Understanding L2 Writers “At Risk”

Kohls, Robert

doi:10.4324/9781315624747-22

Cited by 1 publication

(1 citation statement)

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“…Goh et al [42] even maintain that learners may be engaged in metacognitive reflection during peer review, and active engagement in peer review improves learning outcomes. On the whole, understanding peer review as an activity system allows teachers to appreciate the social nature of group writing assignments and enables students to increase their opportunities to use English beyond individual capability [63].…”

Section: Students-student Interactionmentioning

confidence: 99%

Encouraging Interaction to Promote Learner Engagement in an Online Blended Learning Course Based on ZOOM, CNMOOC, and CANVAS

Zhang¹,

Yu²

2023

Massive Open Online Courses - Current Practice and Future Trends

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This study investigates how to engage students in a blended academic writing course. We did classroom observation and analyzed the chatroom and video recordings of the class on ZOOM, the learning materials and procedure on CNMOOC, and the collaborative writing tasks submitted on CANVAS. We also analyzed data from WeChat and the interview. The results show that teacher-student, student-content and student-student interactions can all influence students’ engagement. Teacher-student interaction in the form of questions and answers, presentations and comments, knowledge exploration using note-pen, and teacher’s written and oral feedback has effect on students’ engagement in ZOOM. Teacher-content interaction via well-designed videos, exercises and in-class activities influences their engagement on CNMOOC. Student-student interaction for completing project-based writing tasks and peer review in collaborative writing has an impact on students’ engagement after class. The study will have pedagogical implications for how to promote student engagement in an online blended learning context.

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Section: Students-student Interactionmentioning

confidence: 99%