JUCS - Journal of Universal Computer Science 7(3): 240-253, doi: 10.3217/jucs-007-03-0240
A Synchronous EFL Writing Environment for the Internet
expand article infoChin-Hwa Kuo‡, David Wible§, Chia-Lin Chou|
‡ Computers and Networking (CAN) Laboratory, Department of Computer Science and Information Engineering, Tamkang University, Tamshui, Taiwan§ Graduate Institute of Western Languages and Literature, Tamkang University, Tamsui, Taipei, Taiwan| Internet & Multimedia Application, Tech. Lab Telecommunication Laboratories, Yang-Mei, Tamshui, Taiwan

Corresponding author: Chin-Hwa Kuo ( chkuo@mail.tku.edu.tw )

© Chin-Hwa Kuo, David Wible, Chia-Lin Chou.
This article is freely available under the J.UCS Open Content License.
Citation: Kuo C-H, Wible D, Chou C-L (2001) A Synchronous EFL Writing Environment for the Internet. JUCS - Journal of Universal Computer Science 7(3): 240-253. https://doi.org/10.3217/jucs-007-03-0240
Open Access
Abstract
In this paper, we describe the design and implementation of a synchronous EFL computer assisted English writing environment. In addition to supporting the basic writing function requirements, two novel mechanisms, namely, (1) synchronous text co-editing, and (2) voice delivery, have been designed to provide fundamental capabilities over the Internet. As a result, the designed system exploits the integration of computers and networking capabilities with linguistic and pedagogical principles crucial to web-based language learning. The system integrates CMC tools with database technology for the specific purpose of archiving the communications between tutors and students. Since the platform offers a bank of comments that are frequently used in these online tutorials, the system can store and tabulate each token instance when a comment is used. This database then offers instant cumulative profiles into tutor-learner interaction and into the common language errors or difficulties uncovered in the tutorials. Such an archive supports research into language learning difficulties and into patterns of tutor-learner interaction. This data is valuable in the assessment of pedagogical effectiveness and in the development of online tutorial materials that meet the attested needs of learners.
Keywords
Computer Assisted Language Learning (CALL), learner corpus, voice transmission, co-editing