180
provides outline structures or frameworks for all the different types of writing, into
which a student can add their own content
.
For comparison and argumentative essays,
there are extra frameworks that allow the student to structure their own essay in a
slightly different way from the model essays
.
As proposed in this tool’s Guide File,
iWriter helps students to plan, write, and check their own written production
.
Figure 36
.
iWriter main window in Oxford Advanced Learner's Dictionary 9
th
ed
Moreover, another innovative tool that could help improve learners’ speaking
ability in English is the Oxford iSpeaker (Figure 37). It is a new interactive feature in
Oxford Advanced Learner’s Dictionary 9
th
Edition, specially designed for learners of
English who want to speak more accurately and fluently in a variety of situations. It is
divided into four sections, each with a focus on a different element of spoken English.
181
Figure 37. iSpeaker main window in Oxford Advanced Learner's Dictionary 9
th
ed
In Sounds, learners can learn and practice the vowel and consonant sounds of
English words. The Exercises section allows practicing aspects of pronunciation, such
as sounds and spelling, word stress and syllables. In Conversations, learners can learn
and practice useful phrases that are often used in everyday English. The Exam
Speaking section contains a variety of tasks which basically appear in English
speaking exams. Another interesting thing about this tool is that learners are free to
focus on British or American English.
Overall, further research needs to be conducted on the potential effects of
these tools (SUPERwrite, iWriter & iSpeaker) on students’ writing and speaking skills
before we can make any final judgment about their usefulness
.
Researchers interested
182
in L2 innovations for language learners are highly advised to investigate the potentials
that such media could have for developing L2 skills
.
Finally, although the present study did not consider gender as an element that
might have influenced the study’s results, it is possible that gender is an influential
factor
.
Therefore, it would be interesting if similar studies repeat the experiments on
gender-balanced groups to examine similarities and differences between male and
female students regarding performance in reading comprehension, recall of
vocabulary, or in any other L2 related tasks
.
184
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