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Collaborative Writing in L2 Classrooms

Published on Jul 4, 2013
Neomy Storch26
Estimated H-index: 26
Abstract
Preface Chapter 1: Introduction Chapter 2: Theoretical and pedagogical rationale for collaborative L2 writing Chapter 3: Collaborative writing: L2 learning and practice opportunities Chapter 4: Factors affecting languaging in collaborative writing Chapter 5: Collaborative writing and language learning Chapter 6: Learners' perspectives of collaborative writing Chapter 7: Computer mediated collaborative writing Chapter 8: Conclusion: Pedagogical implications and research directions
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  • Citations (56)
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Cited By56
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With the increasing prominence of computer-mediated communication (CMC) in higher education, the number of programmes and studies integrating online peer interaction opportunities on social media, likewise, has surged. Nevertheless, little quantitative research has been performed on the ways in which learners interact with one another via these platforms for academic purposes. As a result, little is known about how learners develop a network of peers and how they interact with this peer group th...
Published on Sep 1, 2019in Journal of Second Language Writing4.20
Meixiu Zhang (NAU: Northern Arizona University)
Abstract Understanding the nature of collaboration is critical in collaborative writing (CW), as it impacts the amount of scaffolding that occurs and the amount of linguistic knowledge that can be retained (Storch, 2013). The most prevalent model to examine peer collaboration in CW is based on a global qualitative analysis of learners’ involvement in and control over a writing task (Storch, 2001a). However, this model does not account for the fluctuating nature of peer collaboration in CW. This ...
Published on Sep 1, 2019in Studies in Educational Evaluation1.68
Shulin Yu7
Estimated H-index: 7
(UM: University of Macau),
Nan Zhou1
Estimated H-index: 1
(BNU: Beijing Normal University)
+ 3 AuthorsXiaomin Li1
Estimated H-index: 1
(UA: University of Arizona)
Abstract Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in En...
María de los Ángeles Hidalgo1
Estimated H-index: 1
(UPV/EHU: University of the Basque Country),
María del Pilar García Mayo14
Estimated H-index: 14
(UPV/EHU: University of the Basque Country)
Published in TESOL Journal
Matt J. Kessler1
Estimated H-index: 1
(MSU: Michigan State University)
Hasan Selcuk (Charles University in Prague), Jane Jones6
Estimated H-index: 6
('KCL': King's College London),
Hana Vonkova5
Estimated H-index: 5
(Charles University in Prague)
Yuichi Suzuki6
Estimated H-index: 6
(Kanagawa University),
Tatsuya Nakata1
Estimated H-index: 1
(Hosei University),
Robert DeKeyser22
Estimated H-index: 22
(UMD: University of Maryland, College Park)
Published on Jul 24, 2019in Irish Educational Studies0.53
Yin Ling Cheung (NTU: Nanyang Technological University), Hari Jang (NTU: Nanyang Technological University)
Neomy Storch26
Estimated H-index: 26
(University of Melbourne),
Masatoshi Sato (Andrés Bello National University)