Coordinating collaborative writing in an online environment

Nykopp, Minna; Marttunen, Miika; Erkens, Gijsbert

doi:10.1007/s12528-018-9203-3

Cited by 18 publications

(19 citation statements)

References 27 publications

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“…Therefore, it is proven that a significant relation exists, favoring the method of CW, especially in the dimensions of feedback, motivation, collaboration, satisfaction, and ratings. This highlights the great impact of CW on the development of such dimensions, all of this in line with that noted by other investigators [32,[44][45][46][47]49,50]. It is noteworthy that a significant relation has not been observed for teacher-ratings.…”

Section: Discussionsupporting

confidence: 88%

“…Nevertheless, specific training by teachers is required, so as to allow the effective development and outcome of the method [46]. Among aspects which enable the improvement of the method, an increase in interaction between students [32], collaboration levels in the development of the task [47], qualifications [48], satisfaction rates [49], and motivation [50] can be found.…”

Section: Introductionmentioning

confidence: 99%

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A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition

et al. 2020

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The study refers to collaborative writing. The main objective of this study is to show the effects of collaborative writing in the acquisition of the English language upon students of non-compulsory secondary education. The applied study is grounded on a quantitative focus of correlational character and descriptive basis, while applying a quasi-experimental design with a control group (CG) and an experimental group (EG). The results show that there is a significant relation that favors the method of collaborative writing upon the dimensions of feedback, motivation, collaboration, satisfaction, and ratings. It can be concluded that the collaborative writing method is effective if compared to the individual learning method.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition

et al. 2020

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“…The development of online technologies web 2.0, including wikis, blogs, Google Docs, and another online forum, provides authors, particularly teachers and students in the educational context, with modern interactive technologies for collaborative writing practices (Limbu & Markauskaite, 2015). Online technologies and environments have provided new opportunities to develop knowledge through interaction virtually during the writing processes (Nykopp, Marttunen, & Erkens, 2018). Those platforms are designed to be highly interactive and collaborative, offering the virtual space for numerous authors to develop joint texts (Hadjerrouit, 2011).…”

Section: Google Docsmentioning

confidence: 99%

Collaborative Writing and Peer Feedback Practices Using Google Docs

Damayanti¹,

Abdurahman²,

Wulandari³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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This paper explored how six senior high school students can be supported to write collaboratively using Google Docs. It also identified types of feedback provided by the students during the collaborative writing activities. The present study employed case study involving six students. The data were collected through interviews, the students' chat room discussion, and their peer feedback practices in Google Docs. Students' feedback analysis was adopted from Weigle's ( 2002) writing rubric and Widarsih and Suherdi's feedback analysis (2019). The discussion was then coded according to students' discussion when generating idea, organizing the text, and revising their texts. The results of the study indicated that the use of Google Docs supported the students' collaborative writing and peer feedback practices. Features available in Google Docs that were frequently used by the students are chat room and comment. These features were particularly useful for generating ideas, organizing the text structure, and constructing sentences.

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“…The fourth trend is students' coordination methods during OCW (Alghasab, 2015;Lowry & Nunamaker, 2003;Nykopp et al, 2019). Nykopp et al (2019) explored how students organized their online communication during the implementation of OCW and forms of coordinating profiles that exist between students. The findings showed that students coordinated their collaborative writing primarily through text-based activities, task-related activities, and social activities.…”

Section: Literature Reviewmentioning

confidence: 99%

Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study

Alwaleedi

2020

IJLLS

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This study investigated how ASL learners interact during the OCW tasks, how ASL learners perceive the implementation of OCW, and whether or not there is a difference in students’ ASL writing performance before and after the implementation of OCW. This study employed a mixed-method study, a qualitative case study and a one-group experimental with pre-and-posttest design, involving 16 students who participated in the ASL writing class. The collected data included observations, document analysis, in-depth interviews, questionnaires, and tests. Pre- and post-test results were compared to analyze whether or not there is a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW. The findings showed variations in interaction patterns during online collaborative writing activities. The students also had a positive perception of the implementation of OCW. The results also indicated a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW.

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Coordinating collaborative writing in an online environment

Cited by 18 publications

References 27 publications

A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition

A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition

Collaborative Writing and Peer Feedback Practices Using Google Docs

Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study

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