A Study of the Effects of Collaborative Writing on the Development of Chinese Senior High School Students’ Discourse Competence
Bibliographic Data
| ID | 21838446 |
|---|---|
| Authors | Xuan Teng (0009-0005-1133-8589, Hunan Normal University), Xinhui Zhou (Hunan Normal University) |
| Year | 2020 |
| Volume | 12 |
| Issue | 4 |
| Pages | 214 |
| Publication date | 2020-08-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 1948-5425 • E-ISSN: 1948-5425 |
| Publisher | Macrothink Institute, Inc. (PUBLISHER) |
| DOI | 10.5296/ijl.v12i4.17376 |
| OpenAlex | W3080603813 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
Although writing is an important skill, the writings of many high school students in China in general lack cohesion and coherence. As the Chinese National English Curriculum Standards for High School (2017) mentioned, the cultivation of senior high school students’ discourse competence is of great importance. However, traditional teaching methods paid little attention to student writing at the discourse level. In recent years, collaborative writing has been introduced to writing classes, and most researchers examined its effect on students’ writing interests andwriting scores. The purpose of this study is therefore to investigate whether collaborative writing has a positive effect on students’ discourse competence. Specifically, it seeks to explore the effect of collaborative writing on students’ textual cohesion and textual coherence.Students’ writing assignments were analyzed using Coh-Metrix 3.0. Their interaction was analyzed through the perspective of sociocultural theory. The results showed that collaborative writing effectively promoted senior high school students’ textual cohesion and coherence. It also mediated their co-construction of knowledge about discourse through peer-peer scaffolding, which led to higher level of discourse competence
Curriculum · Mathematics education · Pedagogy · Sociocultural evolution · Sociology · Chemistry · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Social Psychology
Language, Context, and Text
Variation across Speech and Writing
Cohesion in English
A comparative study of peer and teacher feedback in a Chinese EFL writing class
Do Secondary L2 Writers Benefit from Peer Comments?
Communicative Competence
Input, Interaction, and Second‐language Acquisition
Effects of proficiency differences and patterns of pair interaction on second language learning
An Introduction to Functional Grammar
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
Assessing the Impact of Peer Revision on L2 Writing
Pair versus individual writing
Writing Quality, Coherence, and Cohesion
Training students to become successful peer reviewers
Peer Response Groups
Genre as social action
Patterns of Interaction in ESL Pair Work
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |