Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Winter, Janet K.; Neal, Joan C.

doi:10.1177/108056999505800204

Cited by 11 publications

(8 citation statements)

References 15 publications

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“…Complaints about unequal contribution of group members that were reported in other studies on collaborative writing (e.g., Winter & Neal, 1995) were not voiced in the present study. Most probably, this is due to the fact that participants wrote in pairs, making it more likely that both partners do their fair share.…”

Section: Research Question 3: How Do Learners Perceive the Use Of Thecontrasting

confidence: 65%

Investigating Writing Strategies and Revision Behavior in Collaborative Wiki Projects

Kost¹

2011

CALICO Journal

129

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This study investigated the use of wikis for collaborative writing projects. Fourth-and sixth-semester German students wrote several of the regularly assigned essay topics during one semester in collaboration with another student using a wiki. Participants used a variety of strategies in the planning, writing and revision phases of their essays. They also achieved a very high success rate in correcting the formal mistakes they detected by pooling their knowledge about language issues. The students enjoyed working collaboratively as they could share ideas and work with each other's strengths, and they also liked the accessibility of the wiki. The wiki environment seems to benefit collaborative writing and promote successful revision behavior.

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Section: Research Question 3: How Do Learners Perceive the Use Of Thecontrasting

confidence: 65%

Investigating Writing Strategies and Revision Behavior in Collaborative Wiki Projects

Kost¹

2011

CALICO Journal

129

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“…A higher proportion of the Chinese learners in this study enjoyed the pairwork than in the more individualistic American classes that Winter and Neal (1995) surveyed. In this study (see Table 4), only 5% of learners did not enjoy the pairwork and 10% were neutral compared with 21% in the American study who said they did not enjoy groupwork.…”

Section: Student Enjoyment Of Pairworkmentioning

confidence: 83%

“…Their partners also disliked working with them. Winter and Neal (1995) pointed out in a study of collaborative learning, in Ll Business Communications writing classes in the USA, that conflict occurred not about the content of the assignment but because of dysfunctional group processes including unequal sharing of the work. Loyalty is a strong feature of Chinese social interactions and may be a reason for the very negative perception of 'social loafing' (Salili, 1996).…”

Section: Student Enjoyment Of Pairworkmentioning

confidence: 97%

Chinese Efl Students' Attitudes To Peer Feedback and Peer Assessment in an Extended Pairwork Setting

Roskams

1999

RELC Journal

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ESP classes in subjects such as business are popular in Asia, especially at the tertiary level. Collaborative groupwork and pairwork in these classes is used, not only to practice presented language, but also to facilitate peer feedback (which may include peer assessment) and critical thinking skills. However, many teachers believe that active participation and accurate, appropriate and meaningful feedback in Asian cultures is constrained by fear of mistakes, politeness norms, and the belief that peer feedback lacks credibility. This paper describes the attitudes of 217 Chinese students to extended pairwork (same pair over a term) and peer assessment in eleven task-based ESP business classes in a Hong Kong university. The patterns and perceived usefulness of peer interaction, feedback and peer evaluation are discussed in terms of the cultural values of Chinese learners. The findings suggest that peer feedback was generally perceived as useful and occurred often although about five percent of students did not enjoy the collaborative learning arrangement, and in these cases there was less interaction. The overall response to peer assessment as a learning experience was favourable, but students were unsure about its fairness and felt less comfortable about it as an assessment exercise than as a learning exercise. Possible guidelines for the successful use of collaborative learning arrangements in Asian cultures are suggested.

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“…This seems to be true in business communication classrooms. Several recent articles 265 in business communication journals (Scheffler, 1992;Smith, 1992; Wallace, 1994;Winter & Neal, 1995) report on classroom collaborative projects.…”

Section: Pennsylvania State University University Parkmentioning

confidence: 98%

The Relationship Between Self-Monitoring and Leadership in Student Project Groups

Kolb

1998

Journal of Business Communication

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High self-monitoring individuals respond to cues from others and adapt their self-presentations to suit their audience. Since one of the goals of this behavior is to create a favorable impression in the audience, self-monitoring has been identified as a factor that might be related to an individual's being perceived as a leader. Although several studies have revealed a significant relationship between self-monitoring and leader emergence, relatively few have examined the relationship outside the laboratory setting. The purpose of the two studies reported in this article was to examine whether self-reported scores on a measure of self-monitoring would be related to leader emergence in student groups working on realistic, sustained projects. Study One revealed a low, but significant, correlation between self-monitoring and leader emergence. Study Two found a negligible relationship in the overall sample, but a significant moderate correlation in a group of preferred leaders who were examined separately. The variation in magnitude of correlations in the overall sample seemed to be explained by fluctuations in correlations for females. The relationship between self-monitoring and males remained at a low but stable level over the two studies.

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Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Cited by 11 publications

References 15 publications

Investigating Writing Strategies and Revision Behavior in Collaborative Wiki Projects

Investigating Writing Strategies and Revision Behavior in Collaborative Wiki Projects

Chinese Efl Students' Attitudes To Peer Feedback and Peer Assessment in an Extended Pairwork Setting

The Relationship Between Self-Monitoring and Leadership in Student Project Groups

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