New Directions in Technology for Writing Instruction: Practices for English Language Teaching Classrooms

Introduction
	Bibliography
Contents
Part I: Web 2.0 and Multimodality
	Technology-Enhanced Genre-Based Writing
		1 Introduction
		2 Genre-Based Writing
			2.1 Teaching- Learning Cycle in GBW
		3 Integrating Technology into Genre-Based L2 Writing
			3.1 Genre-Based Collaborative Writing & Technology
			3.2 Emerging Genres and GBW
		4 Sample Task
		5 Conclusion
		References
	Affordances and Constraints of Multimodal Writing Tasks
		1 Introduction
		2 Multimodal Pedagogy and Second Language Writing
		3 The Affordances and Constraints of Multimodal Writing Tasks
			3.1 The Affordances
			3.2 The Constraints
		4 Suggestions for Classroom Implications
			4.1 Multimodal Writing and Digital Tools
			4.2 Implementation of Multimodal Writing Tasks
			4.3 Grading Rubrics and Assessment of Multimodal Writing Tasks
		5 Concluding Remarks
		References
	Wikis for Language Teaching and Learning
		1 Introduction
			1.1 Wikis
		2 The Research Design of Wiki-Focused Studies
		3 Study Context of Wiki-Focused Studies
		4 Integrating Wikis into Classroom Settings
			4.1 Collaborative Learning
			4.2 Improvement in Language Skills
			4.3 Motivation
			4.4 Cultural Awareness
			4.5 Autonomous Learning
			4.6 Audience Awareness
		5 Wiki-Based Tasks and Activities
		6 PB Works/PB Wiki
			6.1 Creating Teacher Account
			6.2 Creating Student Account on PB Wiki
		7 Challenges and Possible Solutions
			7.1 Lack of Training
			7.2 Inappropriate Posting and Unintentional Deletions
			7.3 The Role of Instructors
			7.4 Task Design
		8 Summary
		9 Sample Classroom Tasks
			9.1 Story-Writing
			9.2 Dictation Task
		Appendixes
			Appendix 1
			Appendix 2
		References
	Digital Storytelling: An Alternative Method and a Multimodal Task to Improve Writing Skill of English Language Learners
		1 Introduction
		2 Digital Storytelling: Definition, Usage and Integration into English Language Teaching
			2.1 DS for Improving Writing Skill
			2.2 The DS Writing Process
		3 DS Tools and Sample Activities
			3.1 Sample DS Activities for Writing Skill
		4 Conclusion and Implications
		Appendix
		References
	Pedagogically Sound: Audio Feedback as an Alternative to Written Feedback in Distance Education: EFL/ESL Students’ and Teachers’ Perceptions and Its Effectiveness
		1 Introduction
		2 Methods
			2.1 Selection Criteria
		3 Review of Literature
			3.1 Feedback
			3.2 Feedback Effectiveness
			3.3 Audio Feedback
			3.4 Audio Feedback and EFL/ESL
			3.5 Audio Feedback in Distance Education
		4 Discussion
			4.1 The Practical Aspect of Audio Feedback
			4.2 The Pedagogy of Audio Feedback
			4.3 The Changing Content in Audio Feedback
			4.4 Personal Connection of Audio Feedback
		5 Limitations of the Study
		6 Conclusions and Implications for Further Research
		7 How to Use Vocaroo in Educational Settings
			7.1 The Features of Vocaroo
			7.2 Brief Tutorial
			7.3 Possible Advantages and Disadvantages of Vocaroo
			7.4 Sample Activity
		References
	Multimodal Technology-Mediated Feedback in Second Language Writing Classes Through Screencasting
		1 Introduction
		2 Background Information with Definitions and Explanations of Concepts
		3 Review of Up-to-date Literature and Their Findings
			3.1 Affordances of Screencast
			3.2 Constraints of Screencast
		4 Implications for Teaching
		5 How to Use Screencasting in the Classroom
			5.1 A Sample Tool: Bandicam
			5.2 Possible Screencasting Teaching Practices
		References
	The Advantages of Using Vlogs for English Language Learners’ Writing Performance
		1 Introduction
		2 Methodology
			2.1 Inclusion and Exclusion Criteria
			2.2 Data Collection and Analysis
		3 Findings and Discussion
			3.1 How to Integrate Vlogs in Classes to Improve Writing Skill
		4 Suggestions
		References
	Utilizing Mobile Technology to Improve Writing Skill
		1 Introduction
		2 Writing as Product vs. Writing as Process
		3 Mobile-Assisted Language Learning (MALL)
		4 Developing Writing Skill via MALL
		5 A Glance at the Writing Apps
		6 Suggested Activity
		7 Conclusion
		References
			Online Sources
Part II: Using Technology for Academic Writing
	Using Corpus Tools for Academic Writing in EFL Settings: A Data-Driven Learning Approach
		1 Introduction
		2 Research in DDL
		3 Direct and Indirect Applications of DDL
		4 Using Corpora in Teaching Writing
			4.1 Some Useful Corpus Tools to Teach Writing
				4.1.1 COCA (Corpus of Contemporary American English)
				4.1.2 Collocaid
				4.1.3 SkELL
				4.1.4 Hask Collocation Database
				4.1.5 Vocab Profiler
				4.1.6 Building Your Own Corpus
		5 Extension: Sample Lesson Plan with DDL
		6 Comparison of the Tools
		7 Conclusion
		References
	The Use of Automated Writing Evaluation Tools to Foster ESL Writing Instruction
		1 Introduction
		2 L2 Learning Theories and AWE Tools
			2.1 Cognitive Theories and AWE Tools
			2.2 Sociocultural Theories and AWE Tools
		3 Previous Research on AWE
		4 AWE Tools
		5 A Sample AWE Tool: Grammarly- What Does It Offer to Us?
		6 Advantages of AWE Tools
		7 Disadvantages of AWE Tools
		8 Conclusion
		References
	Digital Writing Practices in the Information Age: Possibilities and Implications for English Language Teachers and Learners
		1 Introduction
			1.1 Learning Management Systems: Definition, Usage and Integration into English Language Teaching and Learning
			1.2 Basic Components of Personal Learning Environments (PLEs)
			1.3 PLEs in Language Learning and Teaching: An Example of Symbaloo
			1.4 Digital Writing Tools for Personal and Classroom Use
		2 Conclusion
		3 Implications
		References
	Academic Writing Instruction Beyond the Classroom Walls: New Possibilities and Implications for English Language Teachers and Learners
		1 Introduction
		2 New Age; New Needs, New Approach to Writing Skill
		3 Writing with Its Complex Structure
		4 Online Writing
		5 Digital Tools in Collaborative Academic Writing Instruction
		6 How to Implement Digital Tools in Academic Writing Instruction: Sample Tasks
		7 Sample Tasks
			7.1 Brainstorming and Practicing
			7.2 Multimodal Composing: Planning, Visualization
			7.3 Collaborative Writing
		8 Conclusion
		References
	Avoiding Plagiarism in the Information Age: Tools and Recommendations
		1 Introduction
		2 Plagiarism in Different Grades
		3 Types of Plagiarism
			3.1 Copy and Paste
			3.2 Disguised Plagiarism
			3.3 Plagiarism by Translation
			3.4 Self-Plagiarism
		4 Methods and Plagiarism Detection Tools
			4.1 Detection Tools, Affordances and Constraints
		5 Avoiding Plagiarism
		References
Part III: Research in Action
	“Corpus Made My Job Easier”: Preservice Language Teachers’ Corrective Feedback Practices in Writing with Corpus Consultation
		1 Introduction
		2 Literature Review
		3 Methodology
			3.1 Method
			3.2 Participants
			3.3 Data Collection and Data Analysis
			3.4 The Procedure
		4 Findings and Discussion
			4.1 Benefits/Advantages of Corpus Consultation for Giving Feedback
				4.1.1 Affective Benefits
				4.1.2 Benefits to the Teacher (Self)
				4.1.3 Benefits to the Language Learner (Self)
			4.2 Challenges of Corpus Use
			4.3 Purposes of Corpus Use
		5 Conclusion
		References
	Blogging to Build Collaborative Evaluation in L2 Writing
		1 Introduction
		2 Review of Literature
			2.1 From Peer Feedback in L2 Writing to Online Feedback
			2.2 Blogs as a Social Tool in L2 Writing Classes
		3 Methods
			3.1 Context and Participants
			3.2 Data Collection Procedure
			3.3 Process of Online Blog Writing and Peer Evaluation
			3.4 Data Analysis
		4 Findings and Discussion
		5 Conclusion
		6 Classroom Procedures
		Appendices
			Appendix A: Peer Revision Guideline
			Appendix B: Written Reflection Guiding Questions
		References
	Exploring Student-Teacher Interaction and Learner Autonomy Through Writing Online Journals via Emails and Penzu: A Mixed-Method Analysis of Turkish Students’ Perceptions
		1 Introduction
		2 Background Information
		3 Literature Review
			3.1 Student-Teacher Interaction via Emails
			3.2 Learner Autonomy Through Online Diaries
		4 Methodology
			4.1 Research Design
			4.2 Participants
			4.3 Penzu
				4.3.1 The Features of Penzu
				4.3.2 Brief Tutorial
				4.3.3 Possible Advantages and Disadvantages/Limitations
			4.4 Data Collection Procedures and Instruments
			4.5 Data Analysis
			4.6 Ethical Considerations
		5 Findings
			5.1 Participants’ Use and Possession of Digital Devices, and Access to the Internet
			5.2 Participants’ Perceived Ways of Facilitation of Writing Dialogue Journals
			5.3 Participants’ Perceived Benefits and Drawbacks of Writing Dialogue Journals
			5.4 Participants’ Perceived Autonomous Learning Through Keeping Online Diaries in Penzu
			5.5 Participants’ Perceived Benefits and Drawbacks of Keeping Online Diaries Through Penzu
		6 Discussion
		7 Conclusion and Implications
		References
	Using Wikis for Collaborative EFL Writing: Lessons Learned from an Online Writing Course
		1 Introduction
		2 Literature Review
		3 Methodology
			3.1 Participants
			3.2 Overview of the Online Writing Course
			3.3 Data Collection Tools and Data Analysis
		4 Results
			4.1 Analysis of Questionnaire Responses
			4.2 Analysis of Interviews
				4.2.1 Beneficial Aspects of the Online Writing Course
					Live Sessions
					Video Feedback to Student Essays
					Teacher Presence
				4.2.2 Challenges of Wiki-Mediated Collaborative Writing Activities
					Time Management
					Communication Among Group Members
					Participation in Group Work
					Collaboration
			4.3 Analysis of Wiki Discussion and History
		5 Discussion and Conclusion
		6 Implications for Practice
		Appendix
			How to Create Your PBWiki
			How to Edit the Wiki and Add New Pages and Files
			Using the Comment Section
			Adding Users to the Wiki
			Possible Advantages of Using Wikis in Language Classrooms
			Possible Limitations of Wikis
			Sample Activity
		References
	The Effect of an Online Writing Community on ELT Students’ Academic Writing Motivation
		1 Introduction
			1.1 Academic Writing & Technology
			1.2 Online Writing Communities
				1.2.1 Feedback
				1.2.2 Collaboration
				1.2.3 Ubiquity
				1.2.4 Motivation
			1.3 Wattpad as an Online Writing Community
		2 A Sample Study on Wattpad
			2.1 Participants
			2.2 Data Collection Instruments & Procedure
				2.2.1 Academic Writing Motivation Scale
				2.2.2 Semi-Structured Focus Group Interview
				2.2.3 Procedure
			2.3 Data Analysis
		3 Findings
			3.1 What Is the Effect of Using Wattpad for Academic Writing Practices on Turkish ELT Freshman Students’ Academic Writing Motivations?
			3.2 What Are the Turkish ELT Freshman Students’ Perceptions of Using Wattpad for Academic Writing Practices?
		4 Discussion
		5 Conclusion
		References