One wiki, two groups: Dynamic interactions across ESL collaborative writing tasks

Li, Mimi; Kim, Deoksoon

doi:10.1016/j.jslw.2016.01.002

Cited by 169 publications

(122 citation statements)

References 32 publications

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“…This explanation is confirmed by some studies (e.g., Jafari & Ansari, 2012;Shehadeh, 2011) that found collaboration to improve the quality of writing. In this respect, some researchers pointed out that collaboration in writing leads to more correct grammar and lexis (Li & Kim, 2016), improved content and organization (Shehadeh, 2011), a stronger reader-writer relationship (Kuteeva, 2011), increased sense of audience (Sun & Chang, 2012), and better solutions to the linguistic problems writers usually encounter (Dobao, 2012). Moreover, collaboration forces student writers to share responsibility for the written product (Dobao, 2012), helps them acquire different writing skills (Mulligan & Garofalo, 2011), evokes a positive sense of competition among them (Bikowski & Vithanage, 2016), and enables them to recognize the weaknesses in their writing (Elola & Oskoz, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, it is largely expected that in the near future, cloud tools will have a significant impact on education, enabling both learners and teachers to do their work effectively with less cost (Zurita, Baloian, & Frez, 2014). The collaborative potential of cloud tools and the widespread availability of social software in L2 teaching have brought a renewed attention to collaborative writing (Li & Kim, 2016;Liou & Lee, 2013;Liu, Liu, & Liu, 2018;Wang, 2016;. Therefore, cloud-based collaborative writing (henceforth CBCW) is viewed as a means to integrate technology into writing instruction (Yim et al, 2014) through facilitating content construction (Elola & Oskoz, 2010) and enhancing learner-to-learner writing (Strobl, 2015).…”

Section: Cloud-based Collaborative Writing (Cbcw)mentioning

confidence: 99%

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Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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This study has devoted itself to examining the effect of using cloud-based collaborative writing on EFL students' writing quantity and quality. Twenty-one EFL students studying at Jubail College of Education, IAU University participated in the study. They were pretested in writing quantity and quality before the treatment then they practiced cloud-based collaborative writing for a whole semester before being posttested in both measures. Results from non-parametric Wilcoxon Signed Ranks revealed no significant difference between the pretest and the posttest regarding writing quantity whereas it revealed a significant difference with regard to writing quality. It was concluded that cloud-based collaborative writing can be used to improve the quality of essays written by EFL students. Recommendations and research suggestions were introduced.Through the researcher's experience as an associate professor of TEFL at Jubail College of Education, IAU University, she noticed that writing is indeed a problematic area for most EFL students and that most students get low grades in their writing exams. Furthermore, she administered a writing test to a group of these students. Through analyzing their answers, the researcher found that they wrote insufficiently and she discovered that they committed many errors in coherence, grammar, spelling, structure, word choice, punctuation, phoneme clusters, and use of prefixes and suffixes. Therefore, the need arose to search for a solution for Saudi EFL students' inability to write effectively regarding both quantity and quality. Based on the researcher's search for effective strategies that can improve EFL writing quantity and quality, cloud-based collaborative writing seemed as a promising one.

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Section: Discussionmentioning

confidence: 99%

Section: Cloud-based Collaborative Writing (Cbcw)mentioning

confidence: 99%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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“…In the transcriptions, the children's interactions during the play were organised into episodes following the rhythm of the game: an episode is a single unit of discourse during which the participants discussed solving one game task (cf. Li & Kim, 2016). We only transcribed speech related to the phonological tasks-for example, lengthy negotiations regarding taking turns were not transcribed.…”

Section: Transcriptionmentioning

confidence: 99%

“…In this episode, Veera initiates interaction (cf. Li & Kim, 2016) and assists Emma by whispering the correct answer to her (the word-initial syllable ka). This resembles stating one's ideas as a language function, as suggested by Li & Kim (2016).…”

Section: Production Of Individual Syllablesmentioning

confidence: 99%

“…The results reveal that these types of peer-scaffolding exercises help participants make remarkable progress in both writing quality and strategies (Shooshtari & Mir, 2014). Li and Kim (2016) have examined peer scaffolding in L2 writing by analysing language functions, which they divide into two categories-initiating and responding. Initiating refers to proposing new ideas, for example, eliciting, greeting, justifying, requesting, stating or suggesting.…”

Section: Introductionmentioning

confidence: 99%

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Phonological strategies and peer scaffolding in digital literacy game-playing sessions in a Finnish pre-primary class

Kulju

Mäkinen

2019

Journal of Early Childhood Literacy

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This study explored what kind of phonological strategies are used by children and how they scaffold each other while they solve tasks in a digital literacy game. The theoretical basis of this study lies in Vygotsky's thoughts on the role of social interaction in learning and in the concept of peer scaffolding. The data included eight videotaped game-playing sessions conducted in small groups in a Finnish pre-primary class with six-year-old children. The analysis was carried out in two phases. Based on a qualitative content analysis of the peer-scaffolding episodes (N = 363), it was found that the Finnishspeaking children used several types of phonological strategies-such as syllabification of words, phonological processing and the production of letter names in solving wordand syllable-level game tasks. Furthermore, a microgenetic analysis of the episodes showed that the six-year-olds displayed emerging peer-scaffolding patterns, such as initiation, responding, modelling and expanding. The results illustrate the pedagogical potential of digital literacy games in the context of social interaction and peer scaffolding.

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Languaging: Collaborative Dialogue as a Source of Second Language Learning

Swain¹,

Watanabe²

2019

The Encyclopedia of Applied Linguistics

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Languaging is a source of second language learning. The concept of languaging derives from Vygotsky's work, which demonstrated the critical role language plays in mediating cognitive processes. This entry defines languaging and collaborative dialogue (a type of languaging), and it reviews research that (a) demonstrates collaborative dialogue as a source of L2 learning and development, (b) indicates contexts which are implicated in the quality and quantity of collaborative dialogue, (c) examines different mediational means (L1, CMC), and (d) suggests the inseparability of cognition and emotion in collaborative dialogue.

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One wiki, two groups: Dynamic interactions across ESL collaborative writing tasks

Cited by 169 publications

References 32 publications

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Phonological strategies and peer scaffolding in digital literacy game-playing sessions in a Finnish pre-primary class

Languaging: Collaborative Dialogue as a Source of Second Language Learning

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