Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting
Bibliographic Data
| ID | 21807677 |
|---|---|
| Authors | Nakhon Kitjaroonchai (0000-0003-2965-4932, Asia Pacific International University), Daron Benjamin Loo (0000-0001-9203-3608, Universiti of Malaysia Sabah) |
| Year | 2023 |
| Volume | 13 |
| Issue | 10 |
| Pages | 2565-2576 |
| Publication date | 2023-10-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Practice in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1310.15 |
| OpenAlex | W4387304069 |
| Language | EN |
| References cited | 15 |
This study investigated learners’ online collaborative writing (CW) behaviours. The participants were 115 EFL students from different Asian countries at a private international university in Thailand. The quantitative data was collected from students’ writing contributions on two collaborative writing tasks: descriptive and argumentative essays. Data was analyzed using one-way analysis of variance (ANOVA) and the Bonferroni Post Hoc Test. The analysis from the one-way ANOVA test revealed a significant difference between groups regarding percentage of text contribution in CW tasks. Qualitative data was also collected from students’ reflective journals and observations, where factors that influenced team collaboration were examined. The qualitative findings showed that students with higher language proficiency levels were the prominent authors who contributed more text to their group tasks. Elements affecting learners’ active and inactive participations in team collaborations include student language proficiency, individual goal, designated roles, collaboration platforms, learning preference, topic familiarity, and influence of teacher. Some implications of the findings are discussed
Argumentative · Collaborative writing · Descriptive statistics · Linguistics · Mathematics education · Post hoc · Post-hoc analysis · Preference · Qualitative property · Significant difference · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Medicine · Psychology
Collaborative Writing in L2 Classrooms
Collaborative writing tasks in the L2 classroom
Innovative learning in work teams
Online Collaborative Writing via Google Docs
Interactional practices for online collaborative writing
Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing
Writing Together
Supporting Online Synchronous Collaborative Writing in the Secondary Classroom
Digital learning across cultures
Using cultural historical activity theory to uncover praxis for inclusive education
Regulated learning and self-efficacy beliefs in peer collaborative writing
Interactive-whiteboard-technology-supported collaborative writing
Teachers' and students' verbal behaviours during cooperative and small-group learning
The teacher's role in promoting collaborative dialogue in the classroom
Patterns of Interaction in ESL Pair Work
| Citation velocity | historical |
|---|---|
| Highly cited | No |