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 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.

Post-War Re-Settlements in Varosha: Paradise to Ghetto

2019 ◽  
Vol 44 (2) ◽  
pp. 52-61
Author(s):  
Aysu Arsoy ◽  
Hacer Basarir
Keyword(s):  
Cultural Perspective ◽  
Chronological Order ◽  
Structured Interviews ◽  
Life Styles ◽  
Group A ◽  
Post War ◽  
Group B ◽  
Greek Cypriots ◽  
The City ◽  
Interview Group

Varosha (Famagusta) was one of the richest districts, and best known holiday destination of the region during the 1970's. However, due to the war in 1974, half of Varosha was closed to residents and the other half became a bordered city. The demographic structure, in addition to the physical and cultural structures of the city was therefore completely altered. Postwar displacement and re-settlement in Varosha is the focus of this paper. The main aim is to discuss the lifestyle in Varosha from a cultural perspective using memories from former and current inhabitants. To achieve this, a set of semi-structured interviews were conducted in which two main questions were posed during the interviews: 1) What was the lifestyle in Varosha before 1974? and 2) What was the lifestyle in Varosha after 1974? these questions were intended to shed some light on the post-war landscape of Varosha. For this purpose, researchers followed a chronological order: life before 1974; interview group a, six Greek Cypriots who were former inhabitants of Varosha. Life after 1974: interview group B, six turkish Cypriots who were displaced and settled in Varosha; and interview group C, six immigrant/settlers turks from turkey, who volunteered to move to Cyprus and settle in Varosha. The snowball method has been used to identify former and current residents of Varosha. The findings are based on interviews with the former, displaced and re-settled Varoshian residents. The interviews revealed how displacement affected the city and the former and current inhabitants. Analysis of the findings were categorized under three headings: 1) displacement from/to Varosha; 2) belonging and identity; 3) life style and culture of each group. The categorization is used to describe how displacement affected the city and its citizens. In other words, this research targets to describe pre- and post-war life (styles) in Varosha.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

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.

The user experience (UX) on female apparel e-commerce websites in Brazil

Work ◽  
2020 ◽  
Vol 66 (4) ◽  
pp. 945-962
Author(s):  
Carolina Bozzi ◽  
Claudia Mont’Alvão
Keyword(s):  
User Experience ◽  
Clothing Industry ◽  
Technical Knowledge ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Usability Problem ◽  
Significant Difference ◽  
Group A ◽  
Group B ◽  
Two Stages

BACKGROUND: Marketing clothes online can be challenging for those who buy and sell them. They are products that people still feel the need to have direct contact with. Some of their attributes are not easily communicated digitally, such as the fit and the feel of the fabric. Besides, the lack of standardization of sizes practiced by the Brazilian clothing industry raises several doubts to the user. OBJECTIVE: The objective of this paper is to present the results of an investigation concerning the user experience (UX) resulting from the interaction with female e-commerce websites. METHODS: The methods were organized into two stages: exploratory and descriptive. The former consisted of an exploratory interview (19 interviewees), an online questionnaire (205 respondents), and semi-structured interviews with 5 fashion specialists. In the latter, 60 users were divided into two groups of 30 participants to undertake a usability test on an e-commerce website (dafiti.com.br) to evaluate the UX when buying clothes. Group A used a desktop/laptop and Group B used a smartphone. The users were then debriefed and answered the AttrakDiff2™ questionnaire. RESULTS: Users lacked technical knowledge on clothing attributes and were extremely wary about the size and fit information provided (60% in Group A and 83% in Group B were not sure about fit and size information). Surprisingly, the AttrakDiff2™ showed no significant difference between the mobile or the desktop/laptop UX (Group A: M = 4.0 SD = 0.1; Group B: M = 4.1 SD = 0.2). CONCLUSIONS: The most significant problem faced by the users concerned the fit and sizing information, as these attributes are usually poorly communicated digitally. In addition to being a usability problem, by inducing users to errors, its greatest impact was on the UX.

scholarly journals The Role of Peer- and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills

2016 ◽  
Vol 8 (3) ◽  
pp. 85
Author(s):  
Manal Obaid Alshammari
Keyword(s):  
Treatment Group ◽  
Writing Skills ◽  
Control Group ◽  
Word Choice ◽  
Self Assessment ◽  
Efl Learners ◽  
English Writing ◽  
Post Test ◽  
Group A ◽  
Group B

<p>The current study focuses on the importance of integrating peer- and self-assessment in<br />teaching English as a second/foreign language in Saudi Arabia. It pays special attention to the<br />mechanisms by which Saudi EFL learners can improve their English writing skills if they<br />engage in peer- and self-assessment regularly. To this end, the researcher administered a<br />writing composition task to measure the participants’ ability to express themselves in good<br />English, focusing on the coherence, cohesion, word choice, spelling, punctuation, and layout<br />of their essays. The researcher utilised the experimental two-groups design of a pre-test and a<br />post-test, in order to evaluate the participants’ performance prior to the application of the<br />treatment (i.e. peer- and self-assessment) and after it. For the purpose of the study, the<br />participants were divided into two groups: students in group A (i.e. the treatment group)<br />engaged in peer- and self-assessment regularly throughout the term, whilst students in group<br />B (i.e. the control group) did not. The results of group A on the pre-test and post-test were<br />compared to those of group B to determine whether the treatment had any impact on their<br />performance. The results reveal that group A outperformed their group B counterparts on the<br />post-test. The statistical analysis demonstrates that the difference between the results of the<br />two groups was statistically significant, suggesting that the treatment contributed positively to<br />the performance of the treatment group. Finally, the study concludes with recommendations<br />for further research.</p>

scholarly journals EFL learners’ post-sojourn perceptions of the effects of study abroad

2016 ◽  
Vol 45 (2) ◽  
Author(s):  
Sandra Steinwidder
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Cross Sectional Study ◽  
Exchange Students ◽  
Cross Sectional ◽  
Efl Learners ◽  
Group A ◽  
Group B ◽  
The Uk ◽  
Short Narrative

This qualitative study investigated in what ways tertiary-level English foreign language (EFL) learners believed that they had changed following their study abroad. The participants were 12 Austrian EFL learners who had been exchange students in the UK or US. I conducted a cross-sectional study, grouping participants according to the duration of their stay abroad, as well as the period of time since they had returned to their home country. Comparisions were drawn between students who spent one semester, and those who spent two. I also investigated the differences displayed depending on how long a student has been back in their native country; Group A (1-6 months), Group B (1 year), and Group C (2 years). The interviewees prepared a mind-map or short narrative, which was used as a prompt during the interviews. The findings revealed personal, social, cultural, and linguistic effects.

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.

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.

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.

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