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.

scholarly journals A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs

2021 ◽  
Vol 14 (5) ◽  
pp. 89
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Groups ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Group A ◽  
Group B

The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing, pre- and post-task questionnaires, participants’ work on essays, their reflections, observations, and semi-structured interviews. The students worked on their essays in Google Docs, and the researcher(s) used DocuViz as a tool for visualizations of students’ collaborative writing contributions and styles. The findings showed different interaction patterns (a cooperative revision style for Group A vs. a main writer style for Group B) across the two collaborative writing tasks. While revising, both groups added and corrected their essays and employed almost the same writing change functions and language functions, which were suggesting, agreeing, and stating.

scholarly journals Towards an Understanding of Excellence in Ur ban Pedagogy: A Portrait of a High School

2015 ◽  
Author(s):  
Renu Ahuja
Keyword(s):  
High School ◽  
Instructional Leadership ◽  
School Success ◽  
Educational Leaders ◽  
Collective Responsibility ◽  
Shared Decision ◽  
Structured Interviews ◽  
Factors Influencing ◽  
Document Review

This case study describes processes in an urban high school, which contribute to excellence in urban pedagogy, and investigates teachers’ and educational leaders’ perceptions of the factors influencing their commitment to school success. Six themes related to excellence in urban pedagogy were identified. Data in the form of semi-structured interviews, observations, and document review de scribe a school in which the leadership strives to develop human capability at all levels through empowerment and shared decision-making. The study indicates that students’ achievement is a collective responsibility and strong instructional leadership is a key for success in urban schools. More studies may be needed to show how contextual experience of teachers and teacher’s self-efficacy are related.

A school in distress: The manifestations of poverty at a selected satellite school in the Masvingo district, Zimbabwe

2019 ◽  
Vol 2 (1) ◽  
pp. 48-60
Author(s):  
Kudzayi Savious Tarisayi
Keyword(s):  
Land Reform ◽  
Qualitative Content Analysis ◽  
Group Discussion ◽  
Structured Interviews ◽  
The Social ◽  
Extra Curricular Activities ◽  
Additional Funding ◽  
Satellite Schools ◽  
Year 2000

Although there is a plethora of studies on poverty in schools, poverty in satellite schools in Zimbabwe remains a neglected phenomenon. Satellite schools are newly established temporary schools which are attached to a registered school. This paper derives from a study that focused on the social capital influences of communal farmers and land reform beneficiaries on satellite schools in the Masvingo district, Zimbabwe after the year 2000. The study drew on the capability approach by Sen (2000) and the poverty pyramid by Baulch (2011). The study was qualitative and it was positioned in the interpretive paradigm. The paper reports on one case study of communal farmers in the Masvingo district. Four semi-structured interviews and a focus group discussion with a purposive sample of ten participants were carried out in the Sambo community. Qualitative content analysis was utilized to analyse the findings and draw conclusions. The manifestations of poverty at Sambo satellite school were infrastructure challenges; physical resources allocation; a natural resource challenge; and learners’ participation in extra-curricular activities with other schools. Due to a multiplicity of manifestations of poverty, Sambo satellite school was clearly in distress. It is recommended that the Zimbabwean government provide additional funding to support satellite schools that are located in poor, environmentally challenging contexts.

scholarly journals Chinese EFL Learners’ Decision-making While Evaluating Peers’ Texts

2010 ◽  
Vol 10 (2) ◽  
pp. 99 ◽  
Author(s):  
Jingjing Ma
Keyword(s):  
Decision Making ◽  
Peer Review ◽  
Study Data ◽  
Writing Proficiency ◽  
Structured Interviews ◽  
Related Factors ◽  
Efl Learners ◽  
Stimulated Recall ◽  
Chinese Writing

Approaching peer review from a process and contextualized perspective, this exploratory case study investigates two Chinese EFL learners’ decision-making patterns while evaluating peers’ texts in an online peer review and factors influencing these patterns. Detailed qualitative case study data were collected through think-aloud protocols, stimulated recall, semi-structured interviews, classroom observation and document analysis. Analyses indicate that the two learners with higher level of English writing proficiency to a certain extent illustrated contrasting patterns of decision-making, and yet both prioritized specific aspects of peers’ texts. Student-related factors such as perceptions of good English expository writing shaped by previous learning and assessment experiences of English (or Chinese) writing, type of writing task and weaknesses of student text interacted with one another to influence the participants’ decision-making patterns. Pedagogical implications for the findings are discussed.

scholarly journals Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement

2020 ◽  
Vol 37 (3) ◽  
Author(s):  
Ngo Cong-Lem
Keyword(s):  
Language Learners ◽  
Positive Impact ◽  
Qualitative Content Analysis ◽  
Value Theory ◽  
Control Beliefs ◽  
Structured Interviews ◽  
Motivational Orientations ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Langue Seconde

Whilst previous researchers commonly report on the effect of portfolio-based instruction on L2/EFL (second language/English as a foreign language) learners’ language performance, very few studies examine its impact on their learning motivation. Drawing on expectancy-value theory, the current study examines how the implementation of a portfolio-based listening course may affect language learners’ L2 motivation and skill development. This study adopted a mixed method approach with Vietnamese EFL learners in higher education as its participants who were administered a motivation questionnaire, listening comprehension tests, and semi-structured interviews. Both quantitative statistics and qualitative content analysis were applied for data analysis purposes. The results indicated that the portfolio-based program in this study had a significant positive impact on the participants’ motivational orientations, especially their expectancy components (i.e., their self-efficacy and learning control beliefs) and their L2 listening accomplishment but not on the value aspects. Pedagogical implications are discussed. Alors que les chercheurs précédents font des rapports fréquents à propos des incidences sur la performance langagière des apprenants de L2/ALE (langue seconde/anglais langue étrangère) qu’a l’instruction basée sur le portfolio, très peu d’études examinent son impact sur leur motivation d’apprentissage. En s’inspirant de la théorie de l’expectancy-value, la présente étude examine comment la mise en place d’un cours d’écoute basé sur le portfolio peut affecter la motivation et le développement des compétences des apprenants de langue seconde. Cette étude a adopté une démarche à plusieurs méthodes auprès d’apprenants universitaires d’anglais langue étrangère vietnamiens à qui on a administré un questionnaire de motivation, des tests de compréhension orale et des entrevues semi-structurées. On a appliqué à la fois des statistiques quantitatives et une analyse qualitative du contenu à des fins d’analyse des données. Les résultats ont indiqué que le programme de cette étude, basé sur le portfolio, avait un impact positif significatif sur les orientations motivationnelles des participants, particulièrement sur les composantes de leurs attentes (c’est-à-dire leur efficacité personnelle et leurs croyances dans le contrôle de l’apprentissage) et leurs résultats d’écoute, mais pas sur les aspects de valeur. On discute des implications pédagogiques.

scholarly journals Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 140
Author(s):  
Miriam Akoto
Keyword(s):  
Learning Experience ◽  
Peer Assessment ◽  
Collaborative Writing ◽  
Writing Pedagogy ◽  
Multimodal Composition ◽  
Structured Interviews ◽  
Google Docs ◽  
Genre Awareness ◽  
Computer Mediated ◽  
Writing Research

In spite of the growing integration of computer-mediated collaborative writing and multimodal composition in second language (L2) classrooms, research on collaborative multimodal writing, as an innovative writing pedagogy, is still underway and largely underrepresented particularly in non-English learning contexts. To bridge this research gap, the author of this study implemented a multimodal writing task in which seven French FL learners jointly created digital postcards describing their vacation activities in groups of two or three over the period of eight weeks. The study sought to explore learners’ perceptions of the benefits and challenges of this type of pedagogy and the factors mediating their writing processes. The analyses of a post-task questionnaire survey and semi-structured interviews, triangulated with the finished products, indicated that overall, collaborative multimodal writing was a motivating learning experience. Several themes emerged regarding the perceived benefits (i.e., improvement in their writing skills, genre awareness and semiotic awareness, mutual learning through peer assessment and easy synchronous writing and revising via Google Docs), as well as challenges (i.e., tensions between partners largely due to frustrations over unequal participation, lack of control over the joint text and technical glitches). This paper provides significant implications for collaborative multimodal writing research and pedagogy.

scholarly journals Analysis of Factors Influencing Marketing Channel Choices by Smallholder Farmers: A Case Study of Paddy Product in Wet and Dry Season of Prey Veng Province, Cambodia

2020 ◽  
Vol 13 (4) ◽  
pp. 15
Author(s):  
Rachana Chiv ◽  
Fengying Nie ◽  
Shu Wu ◽  
Sokea Tum
Keyword(s):  
Smallholder Farmers ◽  
Marketing Channel ◽  
Dry Season ◽  
Marketing Channels ◽  
Primary Data ◽  
Structured Interviews ◽  
Factors Influencing ◽  
Large Irrigation ◽  
The Right

This study analyzes factors influencing marketing channels that were chosen by paddy smallholder farmers in the wet and dry season. The aims focused on determining the factors influence marketing channel choices to be able to reveal out the need for smallholder farmers to increase their productions and investments to formulate policies to enhance them such as increasing revenue, poverty alleviation, food security, and sustainable development. The primary data was collected through structured and semi-structured interviews with 216 smallholder farmers cultivated in both seasons, 12 collectors, 12 traders, 12 millers, 6 wholesalers, and 6 retailers by analyzed with Multinomial Logit. Results revealed that socio-economic, institutional, and marketing factors were different statistically significant influence into marketing channel choices in both seasons. These findings relate to factors that need to resolve and stimulate smallholder farmers to choose the right marketing channels by suggestion to policymakers. The outcomes of policies aim to stimulate and encourage extension office to support, sharing experiences, and knowledge to smallholder farmers who older, low experiences, and low educations. To improve extension services by the focus on telecommunications, storage facilities, and rural infrastructures. Moreover, urge smallholder farmers to market participation, and enhance market competitions. Finally, the policymakers should work efforts to improve and enhance the ongoing investments in the water supporting such as small, medium, large irrigation systems, and so forth for reducing the constraints.

Exploring Pre-Service Teachers' Developmental Trajectories of Digital Literacies

2020 ◽  
pp. 316-338
Author(s):  
Le Wang ◽  
Yi Luo ◽  
Pengpeng Feng
Keyword(s):  
Teacher Education ◽  
Developmental Trajectories ◽  
Collaborative Writing ◽  
Digital Literacies ◽  
Structured Interviews ◽  
Spring Semester ◽  
Roles And Responsibilities ◽  
Teacher Student ◽  
Core Components

Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies. Adopting a case study, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this chapter identifies the core components of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being), and further explores pre-service teachers' developmental trajectories of digital literacies before concluding with a discussion of implications for instruction and teacher education.

Image of America in Northern Nigeria Radio-Based Broadcast

2019 ◽  
pp. 261-276
Author(s):  
Muhammad Sani Abdullahi
Keyword(s):  
Qualitative Content Analysis ◽  
The United States ◽  
Northern Nigeria ◽  
Structured Interviews ◽  
Popular Imagination ◽  
Literary Sources ◽  
Current Affairs ◽  
Radio Broadcast ◽  
The U.S

This chapter explores popular representations of America in Northern Nigeria radio broadcast using Greetings From America (a call-in program aimed at encouraging Nigerian citizens to seek admission and further their education in American universities) as case study. The chapter is based on a qualitative content analysis of over 15 editions of the program as well as on semi-structured interviews with the News and Current Affairs Manager of Freedom Radio Kano and other relevant informants. The chapter hinges on the propaganda and representation theories. It illustrates how Greeting From America represents a suitable window into America and a platform where Northern Nigerians living and studying in the United States mostly express positive stereotypes of America. The chapter further argues that the program's contents and reception by Northern Nigerians show all the complexity and ambivalence of U.S.'s image in Northern Nigeria. In effect, the impressions of people interviewed in this study coupled with insights drawn from relevant literary sources are sometimes conflicting with the dominantly negative image of the U.S. in Northern Nigeria's popular imagination.

Sign in / Sign up

Export Citation Format

Share Document