scholarly journals The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners

2019 ◽  
pp. 1-21 ◽  
Author(s):  
Hasan Selcuk ◽  
Jane Jones ◽  
Hana Vonkova
Keyword(s):  
Collaborative Writing ◽  
Group Leaders ◽  
Web Based ◽  
Efl Learners

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

scholarly journals Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

2021 ◽  
Vol 12 (6) ◽  
pp. 922-934
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Group ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Kris Pierre Johnston ◽  
Geoff Lawrence
Keyword(s):  
Language Learning ◽  
Learning Communities ◽  
Collaborative Writing ◽  
Future Research ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Writing Practices ◽  
Curricular Design ◽  
Technological Affordances ◽  
Writing Tools

This chapter examines the need for a theoretically-informed approach to collaborative English for Academic Purpose (EAP) pedagogy and research. It discusses the relevance of online collaborative learning in EAP and the call for a theoretically-informed facilitative framework to guide the use of online collaborative writing tools to sustain learning communities and language learning. It establishes the importance of virtual learning communities as catalysts for online collaboration and discusses the need to examine technological affordances, adopting an ecological perspective to inform curricular design. The chapter examines the relevance of the Community of Inquiry model and its three presences: cognitive, social and teaching, as a theoretical basis to inform a facilitative framework to design online collaborative EAP writing tasks. The chapter concludes with a discussion of the interactions of these three presences, details on how they can inform online EAP collaborative writing practices and the need for future research in this area.

Knowledge discovery out of text data: a systematic review via text mining

2018 ◽  
Vol 22 (7) ◽  
pp. 1471-1488 ◽  
Author(s):  
Antonio Usai ◽  
Marco Pironti ◽  
Monika Mital ◽  
Chiraz Aouina Mejri
Keyword(s):  
Systematic Review ◽  
Text Mining ◽  
Knowledge Discovery ◽  
Research Collaboration ◽  
Collaborative Writing ◽  
Web Based ◽  
Diverse Range ◽  
Content Type ◽  
Mining Technique ◽  
Database Technology

Purpose The aim of this work is to increase awareness of the potential of the technique of text mining to discover knowledge and further promote research collaboration between knowledge management and the information technology communities. Since its emergence, text mining has involved multidisciplinary studies, focused primarily on database technology, Web-based collaborative writing, text analysis, machine learning and knowledge discovery. However, owing to the large amount of research in this field, it is becoming increasingly difficult to identify existing studies and therefore suggest new topics. Design/methodology/approach This article offers a systematic review of 85 academic outputs (articles and books) focused on knowledge discovery derived from the text mining technique. The systematic review is conducted by applying “text mining at the term level, in which knowledge discovery takes place on a more focused collection of words and phrases that are extracted from and label each document” (Feldman et al., 1998, p. 1). Findings The results revealed that the keywords extracted to be associated with the main labels, id est, knowledge discovery and text mining, can be categorized in two periods: from 1998 to 2009, the term knowledge and text were always used. From 2010 to 2017 in addition to these terms, sentiment analysis, review manipulation, microblogging data and knowledgeable users were the other terms frequently used. Besides this, it is possible to notice the technical, engineering nature of each term present in the first decade. Whereas, a diverse range of fields such as business, marketing and finance emerged from 2010 to 2017 owing to a greater interest in the online environment. Originality/value This is a first comprehensive systematic review on knowledge discovery and text mining through the use of a text mining technique at term level, which offers to reduce redundant research and to avoid the possibility of missing relevant publications.

scholarly journals The Potentials of Three Writing Modalities in Development and Sustained Development of Grammatical and Lexical Accuracy of Writing Performance

2020 ◽  
Author(s):  
Zohre Mohamadi Zenouzagh
Keyword(s):  
Multivariate Analysis ◽  
Effect Size ◽  
Collaborative Writing ◽  
Research Groups ◽  
Large Effect Size ◽  
Writing Performance ◽  
Efl Learners ◽  
Sustained Development ◽  
Grammatical Accuracy ◽  
Post Hoc

Abstract This study investigated the development and sustained development of grammatical and lexical accuracy in three writing modalities of individual, collaborative and e-collaborative writing. To this end, 90 Iranian Intermediate EFL learners were selected according to the participants' scores on a writing pretest.. Participants were assigned into the research groups e on the basis of convenient sampling. The writing performances in three groups of individual, collaborative and e-collaborative writing performance were measured on pretest, posttest and delayed posttests. Multivariate analysis of variance (MANOVA) indicated that participants’ writing performance in individual writing F (5, 38) = 16.06, p = .000, partial η2 = .679 representing a large effect size) and collaborative writing (F (5, 38) = 17.64, p = .000, partial η2 = .699 representing a large effect size) were sustainably improved in terms of grammatical and lexical accuracy. MANOVA results also indicated that participants writing performances in E-collaborative writing (F (5, 38) = 8.64, p = .000, partial η2 = .532 representing a large effect size) were improved and the improvement was sustained with respect to grammatical accuracy but not lexical accuracy. The post hoc comparison indicated that that collaborative writing was the most effective mode of writing as far as grammatical and lexical accuracy were concerned. The results have significant implications for teaching practitioners.

scholarly journals DIGITAL-BASED LANGUAGE TESTING IMPLEMENTATION DESIGNED FOR EFL LEARNERS

2020 ◽  
Vol 2 (2) ◽  
pp. 129-140
Author(s):  
Magdalena Kartika Sari Tandy Rerung ◽  
Junita Hartono
Keyword(s):  
Learning Process ◽  
Test Method ◽  
Average Score ◽  
Online Program ◽  
Business English ◽  
Learning Program ◽  
Long Distance ◽  
Web Based ◽  
Efl Learners ◽  
E Learning

The technology-based test has been a controversial issue during the last decade. On the other hand, it can offer solutions for an effective long-distance learning or e-Learning program which can be applicable in the situations where learning process is limited either in physically or time-constraint. Despite of monitoring students’ progress assessment is needed to evaluate whether the learning process is effective or not. With the intervention of internet and technology in the education field, this offers many ways to apply assessment for the learning progress. Web-based-test (WBT) offers a great varieties and features which is easily accessed. Furthermore, this research used two kinds of WBT, namely Google Form and Quizizz to look further of some benefits from these types of tests also to investigate its effectiveness. The following study applied the quantitative method where scoring result is gathered and calculated to measure the average score and the most preferable test-method. There were around 66 university students from two different majors. They were taking Business English at their second semester in Bunda Mulia Universit. The tests were conducted during the online program due to the pandemic situation. The finding reveals that both tests have its strongest and weakest points whereas the better result shows that Quizizz is higher than in Google Form.

Child EFL learners’ attitudes towards a collaborative writing task

2020 ◽  
Vol 2 (1) ◽  
pp. 52-72
Author(s):  
Asier Calzada ◽  
María del Pilar García Mayo
Keyword(s):  
Small Groups ◽  
Positive Attitude ◽  
Collaborative Writing ◽  
Learning Opportunities ◽  
Attitude Questionnaire ◽  
Efl Learners ◽  
Young Learners ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
Writing Task

Abstract The way learners engage with tasks can crucially impact on learning opportunities and, therefore, more attention is now being devoted to task affect. This study examines the attitudes of an underresearched population, child EFL learners, towards a collaborative dictogloss task. Thirty-two Spanish EFL children (ages 11–12) completed the task in pairs and small groups at their school, and an attitude questionnaire one week after. Results show that learners had a positive attitude towards L1 and L2 writing, collaboration in the classroom, and the task itself, regardless of their grouping condition. Although these children did not mention in their responses any explicit grammar gains as a result of the task, they considered the blend of the written and oral mode and the opportunities for peer assistance to be beneficial. These results are encouraging for the promotion of collaborative writing tasks with young learners in communicative contexts.

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