Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation

Ebadijalal, Marjan; Moradkhani, Shahab

doi:10.1080/09588221.2023.2178463

Cited by 5 publications

(1 citation statement)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Collaborative learning has been a popular learning strategy in current educational contexts, especially for peer assessment activities . Established on Vygotsky and Cole's theory of the Zone of Proximal Development (1978), collaborative learning has yielded significant enhancements of learning effectiveness and achievements in technology-enhanced learning with the introduction of computers (AbuSeileek, 2012;Ebadijala & Moradkhani, 2023). Researchers suggested that the advantages of using digital reading tools could facilitate collaborative learning.…”

Section: Perceived Ease For Collaborative Learning (Pecl)mentioning

confidence: 99%

Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers

Yu-peng

2023

Int J Educ Technol High Educ

View full text Add to dashboard Cite

Digital academic reading tools on computers bring multiple benefits to higher-education students. Through structural equation modeling methods, this study contributes to the following findings: (1) Perceived ease of use, perceived usefulness, and lecturers’ positive responses significantly predict students’ positive attitudes toward digital academic reading tools on computers; (2) perceived ease of use, lectures’ positive responses, and expectations of academic achievement are significantly positive predictors of students’ perceived usefulness of these tools; (3) attitudes and expectations of academic achievement significantly predict students’ positive intentions to use these tools; (4) academic experience significantly predicts students’ negative attitudes toward these tools; (5) perceived ease for collaborative learning and self-efficacy are significantly positive predictors of students’ perceived ease of using these tools. Findings in this study may contribute to understanding the external factors influencing students’ acceptance and use of digital academic reading tools on computers with a substantial explanatory power of the proposed model (R2 = 64.70–84.20%), which may benefit researchers, instructors, students, and technology designers.

show abstract

Section: Perceived Ease For Collaborative Learning (Pecl)mentioning

confidence: 99%

Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers

Yu-peng

2023

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

Developing collective eyes for Iranian EFL teachers’ computer-assisted language assessment literacy through internet-based collaborative reflection

Esfandiari,

Arefian

2023

Educ Inf Technol

View full text Add to dashboard Cite

Exploring the potential of generative AI in democratizing English language education

Tafazoli

2024

Computers and Education: Artificial Intelligence

View full text Add to dashboard Cite

Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation

Cited by 5 publications

References 46 publications

Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers

Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers

Developing collective eyes for Iranian EFL teachers’ computer-assisted language assessment literacy through internet-based collaborative reflection

Exploring the potential of generative AI in democratizing English language education

Contact Info

Product

Resources

About