Raising students' awareness of cross-cultural contrastive rhetoric in english writing via an e-learning course

This study investigated the potential impact of e-learning on raising overseas students' cultural awareness and explored the possibility of creating an interactive learning environment for them to improve their English academic writing. The study was based on a comparison of Chinese and English rhetoric in academic writing, including a comparison of Chinese students' writings in Chinese with native English speakers' writings in English and Chinese students' writings in English with the help of an e-course and Chinese students' writings in English without the help of an e-course. Five features of contrastive rhetoric were used as criteria for the comparison. The experimental results show that the group using the e-course was successful in learning about defined aspects of English rhetoric in academic writing, reaching a level of performance that equalled that of native English speakers. Data analysis also revealed that e-learning resources helped students to compare rhetorical styles across cultures and that the interactive learning environment was effective in improving overseas students' English academic writing.

Author: 
Xing, M., Wang, J., & Spencer, K.
Year: 
2008
Source: 
Language Learning & Technology, Vol. 12 (2), 71-93.
Type: 
Related Research
Content Area: 
writing
IDEA Disability Category: 
autism
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
electronic references and resources
opportunities to learn concepts