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...

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Main Author: Hsieh, Yi-Chin
Other Authors: School of Humanities
Format: Article
Language:English
Published: 2020
Subjects:
Online Access:https://hdl.handle.net/10356/145500
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Institution: Nanyang Technological University
Language: English
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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
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