Integrating CALL writing activities into a college level elementary Chinese class.

摘要

Since the mid 1990s, there has been a gradual recognition that writing should be part of foreign language (FL) instruction across all levels, including the beginning level, as it contributes to learners' overall language proficiency and cognitive development (Scott, 1996). Despite such recognition, FL writing research has been insufficient and very much influenced by first language and English as second language writing research (Reichelt, 1999). There has been limited research and conflicting reports on the process and product of beginning FL writing. This study explores the little-researched area of beginning Chinese as Foreign Language (CFL) writing, and investigates the meaningful technology integration in a beginning CFL class using a Chinese word processor and the Blackboard Discussion Board.;This dissertation is a qualitative case study that employs all three methods of qualitative data collection: interviewing, observation, and document analysis, with the first two as the primary sources. The study uses criterion-based, purposeful sampling in selecting the five informants. Data were also collected from the whole class via anonymous surveys and a focus-group interview.;The findings indicate that the students were able to engage in writing activities using the Chinese Word Processor and the Blackboard Discussion Board. The writing products of these beginning CFL students outperformed the proficiency level for novice writers as defined by the ACTFL Writing Guidelines, as beginning students of French and Spanish did in Way et al's study (2000) and Valde et al's study (1992). The present study suggests that for future beginning CFL writing activities, learner training, scaffolding and task design are areas to work on to facilitate learners to move to self- regulated learning from other-regulated learning so as to reach their ZPD. The present study shows that beginning CFL writing using technology tools helped the students overcome the barrier of handwriting characters and enabled them to put their linguistic knowledge into productive use. Given such benefits, the study calls for more emphasis on writing in beginning CFL curriculum and more research to investigate the models and effects of such instructional innovations in the future.