Proceedings of the 18th International Academic Conference, London

IMPROVING ASIAN STUDENTS’ WRITING SKILLS THROUGH TELL ENVIRONMENT: WHAT MAKES THE DIFFERENCE?

WADINLADA THURATHAM, DARARAT KHAMPUSAEN

Abstract:

Technology-enhanced language learning (TELL) has played an importantly integral tool in providing EFL students with valuable language experiences in language classrooms. Since the introduction of recording machine for pronunciation in 1970s’, teaching and learning innovation has been advanced and moved forward with an interesting pace. It is however an unanswered question whether teaching innovation can make any true advantages to Asian students who have typically been familiar with a spoon-feeding learning approach. This study focuses on technology-enabled lessons as a supplemental teaching tool for teaching English writing to EFL university students in a Thai university. Additionally, a discussion is developed on the benefits found in using technology (e.g., web-based lessons, blogs, electronic feedback, and Microsoft Office Word) as a part of writing activities. The researcher is particularly interested in investigating on how Asian students harness technology when they have always been passive learners in schools. The paper thus further illustrates the importance of promoting learner autonomy in Asian EFL context and elaborates the main factors contributing to its development. The author also criticizes on the effectiveness of TELL in an Asian university for future advancement in EFL education.

Keywords: TELL, learning autonomy, Asian students, writing

DOI: 10.20472/IAC.2015.018.128

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