Collaborative writing: Product, process, and students’ reflections

Storch, Neomy

doi:10.1016/j.jslw.2005.05.002

Cited by 752 publications

(959 citation statements)

References 24 publications

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“…Students seem to spend more time on individually writing their text. For successful collaboration in writing classes, the challenge is how to promote peer interactions that build group responsibility to complete writing tasks [33].…”

Section: Discussionmentioning

confidence: 99%

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Lee¹

2013

IJIET

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Abstract-This study aimed at examining the use of concept mapping technique in a course module for Korean language learning with U.S. college students, who were prompted to engage in collaborative writing planning. The study assumed that concept mapping enhances students' communicative interaction to promote their L2 writing. One hundred and twenty-three participants were recruited from three different proficiency level classes (beginning, intermediate, and advanced classes). Data were collected during three writing sessions: pretest of writing, individual planning, and collaborative planning. The MANCOVA results on the five components of composition score showed that the effect of collaborative concept mapping on L2 writing significantly differed across the three class levels. The study suggested practical implications for the use of collaborative mapping tasks in L2 writing contexts.Index Terms-Collaborative language learning, concept mapping, prewriting strategy, second language writing learning.

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Section: Discussionmentioning

confidence: 99%

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Lee¹

2013

IJIET

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“…Arranging students in pairs (Storch, 2005) and small groups (Leki, 2001;Frazier, 2007), and affording them an opportunity to interact with their peers for discussion and collaborative writing is one major way that helps participants co-construct meaning through their talk and other embodied actions. Such collaborative tasks offer students important opportunities to discuss crucial academic writing issues and co-produce texts that provide ownership and responsibility to the members of the group.…”

Section: Group Work In Writing Classesmentioning

confidence: 99%

“…Storch, 2005) or examined the interaction to trace grammatical development through such phenomena as recast and scaffolding by analyzing 3 language related episodes (Swain and Lapkin, 1995). Such studies, however, have rarely looked into the interactional details and behavior of the participants that are displayed in interactions.…”

Section: Group Work In Writing Classesmentioning

confidence: 99%

Conceding in disagreements during small group interactions in academic writing class

Sharma

2012

Classroom Discourse

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Using conversation analysis as a methodological and analytical framework, this study presents a sequential analysis of disagreement episodes in small group interactions in an advanced academic writing class. Closer scrutiny of the sequences reveals that in order to bring disagreements to a close, participants make use of an array of interactional resources to defend and establish their positions as well as to challenge other members' stances. They take cautious steps when they give in to the opponent's stance. From a collection of 48 disagreement episodes, I will explain in detail one disagreement exit pattern-conceding-that occurred most frequently (17 times) in the corpus. Analysis of pre-conceding activities in the disagreement episodes shows that participants deploy three major practices before they close the sequence: making an understanding claim, building a peer alliance and proposing an alternative position. The findings expand our understanding of the intricate maneuvers involved in group works in writing classes.

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“…Collaboration in writing has been drawing an increasing attention in language teaching and assessment (DiCamilla & Anton, 1997; Storch, 2005;Swain & Lapkin, 1998). According to Reither (1989) "thinking of writing as a collaborative process presents more precise ways to consider what writers do when they write, not just with their texts, but also with their language, their personae, and their readers" (p.…”

Section: Introductionmentioning

confidence: 99%

Promoting Foreign Language Learners’ Writing: Comparing the Impact of Oral Conferencing and Collaborative Writing

Nosratinia

Nikpanjeh

2015

TPLS

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Abstract-This study was an attempt to compare the effect of oral conferencing alongside collaborative writing on writing ability of English as a Foreign Language (EFL) learners. For this purpose, a piloted sample of the Preliminary English Test (PET) was administered to 90 intermediate female EFL learners, between 20 and 32 years old (M age = 26). The results of this test enabled the researchers to select 60 homogenous individuals who were then randomly assigned into two experimental groups of 30 named "oral conferencing group" and "collaborative writing group". To ensure the homogeneity among the participants in terms of their writing ability before the treatment, their scores on the writing section of the PET test were analyzed in isolation and it was considered as the pretest of the study. Oral conferencing included the discussions and negotiations among the participants and the teacher before and after writing activities followed by live teacher-student as well as student-student feedbacks. In the collaborative writing group, the participants wrote compositions in groups based on the same topics introduced in the oral conferencing group. At the end, both experimental groups were given another piloted writing section of the PET test as the posttest. The analysis of the test scores using an independent samples t-test and analysis of covariance (ANCOVA) revealed that there is a significant difference between the effect of oral conferencing and collaborative writing on EFL learners' writing ability. It was concluded that the ability of EFL learners' writing was more affected by applying oral conferencing rather than collaborative writing.

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Collaborative writing: Product, process, and students’ reflections

Cited by 752 publications

References 24 publications

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Conceding in disagreements during small group interactions in academic writing class

Promoting Foreign Language Learners’ Writing: Comparing the Impact of Oral Conferencing and Collaborative Writing

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