DOI: 10.5176/2251-1814_EeL14.55

Authors: Bahar Tunçay


Recently the theoretical debate over learners’ use of technology in language learning has resulted in an extensive body of literature since some scholars have strong justifications for supporting the place of the technology in the foreign and second language learning methodology. The scholars base their arguments on different justifications, such as differences in learning styles, motivation, etc. To my concern, there has not been any qualitative study conducted examining the relationship between the learners’ motivation and the way of submitting their writing assignments. The purpose of this paper is to examine whether there are differences among the tertiary level foreign language learners’ who have submitted their drafts typed and written. In the study 20 students where asked to type five of their assignments, each of which have three drafts, and to write five of others ones during two months. Interviewing and think-aloud protocol are used in the analysis of the research. The details of the study will be presented during the presentation.

Keywords: writing, motivation, style


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