Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks

Cho, Hyejin; Kim, YouJin; Park, Seyoung

doi:10.1080/09658416.2021.1937194

Cited by 8 publications

(3 citation statements)

References 51 publications

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“…Yeh (2014) found that synchronous text-chat collaboration during computer-mediated CW led to better writing products, as participants could receive immediate peer feedback and clarify linguistic elements. However, SWCF during CW tasks remains under-researched , and according to Cho et al (2022), "it would be insightful to capture students' perceptions by employing different methods (e.g., interviews, questionnaires, stimulated recall)" (p. 16).…”

Section: Theoretical Framework and Literature Review Collaborative Wr...mentioning

confidence: 99%

“…While learners' perceptions of SWCF have gained attention, recent studies (e.g., Cho et al, 2022;Kim, Choi, Kang, et al, 2020; have taken place in face-to-face, paper-based CW settings and targeting adult learners of Korean. More research is needed to examine SWCF in other contexts (e.g., L2 learning settings) and formats (e.g., computer-mediated CW).…”

Section: Student Perceptions Of Synchronous Written Corrective Feedbackmentioning

confidence: 99%

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Perceptions des apprenants de la rétroaction corrective écrite synchrone dans la rédaction collaborative par vidéoconférence

Papin,

Michaud

2024

CJLT

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Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this exploratory study examines L2 learners’ perceptions of receiving SWCF during collaborative writing tasks completed on an online text-editing platform (Google Docs) and mediated by videoconferencing (Zoom). Adult learners (N = 46) enrolled in advanced online French as a Second Language courses took part in two collaborative writing tasks, during which their teachers (N = 3) provided SWCF. Learners’ screen activity was recorded. After the experiment, a perception survey was distributed and selected participants took part in semi-structured interviews to further discuss their experience. Results indicate that learners viewed the provision of SWCF through computer-mediated communication as an effective way to improve their L2 writing compared to traditional, delayed written feedback. Pedagogical implications for the implementation of videoconferences collaborative writing tasks involving teacher SWCF are discussed.

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Section: Theoretical Framework and Literature Review Collaborative Wr...mentioning

confidence: 99%

Section: Student Perceptions Of Synchronous Written Corrective Feedbackmentioning

confidence: 99%

Perceptions des apprenants de la rétroaction corrective écrite synchrone dans la rédaction collaborative par vidéoconférence

Papin,

Michaud

2024

CJLT

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show abstract

“…The reality occurring in the field is that there are still innumerable students who are not interested in learning English, especially writing skills (Nasir, 2019). They believe that writing is challenging to learn (Cho et al, 2021). They discover it difficult to accomplish tasks related to writing and over time they feel bored following the lesson so that the results of learning writing skills are far from what is expected.…”

Section: Introductionmentioning

confidence: 99%

The Use of Poster Media to Enhance Student Learning Outcomes in Descriptive Text Writing

Jannah¹,

Fona²,

Fakhriah³

et al. 2022

JETLEE

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This research reported observations regarding students' learning activities. The results of the study revealed that most students did not enjoy the learning process and yet become passive learners. This can be driven by several aspects, particularly the employment of conventional methods by teachers during the class, and the media exploited was not engaging. Thus, this study proposed a resolution to construct learning activities more engaged. This study suggested that the application of poster media can be an alternative to enhance students' learning outcomes in Writing Descriptive Text topic, particularly at the junior high school (SMPN 1). The data sources in this study were seventh-grade students of SMPN 1 Darul Aman (The academic year 2021/2022). Data compiled from students comprise data on the results of written tests carried out at the end of each cycle, non-tests, including observation sheets, and interviews. The data were analyzed using qualitative descriptive analysis.

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Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments

Wiboolyasarin,

Suwanwihok

et al. 2024

Computers and Education: Artificial Intelligence

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Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks

Cited by 8 publications

References 51 publications

Perceptions des apprenants de la rétroaction corrective écrite synchrone dans la rédaction collaborative par vidéoconférence

Perceptions des apprenants de la rétroaction corrective écrite synchrone dans la rédaction collaborative par vidéoconférence

The Use of Poster Media to Enhance Student Learning Outcomes in Descriptive Text Writing

Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments

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