Can Using a Discussion-board Enhance Writing Practice for EAP/ESL Students?

Abstract

This paper presents a case study from English for Academic Purpose II ESL class at a small public university in southwest Oklahoma, USA. The study explores the usefulness of using computer-assisted technology such as a discussion-board to improve ESL teaching and learning. The study set up two hypotheses: 1) Using a discussion board as a course platform can enhance reading and writing practice for EAP students, and 2) using a discussion board as a course platform can help EAP students receive more feedback for improving their reading and writing. To test the hypotheses, the researchers collected and analyzed the students’ original and revised reading reflections and peer responses to the reflections. They also held a focus group interview among the participants to understand the students’ perceptions on their reading and writing practice on the discussion board. The findings support both hypotheses. The findings show that due to some technological features of a discussion board, the EAP students obtained more additional writing opportunities than they would in a traditional classroom setting and were able to write, receive feedback, and revise more frequently and effectively. The findings also indicate that writing reading reflections and peer reviews on a discussion board motivated the EAP students to write more carefully and thoughtfully and helped them gain a sense of learning community outside the classroom.