Benefits of Digital Editing for Japanese Writing Instruction
DOI:
https://doi.org/10.17507/jltr.1601.30Keywords:
awareness, correction, digital editing, Japanese, writingAbstract
This study examined the benefits of digital editing for Japanese writing instruction for Indonesian students. The participants of this study were 44 Indonesian university students who had majored in Japanese language and culture for approximately one year. The author of this study taught this course online for seven weeks and asked the participants to email photographs of their essays to him. The teacher first typed the texts of the participants’ essays into Microsoft Word and then he corrected them, adding notes to the students. In this study, students were assigned points for their practice essay and final examination to the maximum of 50 to facilitate the comparison of the scores across individuals. The participants’ practice essays were not scored. The participants were asked to compose on a sheet of 400-character manuscript paper. The teacher deducted one point for each error in grammar, spelling, particle, vocabulary, and conjugation. On average, out of 50 possible points, the participants obtained 37.82 points in the first writing practice and 46.91 points in the final examination. At a 5% level, the scores before and after the instruction through digital editing showed statistically significant differences (p < 0.001, df = 43, t = 15.33). These results show that digital editing using Microsoft Word improves Japanese-language learners’ writing proficiency.
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