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Book Chapter: Use of Computer Technology for Writing Consultations: Tutors’ Opinions and Implications

TitleUse of Computer Technology for Writing Consultations: Tutors’ Opinions and Implications
Authors
Issue Date2014
PublisherIGI Global
Citation
Use of Computer Technology for Writing Consultations: Tutors’ Opinions and Implications. In Li, S & Swanson, P (Eds.), Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes, p. 257-275. Hershey, PA: IGI Global, 2014 How to Cite?
AbstractThis chapter investigates the use of computer technology for writing consultations from the tutors’ perspective. Tutors’ opinions of the hybrid (i.e., a combination of face-to-face and virtual consultations) and the virtual consultation modes in an English writing enhancement service in a university in Hong Kong were collected. Questionnaires were administered to 10 tutors who had used the two consultation modes. It was found that the majority of the tutors were in favor of the two modes, and that they appreciated the benefits of online writing consultations and the text-only consultation platform design. However, they also expressed reservations about replacing the traditional face-to-face writing consultations with computers, because they could not see much increase in tutee-tutor interactions via the two consultation modes. In light of their opinions, recommendations are made to improve the text-only consultation platform and to develop tutors’ professional knowledge and pedagogies for online writing consultations.
Persistent Identifierhttp://hdl.handle.net/10722/201859
ISBN
Series/Report no.Advances in Educational Technologies and Instructional Design (AETID)

 

DC FieldValueLanguage
dc.contributor.authorLee, FKCen_US
dc.date.accessioned2014-08-21T07:45:28Z-
dc.date.available2014-08-21T07:45:28Z-
dc.date.issued2014-
dc.identifier.citationUse of Computer Technology for Writing Consultations: Tutors’ Opinions and Implications. In Li, S & Swanson, P (Eds.), Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes, p. 257-275. Hershey, PA: IGI Global, 2014en_US
dc.identifier.isbn9781466661745-
dc.identifier.urihttp://hdl.handle.net/10722/201859-
dc.description.abstractThis chapter investigates the use of computer technology for writing consultations from the tutors’ perspective. Tutors’ opinions of the hybrid (i.e., a combination of face-to-face and virtual consultations) and the virtual consultation modes in an English writing enhancement service in a university in Hong Kong were collected. Questionnaires were administered to 10 tutors who had used the two consultation modes. It was found that the majority of the tutors were in favor of the two modes, and that they appreciated the benefits of online writing consultations and the text-only consultation platform design. However, they also expressed reservations about replacing the traditional face-to-face writing consultations with computers, because they could not see much increase in tutee-tutor interactions via the two consultation modes. In light of their opinions, recommendations are made to improve the text-only consultation platform and to develop tutors’ professional knowledge and pedagogies for online writing consultations.-
dc.languageengen_US
dc.publisherIGI Globalen_US
dc.relation.ispartofEngaging Language Learners through Technology Integration: Theory, Applications, and Outcomesen_US
dc.relation.ispartofseriesAdvances in Educational Technologies and Instructional Design (AETID)-
dc.titleUse of Computer Technology for Writing Consultations: Tutors’ Opinions and Implicationsen_US
dc.typeBook_Chapteren_US
dc.identifier.emailLee, FKC: cfklee@hku.hken_US
dc.identifier.authorityLee, FKC=rp01813en_US
dc.identifier.doi10.4018/978-1-4666-6174-5.ch012-
dc.identifier.hkuros234419en_US
dc.identifier.hkuros250278-
dc.identifier.spage257en_US
dc.identifier.epage275en_US
dc.publisher.placeHershey, PA-

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