Developing autonomy in English writing skills: a study on EFL learners’ selection criteria of open access and online self-correction tools

DOI: https://doi.org/10.5209/clac.84416
Palabras clave: blog, English, self-correction, writing

Resumen

This study aims to investigate, on the one hand, the use of blogs as a didactic resource for the acquisition of English written production skills and, on the other hand, the learners’ experiences and perceptions towards the use of open access and online self-correction tools that have been embedded as a repository of grammar checkers in an institutional blog. In order to shed light on these two issues, we have designed an online blog that hosts 11 open access and online tools that contribute to the learners’ self-awareness of the errors produced in English written texts. A survey was also embedded in the blog to examine the users’ satisfaction levels with regards to navigation, the display of video tutorials (for example, if they contribute to the development of English written skills), and whether the tools available in the blog were previously known by the users and were easy to use for the identification and self-correction of errors produced in English written texts. The results derived from this survey reveal that the respondents (n = 33) found that navigation of the blog functionalities was easy, and this is the case for the 11 tools available in the blog. Among them, the users considered five tools to be highly useful for the identification of grammar and lexical inconsistencies in their English written texts, namely, Hemingway, Language Tool, Reverso, Spell Check Plus and Virtual Writing Tutor.

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Biografía del autor/a

Silvia Sánchez Calderón, a:1:{s:5:"es_ES";s:46:"Universidad Nacional de Educación a Distancia";}

Silvia Sánchez Calderón is a professor in the Department of English at the University of Valladolid (Spain). She holds an MA in Applied Linguistics, an MA in Secondary Education and a BA in English Philology. Her main research field is based on the acquisition of complex predicate constructions by English and Spanish bilingual and monolingual children using data from the CHILDES project (MacWhinney 2000). Her works address the linguistic analysis of the monolingual and on the bilingual acquisition of dative alternation structures in English and in Spanish, the relation that exists in these acquisition processes, the linguistic phenomena that arise from language contact and the role played by adult input in their acquisition. She has also examined the acquisition of resultative structures and the syntactic relationship between dative alternation constructions and passives. She belongs to the scientific committee of different journals (IJLL, VERBEIA, AR) and she collaborates with the University of Valladolid Language Acquisition Lab.

Iria da Cunha Fanego, Universidad Nacional de Educación a Distancia

Iria da Cunha is a lecturer at UNED (National Distance Education University) in Spain. She holds a PhD in Applied Linguistics from the Universitat Pompeu Fabra (UPF). She has participated in 21 national and international research projects, published more than 100 articles in research journals, conference proceedings and books, and participates regularly in various national and international conferences. She is also a member of scientific committees of international conferences and journals. She is a member of the ACTUALing research group (UNED) and the IULATERM research group (Institute for Applied Linguistics, IULA, UPF) as well as the Innovative Didactic Group for Open Linguistic Glossary Applications (OLGA) at UNED. Her main research interests are Applied Linguistics, Natural Language Processing (NLP), Terminology, Academic Writing, and Specialized Discourse. Since 2016 she has been a member of the Board of Directors of the Spanish Association of Terminology (AETER) and of the Committee of the Technical Body AEN/CTN 191 (Terminology) of the Spanish Association for Standardization and Certification (AENOR).

 

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Métricas

Publicado
2023-09-18
Cómo citar
Sánchez Calderón S. y da Cunha Fanego I. (2023). Developing autonomy in English writing skills: a study on EFL learners’ selection criteria of open access and online self-correction tools. Círculo de Lingüística Aplicada a la Comunicación, 95, 95-112. https://doi.org/10.5209/clac.84416
Número
Vol. 95 (2023): El sistema verbal español en las gramáticas y manuales de español como lengua extranjera, coordinado por María Martínez-Atienza de Dios (Universidad de Córdoba)
Sección
Artículos

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