Supporting Individual Views and Mutual Awareness in a Collaborative Writing Task: The Case of Collaboracio

Author(s):  
Severinson Eklundh
Author(s):  
Mengying Zhai

Abstract Research on peer interaction patterns over the past three decades has provided insights regarding how relationships formed among peers can influence task performance. Six pairs of intermediate Chinese learners participating in a collaborative writing task were recruited, and their pair-interaction patterns were investigated for detailed evidence of how such patterns were constructed through their co-participation measured by two indices proposed by Storch (2002a), equality and mutuality. Furthermore, taking a Conversation Analytical (CA) perspective, this study also examined the fine-grained detail of several interactional practices displaying participants’ orientation to the peer relationship. This revealed that each pair displayed a distinctive interaction pattern that was constructed through diverse participatory practices which are contingent upon the ongoing interaction as it unfolds. The findings shed new light into analyzing pair interactions in collaborative writing from a CA perspective in CFL settings and have important implications for studying interaction patterns and implementing collaborative writing tasks.


2020 ◽  
Vol 2 (1) ◽  
pp. 52-72
Author(s):  
Asier Calzada ◽  
María del Pilar García Mayo

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.


2013 ◽  
Vol 36 (3) ◽  
pp. 451-485 ◽  
Author(s):  
Yvette Coyle ◽  
Julio Roca de Larios

This article reports an empirical study in which we explored the role played by two forms of feedback—error correction and model texts—on child English as a foreign language learners’ reported noticing and written output. The study was carried out with 11- and 12-year-old children placed in proficiency-matched pairs who engaged in a three-stage collaborative writing task involving (a) spontaneous noticing of linguistic problems while composing, (b) comparison of their texts with the feedback provided, and (c) rewriting of their original output. Results indicate that although the children noticed and later incorporated mainly lexical features into their output, gains in the linguistic acceptability and comprehensibility of their revised texts showed an advantage for error correction over models. Learners in the error correction condition reported more noticing of grammar at the comparison stage, which later emerged in their revisions. The potential effects of both feedback strategies on children’s reported noticing and output production are discussed, and conclusions are drawn for the role of feedback in children’s classroom second language acquisition.


Author(s):  
Marni Manegre

This study examines whether the students with higher levels of language and cultural awareness relating to the L2 share this knowledge with their peers in collaborative writing tasks when participating in the Knowledge Building International Project (KBIP). The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish.  A pre-questionnaire was used to determine the level of exposure to English language and English culture and the students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to English. A one-way ANOVA was used to determine whether exposure to English language and culture outside of the classroom would influence pre-test scores. There is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17).  Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups.  This indicates that the students did not share their knowledge of the English language and culture with their peers in this online writing task.


2014 ◽  
Vol 2 (24) ◽  
pp. 1-98
Author(s):  
Jeff Gavin ◽  
Karen Rodham ◽  
Neil Coulson ◽  
Leon Watts

BackgroundUsing online discussion forums can have a positive impact on psychological well-being through development of shared group identity and validation of thoughts, feelings and experiences. This may be particularly beneficial to people with complex regional pain syndrome (CRPS), who often become socially isolated, lack mobility and face threats to their sense of identity. We set up a peer-support online forum to identify the nature of support provided and to explore its development over time. We then introduced a collaborative writing task to facilitate further the development of social processes implicated in psychological support.Research questions(1) What constitutes support in newly developed online interactions? (2) How does the process of giving and receiving support online evolve? (3) Can the combination of an online forum and a collaborative writing task increase support relative to an online forum alone?DesignThis is a three-phase mixed-methods research design. Phase 1: an online forum was launched. Phase 2: forum members were invited to cowrite a patient-centred CRPS information resource. Phase 3: the resource was shared and feedback was sought.ParticipantsPosts from 26 members (seven males, 19 females) were analysed. The mean age of members was 35.6 years. The number of years since diagnosis was available for 14 members (ranging from 5 months to 10 years with a mean duration of 3.9 years).Data analysisIn order to explore what constitutes support in newly developed online interactions, an inductive thematic analysis was conducted on all ‘introductory posts’ posted during phase 1. In order to explore how the process of giving and receiving support online evolved, a deductive content analysis using the Social Support Behavior Code was conducted on all forum posts posted during the first 12 months.ResultsFive themes were identified in members’ first posts. Three of these themes contributed to the development of a ‘common-identity’ community, while the remaining two established a positive tone, consistent with that of a ‘common-bond’ community. Content analysis revealed that support requests were present in 15.5% of posts: predominantly informational support (8.6%) with the remaining support categories ranging from 1.3% to 2.6%. Social support was present in 88.8% of posts; predominantly emotional support (72.8%) followed by informational (36.2%) and esteem (30.2%) support. For a variety of reasons, we were unable to address the third question fully; we gave all members the option of contributing to the collaborative writing task and anticipated comparing those who accepted the invitation with those who did not. However, either participants continued to take part in the forum and contributed to the writing task, or they ceased to interact with the forum altogether, thereby limiting our ability to compare across time and task.ConclusionsFew members of the forum explicitly requested social support, but many offered it (emotional support was the most prevalent). There was evidence of both common-identity and common-bond community development from the outset. This continued to shape forum interactions throughout the 12 months of the study and set up a space that had an over-riding positive and supportive tone which enabled the members to reach out and offer support to similar others, in effect helping them to re-engage with the wider world. Future work that examines support across networked online communities is necessary.FundingThe National Institute for Health Research Health Services and Delivery Research programme.


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