Writing is one of the most difficult skills for Japanese people to master in English learning. The Ministry of Education held a nationwide English proficiency test for the 3rd year students of senior high school in 2017. In the report, the Ministry pointed out the link between low writing scores and low frequency of employment of integrated writing activities in classrooms. Then, how can we provide more opportunities to write in English to our students? One of the obstacles in increasing writing activities is giving feedback. Introducing writing software and applications in classrooms is one way to reduce the workload of teachers to give feedback and provide more activities to write. In this study, the changes of the perceptions of the writers towards writing in English before and after the writing activities were investigated. One on-line writing tool, Criterion®, was utilized in writing instructions, and the writers’ perceptions towards writing and the instrument were examined. The participants were the students of four writing classes in college in Japan. The classes were two freshman and two sophomore classes. The questionnaires were distributed to the participants before and after using Criterion® between June and July in 2018. After using the writing tool, understanding of the tool’s features was deepened and the perception towards writing in English were changed. Writing more might lead students to have more practical view of writing.
Midori Mashiyama, Fukuoka Women's University, Japan
Stream: Educational Technologies
This paper is part of the ECLL2019 Conference Proceedings (View)
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