Learner interactions in face-to-face collaborative writing with the support of online resources
This study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Tai...
Saved in:
Main Author: | |
---|---|
Other Authors: | |
Format: | Article |
Language: | English |
Published: |
2020
|
Subjects: | |
Online Access: | https://hdl.handle.net/10356/145500 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Institution: | Nanyang Technological University |
Language: | English |
id |
sg-ntu-dr.10356-145500 |
---|---|
record_format |
dspace |
spelling |
sg-ntu-dr.10356-1455002023-03-11T20:06:24Z Learner interactions in face-to-face collaborative writing with the support of online resources Hsieh, Yi-Chin School of Humanities Humanities::Language::Linguistics Learner Interactions Collaborative Learning This study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Taiwan. Fifty-six students constructed an essay in pairs firstly without the support of online resources, and subsequently constructed another essay with the support of online resources. Each pair’s interactional patterns and dynamics of peer scaffolding across the two settings were examined. The findings show that the availability of online resources fosters a variety of interaction characteristics among learners with varied collaboration orientation. Results also suggest that learners’ collaboration predisposition at the onset plays a critical role in influencing the way they used online resources to support their interaction. This study thus suggests that learners’ collaborative patterns and their use of online resources have mutual impact, which may inform teachers seeking to integrate online resources to enhance their students’ collaborative learning. Accepted version 2020-12-23T03:21:43Z 2020-12-23T03:21:43Z 2019 Journal Article Hsieh, Y.-C. (2019). Learner interactions in face-to-face collaborative writing with the support of online resources. ReCALL, 32(1), 85–105. doi:10.1017/s0958344019000120 0958-3440 https://hdl.handle.net/10356/145500 10.1017/S0958344019000120 1 32 85 105 en ReCALL © 2019 European Association for Computer Assisted Language Learning. All rights reserved. This paper was published in ReCALL and is made available with permission of European Association for Computer Assisted Language Learning. application/pdf |
institution |
Nanyang Technological University |
building |
NTU Library |
continent |
Asia |
country |
Singapore Singapore |
content_provider |
NTU Library |
collection |
DR-NTU |
language |
English |
topic |
Humanities::Language::Linguistics Learner Interactions Collaborative Learning |
spellingShingle |
Humanities::Language::Linguistics Learner Interactions Collaborative Learning Hsieh, Yi-Chin Learner interactions in face-to-face collaborative writing with the support of online resources |
description |
This study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Taiwan. Fifty-six students constructed an essay in pairs firstly without the support of online resources, and subsequently constructed another essay with the support of online resources. Each pair’s interactional patterns and dynamics of peer scaffolding across the two settings were examined. The findings show that the availability of online resources fosters a variety of interaction characteristics among learners with varied collaboration orientation. Results also suggest that learners’ collaboration predisposition at the onset plays a critical role in influencing the way they used online resources to support their interaction. This study thus suggests that learners’ collaborative patterns and their use of online resources have mutual impact, which may inform teachers seeking to integrate online resources to enhance their students’ collaborative learning. |
author2 |
School of Humanities |
author_facet |
School of Humanities Hsieh, Yi-Chin |
format |
Article |
author |
Hsieh, Yi-Chin |
author_sort |
Hsieh, Yi-Chin |
title |
Learner interactions in face-to-face collaborative writing with the support of online resources |
title_short |
Learner interactions in face-to-face collaborative writing with the support of online resources |
title_full |
Learner interactions in face-to-face collaborative writing with the support of online resources |
title_fullStr |
Learner interactions in face-to-face collaborative writing with the support of online resources |
title_full_unstemmed |
Learner interactions in face-to-face collaborative writing with the support of online resources |
title_sort |
learner interactions in face-to-face collaborative writing with the support of online resources |
publishDate |
2020 |
url |
https://hdl.handle.net/10356/145500 |
_version_ |
1761781692504211456 |