View in EDS

Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations.

Saved in:
Bibliographic Details
Title: Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations.
Authors: Zaini, Amin1 aminzaini1985@gmail.com
Source: Computers & Education. May2018, Vol. 120, p112-126. 15p.
Subject Terms: *Errors, Word processors (Machinery), English language, Writing, Intertextual analysis
Abstract: While the efficacy of computer-generated feedback in affecting learners' scores, errors, and writing skills has already been established, the impact of such feedback on learners' identity representations remains unexplored. The current paper explores the ways in which computer-generated feedback from Microsoft Word Office™ (MWO) and Grammarly influences English as an Additional Language (EAL) learners' identity representations while writing on a screen. To this end three participants were involved in a case study whereby they were asked to complete five writing tasks. Power relations, intertextuality and multimodality levels, and attitudes — in their technical sense — as relevant concepts were employed to explore potential factors that influence EAL writers’ identity representations. The results obtained from think-aloud sessions and interviews show that while the participants relied on computer-generated feedback to spell correctly and to make well-formed sentences, they experienced pressures, control and power from automatic feedback, which subsequently influenced their identity representations. [ABSTRACT FROM AUTHOR]
Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 128277840
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Zaini%2C+Amin%22">Zaini, Amin</searchLink><relatesTo>1</relatesTo><i> aminzaini1985@gmail.com</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Computers+%26+Education%22">Computers & Education</searchLink>. May2018, Vol. 120, p112-126. 15p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Errors%22">Errors</searchLink><br /><searchLink fieldCode="DE" term="%22Word+processors+%28Machinery%29%22">Word processors (Machinery)</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Writing%22">Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Intertextual+analysis%22">Intertextual analysis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While the efficacy of computer-generated feedback in affecting learners' scores, errors, and writing skills has already been established, the impact of such feedback on learners' identity representations remains unexplored. The current paper explores the ways in which computer-generated feedback from Microsoft Word Office™ (MWO) and Grammarly influences English as an Additional Language (EAL) learners' identity representations while writing on a screen. To this end three participants were involved in a case study whereby they were asked to complete five writing tasks. Power relations, intertextuality and multimodality levels, and attitudes — in their technical sense — as relevant concepts were employed to explore potential factors that influence EAL writers’ identity representations. The results obtained from think-aloud sessions and interviews show that while the participants relied on computer-generated feedback to spell correctly and to make well-formed sentences, they experienced pressures, control and power from automatic feedback, which subsequently influenced their identity representations. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=128277840
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1016/j.compedu.2018.01.014
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 112
    Subjects:
      – SubjectFull: Errors
        Type: general
      – SubjectFull: Word processors (Machinery)
        Type: general
      – SubjectFull: English language
        Type: general
      – SubjectFull: Writing
        Type: general
      – SubjectFull: Intertextual analysis
        Type: general
    Titles:
      – TitleFull: Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Zaini, Amin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2018
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 03601315
          Numbering:
            – Type: volume
              Value: 120
          Titles:
            – TitleFull: Computers & Education
              Type: main
ResultId 1