Web-Based Cognitive Writing Instruction (WeCWI): A Theoretical-and-Pedagogical e-Framework for Language Development

Authors: Boon Yih Mah

Abstract:

Web-based Cognitive Writing Instruction (WeCWI)’s contribution towards language development can be divided into linguistic and non-linguistic perspectives. In linguistic perspective, WeCWI focuses on the literacy and language discoveries, while the cognitive and psychological discoveries are the hubs in non-linguistic perspective. In linguistic perspective, WeCWI draws attention to free reading and enterprises, which are supported by the language acquisition theories. Besides, the adoption of process genre approach as a hybrid guided writing approach fosters literacy development. Literacy and language developments are interconnected in the communication process; hence, WeCWI encourages meaningful discussion based on the interactionist theory that involves input, negotiation, output, and interactional feedback. Rooted in the elearning interaction-based model, WeCWI promotes online discussion via synchronous and asynchronous communications, which allows interactions happened among the learners, instructor, and digital content. In non-linguistic perspective, WeCWI highlights on the contribution of reading, discussion, and writing towards cognitive development. Based on the inquiry models, learners’ critical thinking is fostered during information exploration process through interaction and questioning. Lastly, to lower writing anxiety, WeCWI develops the instructional tool with supportive features to facilitate the writing process. To bring a positive user experience to the learner, WeCWI aims to create the instructional tool with different interface designs based on two different types of perceptual learning style.

Keywords: WeCWI, literacy discovery, language discovery, cognitive discovery, psychological discovery.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1098142

References:

[1] B. Y. Mah, Irfan Naufal Umar, and V. F. Thomas Chow, “L2 writing challenges for the undergraduates: A performance analysis and a literature review on SIL domains,” in The Asian Conference on Language Learning Conference Proceedings 2013, 2013, pp. 302–316.
[2] B. Y. Mah, “Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design,” Int. J. Soc. Manag. Econ. Bus. Eng., vol. 8, pp. 3436–3440 EM –, Jan. 2014.
[3] Noriah Ismail, Saadiyah Darus, and Supyan Hussin, “ESL tertiary students’ writing needs: A framework for a supplementary online writing program,” AJTLHE, vol. 4, no. 2, pp. 61–78, 2012.
[4] Noriah Ismail, Supyan Hussin, and Saadiyah Darus, “ESL tertiary students’ writing problems and needs: Suggested elements for an additional online writing program (IQ-Write) for the BEL 311 Course,” Int. J. Learn., vol. 18, no. 9, pp. 69–80, 2012.
[5] Noriah Ismail, Supyan Hussin, and Saadiyah Darus, “ESL students’ attitude, learning problems, and needs for online writing,” GEMA OnlineTM J. Lang. Stud., vol. 2, no. 4, p. 1089, 2012.
[6] C. C. M. Goh and R. E. Silver, Language acquisition and development: A teacher guide. Singapore: Pearson Education South Asia, 2004, p. 166.
[7] Nesamalar Chitravelu, Saratha Sithamparam, and S. C. Teh, ELT methodology: Principles and practice. Selangor: Penerbit Fajar Bakti Sdn.Bhd., 2005.
[8] J. Zhang, “A comprehensive review of studies on second language writing,” HKBU Pap. Appl. Lang. Stud., vol. 12, 2008.
[9] B. H. Khan, Web-based instruction. United States: Educational Technology, 1997.
[10] Y. C. J. Chao and C. K. Huang, “The effectiveness of computermediated communication on enhancing writing process and writing outcomes: The implementation of blog and wiki in the EFL writing class in Taiwan,” in World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007, 2007, pp. 3463–3468.
[11] S. Krashen, Fundamentals of language education. New Jersey: Laredo Publishing, 1992.
[12] R. Badger and G. White, “A process genre approach to teaching writing,” ELT J., vol. 54, no. 2, pp. 153–160, 2000.
[13] G. Yan, “A process genre model for teaching writing,” English Teach. Forum, vol. 43, no. 3, pp. 18–27, 2005.
[14] P. F. Kwah, “Teaching writing: A look at purpose, writing tasks, and implications,” English Educ., vol. XXXIII, 1999.
[15] T. Anderson, “Getting the mix right again: An updated and theoretical rationale for interaction,” Int. Rev. Res. Open Distance Learn., vol. 4, no. 2, 2003.
[16] B. C. Bruce and J. Davidson, “An inquiry model for literacy across the curriculum,” J. Curric. Stud., vol. 28, no. 3, pp. 281–300, 1996.
[17] D. R. Garrison, T. Anderson, and W. Archer, “Critical inquiry in a textbased environment: Computer conferencing in higher education,” Internet High. Educ., vol. 2, no. 2–3, pp. 87–105, 2000.
[18] Rozhan M. Idrus, “Transforming engineering learning via technogogy,” in 5th WSEAS/IASME International Conference on Engineering Education, 2008.