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dc.contributor.advisorSefranek, Mary E.
dc.contributor.authorRosas-Nazario, Irmaris
dc.description.abstractThis study was conducted in a public institution of higher education in western Puerto Rico in order to explore the effects of adapting a traditional face-to-face intermediate writing course for second language learners into a digital online modality. Classroom action research was adopted to specifically consider students engagement with the writing process, their face-toface and online interactions and responses, and how these shaped student outcomes. A focus group interview and writing conferences served as primary sources of data and were narratively and reflexively analyzed from a social constructivist theoretical standpoint. Results demonstrated that differences exist across traditional and digital modes of instruction in relation to peer interactions, independence and/or dependence of instructor, and drafting revisions of essays using the writing process as a roadmap for students’ production of written material.en_US
dc.subjectWeb-based instruction-writing coursesen_US
dc.subjectESL-higher education-writingen_US
dc.subjectIntermediate writing courseen_US
dc.subjectOnline ESL courseen_US
dc.subject.lcshEnglish language -- Study and teaching (Higher) -- Puerto Ricoen_US
dc.subject.lcshEnglish language -- Composition and exercises -- Study and teachingen_US
dc.subject.lcshEducation -- Technological innovationsen_US
dc.subject.lcshEducation, Higher -- Computer-assited instructionen_US
dc.titleExploring the writing process across modalities: learning in face-to-face and online classroomsen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2009 Irmaris Rosas Nazarioen_US
dc.contributor.committeeFlores, Leonardo
dc.contributor.committeeMazak, Catherine
dc.contributor.committeeMorales Caro, Betsy
dc.contributor.representativeCarrero Figueroa, Rebecca Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Artsen_US
dc.contributor.departmentDepartment of Englishen_US

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