USE OF A WRITING WEBSITE

By Pre-Masters Students On An English for Academic Purposes Course.

A. J. Gillett, University of Hertfordshire

A. ANALYSIS
DIRECTION:Identify the moves in the following sample ABSTRACT:
INTRODUCTION
Introduce the study by describing the context
Explain why the subject is important
↓
PURPOSE-Describe the purpose of the study
↓
METHODS-Report how the study was
undertaken
↓
RESULTS-Report the results that were found.
↓
EVALUATION-Briefly evaluate the results
↓
CONCLUSION- Conclude briefly
Explain what is important and why

Abstract
1
During the last 10 years, use of the World-Wide-Web for educational purposes has increased
dramatically. 2However, very little empirical research has been carried out to determine the effectiveness of this
use. 3The aim of this study was therefore to investigate the effectiveness of using the World-Wide-Web on an EAPP
writing course. 4Two groups of students were taught writing by two different methods: one group was taught by a
teacher in a traditional classroom, while a second group included use of an on-line website in their course. 5The two
groups were assessed in the same way after a twelve-week period of instruction. 6Results of the assessment showed
significant differences between the two groups, the group that used the on-line website performing much better on all
aspects of the test. 7This suggests that the use of computer assisted learning programs for at least some of the teaching
time available can be recommended for EAPP writing courses.

B. ANALYSIS
DIRECTION: Identify the information elements you find in each sentence of the text.
Elements are: showing importance, reviewing literature, indicating gap and outlining purpose

Introduction

1
During the past 10 years, the availability of computers in educational institutions has increased dramatically
(James, 1999). 2Progress in computer development has been made to the point that powerful, inexpensive computers
with large capacities are available in many classrooms and libraries for student use. 3Many students also have
purchased and are purchasing computers for their own use at home. 4Most studies seem to agree that the
microcomputer will continue to hold an important role in education in the future. 5For example, James (1999) and
Smith (2000) suggest large increases in the numbers of computers both in educational institutions and the home in the
near future. 6As far as education is concerned, Shaw (2001) identified three main uses of computers: the object of a
course, an administrative tool, and a means of providing instruction. 7Fish and Cheam (2002) cite four uses of
computers as a means of providing instruction: exercise, tutorial, simulation and problem solving. 8A wide ranges of
computer programs are now therefore available in all these areas for individual and classroom use.

9
However, even though many studies have reported an increased use of computers in education, there has
been very little research reported on the effectiveness of such use. 10The purpose of the present study is therefore to
ascertain the effectiveness of using computer-assisted instruction as compared to traditional classroom instruction in
an EAPP writing class.
C. ANALYSIS

DIRECTION: Read the following example of a method section from the field of computer assisted language learning
and teaching. The study investigated the use of the World-Wide-Web for teaching writing a report. Identify the
information elements you find in each sentence of the selection. (NOTE: Some sentences may contain more than one
element.)

ELEMENTS INCLUDED IN METHODS SECTION

 Overview of the Research
 Theoretical Justification
 Population/Sample
 Location
 Restrictions/Limiting Conditions
 Sampling Technique
 Procedures*
 Materials*
 Variables
 Statistical Treatment

1
The aim of the research was to compare the success of students using on-line teaching compared to students taught in
the traditional classroom context. 2This experimental approach adopted a positivist position by collecting primary
quantitative data from the students’ performance on an objective test taken after the teaching process has ended. 3It
then compare the observed results and came to conclusions regarding the effectiveness of on-line teaching.

4
Two groups of international students on a one-year Pre-Masters English for Academic Purposes course, each
comprising 50 students were taught academic writing by different methods and compared. 5In each group there were
50 students from five different academic departments - computer science, business, engineering, life sciences and
law. 6The subjects were selected from the second semester - Semester B - of the University of Hertfordshire
International Bridging Programme in the 2004-2005 academic year. 7This programme accepts only students from a
narrow English Language Proficiency band (IELTS 5.00 - 5.5). 8Thus, comparable language level among the test
subjects was insured.

9
The subjects were selected from the 250 students on the International Bridging Programme on the basis of
performance at a satisfactory level in the Semester A examination. 10Students who had performed below the minimum
level on the semester A examination were excluded. 11This criterion was employed to ensure competent understanding
of the tasks and adequate motivation.

12
One group - Group A - studied English writing in the traditional way in a class with a teacher. 13This class met for 2
hours each week in a classroom for 12 weeks and was supplemented with written homework assignments given by the
teacher each week. 14The second group - Group B - met together in a class with a teacher for one hour per week for 12
weeks and were assigned a homework task of spending one hour per week doing exercises from the UEfAP web-site
(Gillett, 2005).

15
The test instrument employed in this study was a revised version of the University of Hertfordshire English
Language Writing Test (Roberts, 1997), which permits the assessment of academic written language performance. 16It
consists of an academic reading text and comprehension questions, followed by a discursive essay on the subject of
the reading text.

17
Both groups A and B were given the same written examination at the end of the semester. 18The students took the
examination under standard university examination conditions as part of their end of semester examination. 19The tests
were marked using the following categories: task achievement; communicative quality; organisation; ideas, content
and relevance; and grammar and vocabulary, by two experienced writing examiners and moderated in the standard
way to ensure reliability. 20In this way it was possible to see the relationship between the students' main academic
subjects, and the improvement in their writing ability depending on the teaching method.

21
A 3 x 5 analysis of variance was used to test for academic department, method of teaching and language
achievement differences.
D. ANALYSIS

Results

Direction: Read the following example of part of a results section from the field of computer assisted language
learning and teaching. (NOTE: Some sentences may contain more than one element.)

 Overview
 Statement showing where the results can be found
 Statement presenting the most important findings

1
Two groups of Students in Higher Education - Group A and Group B - on a one-year Pre-Masters English for
Academic Purposes course, each comprising 50 students were taught academic writing by different methods and
compared. 2Figure 3 displays the mean percentile scores on the five subsections of the academic writing
test. 3Students in Group B, which used the computer assisted facilities, performed considerably better than their non
computer-assisted peers on all five subsections of the test by more than two to one in terms of scores attained in each
of the subcategories. 4For example, in the task achievement subcategory, Group A scored an average of 80 percent,
while Group B students scored an average of 14 percent.

E. ANALYSIS
Discussion

Direction: Read the following example of part of a discussion section from the field of computer assisted language
learning and teaching.. (NOTE: Some sentences may contain more than one element.)

ELEMENTS INCLUDED IN DISCUSSION SECTION

 a reference to the main purpose of the study

 a generalised review of the most important findings - summary of results
 possible explanations for the findings in general
 comparison with expected results and other studies
 limitations of the overall study that restrict the extent to which the findings can be generalized
 conclusions of the dicussion section

Discussion

1
The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would
benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in
the computer assisted element of the writing course outperformed those who followed the traditional course in every
aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular
strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really
help the students to understand and focus on the purpose of their writing. 5It also seems to be the case that the
individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as
allowing them to access their materials in their own time. 6Another reason for the success of the materials may be that
it allows students to spend more time on the course than is normally the case in a classroom based programme. 7This
supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-
line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in
EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow
range of subject areas - mainly business, computer science, engineering life-sciences and law - taken by students
from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from
other countries intending to study different subjects - for example, medicine or humanities - would not benefit in the
same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes
would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in
other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all
students in all subject areas.
F. ANALYSIS

Conclusion

The main purpose of the conclusion is to show that the main purpose of the piece of writing has been achieved.

 It should recall the issues raised in the introduction - what was the purpose of the piece of writing?
 draw together the points made in the main body of the piece of writing
 come to a clear conclusion.

Conclusion

1
During the past 10 years, the use of computers in education has increased dramatically and a wide range of
educational computer programmes are now widely available for individual and classroom use. 2However, there has
been very little research reported on the effectiveness of such use. 3The purpose of the present study was therefore to
ascertain the effectiveness of using computer-assisted instruction as compared to traditional classroom instruction in
an EAP writing class. 4The findings clearly suggest that the inclusion of web-based materials in EAP writing courses
for post-graduate students from East-Asia on an English language preparation course is effective. 5Further research is
needed, however, before the use of such materials can be recommended for all students in all subject areas at all
levels.