New Directions in Technology for Writing Instruction

Gonca Yangin Eksi is a Professor in English Language Teaching (ELT) in the Department of Foreign Language Education, Gazi University, Ankara TURKEY. Her research interests include computer-assisted language learning, pre- and inservice teacher education, curriculum and materials development, teaching skills and language components, young learners, use of corpus in language teaching. She has also been working as an editor to the Journal of Language and Linguistic Studies. She has worked in a number of projects including the national project for the development of the national English curriculum for Primary and Secondary schools. Her works has been published by distinguished journals and publishing houses such as CALL, Teachers and Teaching: Theory and Practice, Education and Science and Peter Lang. Sedat Akayoglu is currently working as an Assistant Professor at the Department of Foreign Language Education, Bolu Abant Izzet Baysal University. He is working with pre-service EFL teachers, and his expertise includes computer assisted language learning, computer mediated communication, intercultural communication, and teacher education. His works were published by some international publishing houses and journals such as ReCALL, Technology, Knowledge and Learning, CALICO. Leonora Anyango teaches English as an Academic Language (EAL) at the Community College of Allegheny County (CCAC) in Pittsburgh, PA. She is a language, culture and education expert of international repute. She specializes in language learning and multilingual writing. She invests in working with diverse groups of students to use language as a tool to advance their scholarship. She recently received the Faculty Fellow Award from the University of Pittsburgh's Honors College for her Swahili language and culture mentorship of students for International Scholarships, including the Rhodes.

Part 1 - Web 2.0 and Multimodality in Writing.- Chapter 1: Technology-Enhanced Genre-Based Writing.- Chapter 2: Affordances and Constraints of Multimodal Writing Tasks.- Chapter 3: Wikis for Language Teaching and Learning.- Chapter 4: Digital Storytelling: An Alternative Method and a Multimodal Task to Improve Writing Skill of English Language Learners.- Chapter 5: Pedagogically Sound: Audio Feedback as an Alternative to Written Feedback in Distance Education: EFL/ESL Students' and Teachers' Perceptions and Its Effectiveness.- Chapter 6: Multimodal technology-mediated feedback in second language writing classes through screencasting.- Chapter 7: The Advantages of Using Vlogs for English Language Learners' Writing Performance.- Chapter 8: Utilizing Mobile Technology to Improve Writing Skill.- Part 2 - Using Technology for Academic Writing.- Chapter 9: Using Corpus Tools for Academic Writing in EFL Settings: A Data-Driven Learning Approach.- Chapter 10: The Use of Automated Writing Evaluation Tools to Foster ESL Writing Instruction.- Chapter 11: Research-Based Writing Practices in the Digital Age: New Possibilities and Implications for English Language Teachers and Learners.- Chapter 12: Academic Writing Instruction Beyond the Classroom Walls: How to Use Digital Tools and Tasks at Academic Writing Instruction.- Chapter 13: Avoiding Plagiarism in the Information Age: Tools and Recommendations.- Part 3 - Research in Action.- Chapter 14: Corpus made my job easier'': Preservice language teachers' corrective feedback practices in writing with corpus consultation.- Chapter 15: Blogging to build collaborative revision in L2 writing.- Chapter 16: Exploring student-teacher interaction and learner autonomy through writing online journals via emails and Penzu: A mixed-method analysis of Turkish students' perceptions.- Chapter 17: Using Wikis for Collaborative EFL Writing: Lessons Learned from an Online Writing Course.- Chapter 18: The Effect of an Online Writing Community on ELT Students' Academic Writing Motivation.