Meaningful Online Interactions and Writing Improvement
DOI:
https://doi.org/10.55420/2693.9193.v4.n1.152Keywords:
English as a Second Language (ESL), online writing strategies, teaching strategyAbstract
This paper reports on a research study on a teaching strategy that successfully incorporates conditions that support optimal second language learning in the classroom environment of two low proficiency level English courses at the University of Puerto Rico. Results of the study indicate that providing opportunities to meaningfully interact through the performance of authentic purposeful tasks significantly increases student learning. In this paper, the results and conclusions from a study conducted at the UPR that investigated the effect that online writing strategies have on students’ writing fluency performance will be discussed. In addition, a research based model that can be used to integrate technology to the curriculum of General Education courses is proposed.
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