چکیده:
Second language writing instruction has been greatly influenced by
the growing importance of technology and the recent shift of
paradigm from a cognitive to a social orientation in second language
acquisition (Lantolf & Thorne, 2006). Therefore, the applications of
computer-assisted language learning and activity theory have been
suggested as a promising framework for writing studies. The present
study aimed to investigate the perception of Iranian EFL learners of
the efficacy and affordance of activity theory integrated with
computer-assisted language learning in writing improvement. To this
end, sixty-seven sophomores majoring in English translation were
selected as the participants of this study. The writing instruction was
geared to an e-learning platform based on the six elements of activity
theory--subject, object, mediating artifacts, rules, community, and
division of labor--appropriate for the writing course. The students
were assigned to write nine expository paragraphs on six different
developmental patterns and share various relevant materials on the
platform during the treatment. Their assignments were carefully
monitored and evaluated by the instructor. Upon the completion of
the treatment, the students completed a closed-ended questionnaire
and an open-ended questionnaire and took part in a semi-structured
focus group interview to express their perception. The results showed
that the students held favorable perception toward the use of
computer-assisted language learning within the activity theory
framework. The findings of the study also revealed that there was a
significant difference among the students' perception concerning the
four mediating elements of activity theory
خلاصه ماشینی:
Iranian EFL Learners’ Perception of the Efficacy and Affordance of Activity Theory-based Computer Assisted Language Learning in Writing Achievement Arezoo Hajimaghsoodi Ph. D Candidate Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran arezoo.
The present study aimed to investigate the perception of Iranian EFL learners of the efficacy and affordance of activity theory integrated with computer-assisted language learning in writing improvement.
The writing instruction was geared to an e-learning platform based on the six elements of activity theory--subject, object, mediating artifacts, rules, community, and division of labor--appropriate for the writing course.
g. , Brine & Franken, 2006; Son, 2007; Warschauer, 1996), the students' perception of using AT-based CALL in L2 writing instruction remains to be explored.
These elements consisted of subjects (the students and the instructor); object (the general goal and performance objectives of the course, such as writing improvement, meeting gradation requirement, and being able to recognize and develop different types of an expository paragraph); mediating artifacts (grammar terms, connecting words and transition signals, online dictionaries, Grammarly software, general writing tips, and pre-writing techniques); rules (punctuation, page format, rating scale, correction symbols, time limitation, and plagiarism avoidance); community (the instructor, the students and their friends and family members, university members, academic context, and anyone in the social community who could help the students to achieve the object); and division of labor (the students’ roles and responsibilities in the assigned labor, the instructor’s role in preparing, monitoring, and evaluating the assignments).