language learning and teaching. However, the reality of using IT in this

field is different among universities and the level of usage also varies from skill to skill. At
Faculty of English Language at Vinh University, the performance with the assistance of IT is
more popular with the skills of listening, reading, and speaking than that of writing skill. As a
result, the IT application to writing learning and teaching is likely a new practice to many
students and teachers though the outcome will be significant if IT is applied to writing
scientifically and popularly. Despite some restriction on this application, the students of the
faculty in general and the third year students in particular have certain writing practices such
as finding resources, looking up relevant words and phrases, writing drafts, proofreading and
giving comments.
The above are the general features of the information technology and the situation of writing
learning and teaching at the study site. The following will be about the detailed procedures of
the study.

II. Procedures
1. Subjects of the study
The participants of the study are divided into two groups. One is of 100 third-year students of
English and the other is of two lecturers of writing in the Faculty of English Language at Vinh
University. The former is studied with a questionnaire and the later with an interview.

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The one-hundred third year students who participate in answering the questions are from 3
classes. They come from different regions and have different family backgrounds. Their
attitudes toward using computer for learning as well as knowledge related to it are not similar.
The reasons for selecting the third year students are that they get more familiar with writing
with computer; the number of assignments in terms of essays students have to do is

increasing, and therefore the demand for using computer as well as the ownership of computer
is higher. The writing course book intended for the students is GRAPH. They have two
writing periods per week.
The number of lecturers standing writing classes is limited to two. They have never been
officially trained any IT skills before and have only first-hand experience of teaching with
computer. They are very willing to answer the questions and have provided real and reliable
information concerning the reality of learning the writing skill with computer of the third-year
students.
2. Measurement instrument
In order to collect data, two methods are employed. They are the questionnaire for the
students and the interview for the teachers. The questionnaire and the interview are used
together to ensure the reliability and validity.

2.1 Questionnaire
The questionnaire is applied to the students only. It consists of 11 questions regarding the
issues being studied such as how the lecturers and students use IT in their writing teaching
and learning, effects of using IT in learning and teaching writing skill of the students and
lecturers, and what changes can be made for better use of IT. The questions are mainly
multiple choice ones apart from some open-ended and closed ones, which aim to exploit
varied pieces of information from the students.
2.2 Interview
The interview was conducted on two lecturers of writing. The interview questions involve the
issues raised in the research questions. The questions and the lecturers’ answers closely
correlate with the information given by the students in the questionnaire. By means of
interviewing the lecturers in person, the information collected from the students was

confirmed. The reliability and validity of the data, therefore, are high enough without student
interviews.



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3. Data collection procedure
First, the questionnaires were distributed to 100 third-year students in three classes.
Fortunately, the students had time to read and think of the questions carefully before giving
answers.
Second, the semi-structured interview was conducted on the two lecturers about the reality of
using computer in their students’ learning of the writing skill. The two lecturers were

interviewed at the same time and gave similar opinions about on the matter raised.
Third, the data collected from the questionnaire was classified and synthesized. The content of
the interview was transcribed and fully discussed.
4. Data analysis procedure
The researcher followed the statistical procedure, from coding the questionnaire data to
classifying, summarizing, and reporting the data in a reader-friendly way. Besides, the face-
to-face interview was transcribed and discussed in order to provide a deeper insight into the
research matter.