scholarly journals Google Docs in Undergraduate online Composition Class

2021 ◽  
Vol 4 (1) ◽  
pp. 65-84
Author(s):  
Hany Zaky
Keyword(s):  
New York ◽  
Learning Styles ◽  
Peer Assessment ◽  
Collaborative Writing ◽  
Age Groups ◽  
Pedagogical Practices ◽  
Writing Classes ◽  
Online Writing ◽  
Google Docs ◽  
Composition Students

Google Docs, as a collaborative online writing tool in Higher Education, facilitates and enhances the Composition pedagogical practices in face-to-face and virtual classes. The purpose of this quantitative study is to investigate the students’ learning styles’ impact on their Peer Assessment using Google Docs. Participants included 149 Composition students in a Public Health College of a private university in New York City. The statistical findings of this study revealed that students’ learning skills in online writing classes could drive their perceptions of using Google Docs as a Peer Assessment Writing tool. These findings highlight the high correlation between students’ desire to interact after writing in English and their perceptions of using Google Docs as a collaborative writing tool. The findings also revealed statistically significant relationships between students’ perceptions of using Google Docs and their preferences of receiving feedback in different language areas. An increase in students’ perception of receiving feedback on their grammar, the flow of ideas, mechanics, quality of ideas, and Vocabulary, in that order, strongly led to an increase in their perceptions of using Google Docs. However, the findings indicate that there was no statistically significant linear relationship between students’ perceptions of their technical skills and their perceptions of using Google Docs in their online writing classes. Median Google Docs’s perceptions of males and females were not statistically different. There were no statistically significant differences in students’ Perceptions of Using Google Docs across the various age groups.

scholarly journals Affective Factors in Learner Autonomy

Relay Journal ◽  
2018 ◽  
pp. 128-132
Author(s):  
Phillip A. Bennett
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Social Intelligence ◽  
Peer Assessment ◽  
Age Groups ◽  
Learner Autonomy ◽  
Pedagogical Practices ◽  
Learning Theories ◽  
Affective Factors ◽  
Positive Effects

“The myth that emotions are only a minor part of learning is one of the most amazing confabulations of all time” –––Rebecca L. Oxford, 2013 p. 67 Learning a second language can invoke feelings of enjoyment, stress, accomplishment, failure, excitement, and discouragement. These affective factors have an interdependent relationship with cognition (Damasio, 2000) which can enhance or impede language learning, however, the affectional aspect of the learning process is a largely neglected dimension of language teaching and learning theories (Damasio, 2000; MacIntyre, 2002; Oxford, 2013). Ryan and Deci (2017, p. 351) state that, “Substantial evidence shows that autonomy-supportive versus controlling teaching strategies foster more autonomous forms of motivation in students and the higher quality engagement, performance, and the positive experience associated with it.” They go on to say that the positive effects of autonomy-supportive strategies permeate through all age groups and cultures. Therefore, if language teachers aim to foster an environment where learners have the capacity and desire to take control of their learning, i.e., promote learner autonomy, (Benson, 2011), teachers must not only be aware of the relationship between affect and language learning but also take action by implementing effective affective strategies in our pedagogical practices. This can be accomplished by assisting learners to be aware of their emotions and the meta-affective and affective strategies they can implement in order to better manage them (Oxford, 2011). Such strategies are paying attention to affect, planning for affect, monitoring affect, etc. (Oxford, 2011). Another facet educators must be aware of in the classroom is how autonomy can be socially mediated (Murray, 2014), e.g., mentoring, cooperation, and peer-assessment. Further, being aware and taking appropriate actions also requires educators to exercise their emotional intelligence, which Salovey and Mayer (1990, p. 189) define as “a type of social intelligence that involves the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions.” Thus teachers must play an important role by being partners as well as independent learner-practitioners when interacting with students (O’Leary, 2014).

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 ‘The good English’: The ideological construction of the target language in adult ESOL

2021 ◽  
pp. 1-23
Author(s):  
Kelsey Swift
Keyword(s):  
New York ◽  
Language Ideology ◽  
Pedagogical Practices ◽  
Target Language ◽  
Standard English ◽  
Community Based ◽  
Alternate Conceptions ◽  
Linguistic System ◽  
Ethnographic Observation ◽  
Ideological Construction

Abstract This project problematizes hegemonic conceptions of language by looking at the construction of ‘English’ in a nonprofit, community-based adult ESOL program in New York. I use ethnographic observation and interviews to uncover the discursive and pedagogical practices that uphold these hegemonic conceptions in this context. I find that the structural conditions of the program perpetuate a conception of ‘English’ shaped by linguistic racism and classism, despite the program's progressive ideals. Linguistic authority is centralized through the presentation of a closed linguistic system and a focus on replication of templatic language. This allows for the drawing of linguistic borders by pathologizing forms traditionally associated with racialized varieties of English, pointing to the persistence of raciolinguistic ideologies. Nevertheless, students destabilize these dominant ideas, revealing a disconnect between mainstream understandings of language and the way adult immigrant learners actually use language, and pointing to possibilities for alternate conceptions and pedagogies. (Language ideology, raciolinguistics, Standard English, adult ESOL)

scholarly journals 214 Longitudinal Changes in Sleep Duration, Timing, Variability, and Stages during the COVID-19 Pandemic: Large-Scale Fitbit Data

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A86-A86
Author(s):  
Michael Grandner ◽  
Naghmeh Rezaei
Keyword(s):  
New York ◽  
Los Angeles ◽  
San Francisco ◽  
Sleep Duration ◽  
Large Scale ◽  
Age Groups ◽  
Population Level ◽  
Sleep Stages ◽  
Longitudinal Changes ◽  
Timing Variability

Abstract Introduction The COVID-19 pandemic has resulted in societal-level changes to sleep and other behavioral patterns. Objective, longitudinal data would allow for a greater understanding of sleep-related changes at the population level. Methods N= 163,524 deidentified active Fitbit users from 6 major US cities contributed data, representing areas particularly hard-hit by the pandemic (Chicago, Houston, Los Angeles, New York, San Francisco, and Miami). Sleep variables extracted include nightly and weekly mean sleep duration and bedtime, variability (standard deviation) of sleep duration and bedtime, and estimated arousals and sleep stages. Deviation from similar timeframes in 2019 were examined. All analyses were performed in Python. Results These data detail how sleep duration and timing changed longitudinally, stratified by age group and gender, relative to previous years’ data. Overall, 2020 represented a significant departure for all age groups and both men and women (P<0.00001). Mean sleep duration increased in nearly all groups (P<0.00001) by 5-11 minutes, compared to a mean decrease of 5-8 minutes seen over the same period in 2019. Categorically, sleep duration increased for some and decreased for others, but more extended than restricted. Sleep phase shifted later for nearly all groups (p<0.00001). Categorically, bedtime was delayed for some and advanced for others, though more delayed than advanced. Duration and bedtime variability decreased, owing largely to decreased weekday-weekend differences. WASO increased, REM% increased, and Deep% decreased. Additional analyses show stratified, longitudinal changes to sleep duration and timing mean and variability distributions by month, as well as effect sizes and correlations to other outcomes. Conclusion The pandemic was associated with increased sleep duration on average, in contrast to 2019 when sleep decreased. The increase was most profound among younger adults, especially women. The youngest adults also experienced the greatest bedtime delay, in line with extensive school-start-times and chronotype data. When given the opportunity, the difference between weekdays and weekends became smaller, with occupational implications. Sleep staging data showed that slightly extending sleep minimally impacted deep sleep but resulted in a proportional increase in REM. Wakefulness during the night also increased, suggesting increased arousal despite greater sleep duration. Support (if any) This research was supported by Fitbit, Inc.

scholarly journals Age-dependence of mortality from novel coronavirus disease (COVID-19) in highly exposed populations: New York transit workers and residents and Diamond Princess passengers.

2020 ◽  
Author(s):  
Christopher T Leffler ◽  
Matthew C Hogan
Keyword(s):  
New York ◽  
New York City ◽  
New York State ◽  
Age Groups ◽  
The Novel ◽  
Cruise Ship ◽  
Age Dependence ◽  
York State ◽  
Novel Coronavirus ◽  
Available Information

Background. Populations heavily exposed to the novel coronavirus provide an opportunity to estimate the mortality from COVID-19 in different age groups. Methods. The mortality reported by May 13 from COVID-19 among Diamond Princess cruise ship passengers, and New York residents and Metropolitan Transit Authority (MTA) workers was estimated based on publicly available information. Results. The mortality among children (age 0 to 17 yrs) in New York City was 1 in 172,692. The mortality in New York state was 1 in 322,217 for ages 10-19 yrs., and 1 in 36,725 for ages 20-29 yrs. The mortality among New York transit workers was estimated to be 1 in 7,329 for ages 30-39 years; 1 in 1,075 for ages 40-49 yrs.; 1 in 343 for ages 50-59 yrs.; and 1 in 178 for ages 60-69 yrs. Among Diamond Princess passengers, the mortality was estimated to be 1 in 145 for ages 70-79, and 1 in 54 for ages 80-89. Conclusions: Mortality among populations exposed to the novel coronavirus increases with age, ranging from about 1 in 170,000 below the age of 18 years, to 1 in 54 above the age of 80 years.

scholarly journals COMPUTER-ASSISTED COLLABORATIVE WRITING AND STUDENTS’ PERCEPTIONS OF GOOGLE DOCS AND WIKIS: A REVIEW PAPER

2020 ◽  
Vol 4 (1) ◽  
pp. 15-27
Author(s):  
Husam Masaoud Alwahoub ◽  
Mohd Nazri Latiff Azmi ◽  
Mohammad Halabieh
Keyword(s):  
Web 2.0 ◽  
Collaborative Writing ◽  
Recent Decade ◽  
Future Research ◽  
Computer Assisted ◽  
Extensive Literature ◽  
Google Docs ◽  
Teachers Perceptions ◽  
Promising Area ◽  
Future Research Directions

Computer-assisted collaborative writing has been gradually employed in L2 and FL contexts due to the introduction of Web 2.0 applications and tools (i.e., Google Docs and wikis) and its benefits in developing learners’ writing skills. Accordingly, extensive literature that dealt with computer-assisted collaborative learning and learners’ perceptions towards this activity has been condensed on shelves by time passing. Thus, a review of former studies over the recent decade is called forth aiming to ameliorate the difficulties of reaching this literature and to awaken broadened knowledge in this promising area. This paper reviewed and discussed about 40 relevant articles published from 2011 to 2019 that dealt with computer-assisted collaborative writing using Web 2.0 tools, precisely Google Docs and wikis, and learners’ perceptions towards this activity (computer-assisted collaborative writing) and tools. All the articles were selected according to specific criteria, where only a true collaborative writing peer-reviewed articles were selected. After that, two main themes were synthesized: (a) collaborative writing outcomes and (b) students’ perceptions, and specific research components in relation to each theme were further reviewed and summarized using illustrative tables. Drawing on the review of this literature, the researchers discuss pedagogical implications in terms of technology integration and writing development and address future research directions including systematically reviewing this topic with teachers’ perceptions of computer-assisted collaborative writing.

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.

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