Assessment in the Second Language Writing Classroom

6. Innovative Technology in the L2 Writing Classroom

137 Chapter 6 Innovative Technology in the L2 Writing Classroom 137 Any sufficiently advanced technology is indistinguishable from magic. —Arthur C. Clarke This chapter examines several technological innovations and their effects on writing assessment in the L2 writing classroom: synchronous and asynchronous communication tools, online paper mills, online writing centers, and the outsourcing of assessment and other functions of the writing classroom through online instruments. Teachers of L2 writing need to be proactive to retain control of what they teach in their writing classrooms, how they teach writing, their relationship to specific writing technologies, and, in particular, how and with what technologies they assess the writing their students produce. Technology in the Classroom Teachers are becoming increasingly dependent on technology in the classroom, and because of this technology, teaching now is different from how it was even five years ago. Not long ago, teachers distributed paper syllabi on the first day of class, dispersed hard copies of handouts detailing assignments and grading criteria, used the chalk-board and overhead transparencies to communicate important concepts, and relied on TV and VCR Innovative Technology in the L2 Writing Classroom 138 for media viewing. Although most of these technologies are still used, many teachers find themselves in wired classrooms using smart desks equipped with computers, monitors, and various presentation options including elaborate projector systems for viewing Microsoft® PowerPointTM presentations, websites, and movies. The Internet, for better or worse, is at a teacher’s fingertips. Suites of applications (e.g., Course Studio), which create and manage course homepages, links, articles, and files to disseminate class materials, are popular. Students come to class armed with laptops and USB Flash Drives and access papers and presentations through their email accounts. At my institution, all composition courses, both for L1 and L2 writers, are taught in computer classrooms where students compose on computers, submit written work electronically to their peers and instructors, and receive teacher and peer feedback electronically. Instructors conduct classes on networked learning environments such as WebCT, Blackboard, Moodle, Desire2Learn, and Elluminate® . Some classes only meet online. Others are hybrid versions that feature both face-to-face and online meetings. This array of impressive technology and its innovative use in classrooms leaves teachers with the question of how much of this technology is a boon to writing pedagogy and to the writing abilities of students. Teachers need to consider the impact that each component of technology has on teaching, on teaching writing, and, particularly in this chapter, on writing assessment. Using Synchronous and Asynchronous Technology for Assessing Writing Before deciding to use any technology, teachers should ask themselves what purpose a specific technology will serve in the classroom (Bloch, 2008). It’s important to understand how computer-mediated discourse [CMD] (Bloch, 2008) or computer-mediated communication [CMC] (Blake, 2008) can best help teachers improve and assess student writing. CurAssessment in the L2 Writing Classroom 139 rently, there are two forms of CMD/CMC—asynchronous and synchronous. Asynchronous computer-mediated discourse is commonly facilitated by media such as email and discussion boards and supports communication among learners and teachers, even when participants cannot be online at the same time. Asynchronous platforms make it possible for learners to log on to an environment at any time and download documents or send messages to teachers or peers. At the most basic level, email provides a tool for writing assessment/feedback as it allows teachers to comment within an email or to attach documents to which they have provided feedback. Using Synchronous and Asynchronous Technology for Assessing Writing Before deciding to use any technology, teachers should ask themselves what purpose a specific technology will serve in the classroom (Bloch, 2008). Prior to making a decision, teachers need to understand how computer-mediated discourse [CMD] (Bloch, 2008) or computer-mediated communication [CMC] (Blake, 2008) can best help teachers to improve and to assess student writing. Currently, there are two forms of CMD/CMC—asynchronous and synchronous. Asynchronous computer-mediated discourse is commonly facilitated by media such as email and discussion boards and supports communication among learners and with teachers, even when participants cannot be online at the same time. Asynchronous platforms make it possible for learners to log on to an environment at any time and download documents or send messages to teachers or peers. At the most basic level, email provides a tool for writing assessment/feedback because it allows teachers to comment within an email or...