Computer-mediated Scaffolding in L2 Students’ Academic Literacy Development

Abstract

Learning to perform academic writing in university content classrooms is a major challenge facing nonnative-English-speaker (NNS) students. Computer-mediated communication (CMC) offers new possibilities for bidirectional peer-to-peer scaffolding in which students interact and negotiate meaning concerning academic writing and thus represents a new pathway to academic literacy development. This case study examined how CMC influenced a group of NNS graduate students' development of academic literacy in applied linguistics courses. Data were gathered from multiple sources: questionnaires, online discussion posts, students' written assignments, and general as well as discoursebased interviews. The data were analyzed qualitatively using different methods and allowed substantial data triangulation. Results of the data analysis indicated that CMC allowed two-way collective scaffolding, which played an important role in facilitating the participants' development of academic literacy skills. Specifically, computer-mediated collective scaffolding helped the participants orient themselves to the writing tasks, provided them with opportunities to rehearse writing and negotiate revisions of writing, and allowed them to develop an understanding of academic citation conventions.

Scaffolding assignments: Analysis of AssignMentor as a tool to support first year students’ academic writing skills

“…This is in line with recent research on computer-based scaffold writing tools. The Cheng (2010) study demonstrates that there are clear benefits for learners by using computer-mediated scaffold writing tools. However, the author also highlights the role of educators by providing proper learning opportunities, which is in line with the Keengwe and Onchwari (2011) argument, that in order for these tools to be effective, educators should create a proper environment.…”

“…Simultaneously, the model also connects to the learner’s previous experiences, while taking in consideration his/her current level of knowledge and skills (Gazza & Hunker, 2012). Although scaffolding is widely used in classrooms, a new stream of research addresses the usage of computer-based scaffolds for developing academic writing (Cheng, 2010; Proske & Narciss, 2008). These computer-based tools seem to provide effective ways to develop students’ academic writing skills.…”

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

“…While the CMC tool to be used in the task may depend on the objectives of the writing task, the ease of use is important as it impacts time management and preparation efforts (Chao & Lo, 2011). The choice of CMC tool should also factor in the purpose of incorporating it into the curriculum; having a clearly articulated link between the CMC tool and what students need to learn could reduce the likelihood of both instructor and learners treating the CMC task as extra work (Cheng, 2010). The next step could involve a deliberate and consistent approach in training learners in pre-task workshops to use a particular CMC tool to encourage maximum engagement in the learning task (Lee et al, 2013;Li, M., 2013), as familiarity with Web 2.0 tools may not translate to ease of use with such tools for pedagogical purposes (Dippold, 2009).…”

Turning Asynchronous, Individual Learning into a Constructive Online Community of Practice: A Case Study of the ‘L5’ Psychology ESP Moodle University Course

“…Students carry out offline university activity during exams, internships and the preparation of their thesis. The choice to use Moodle necessarily entails a change in the view, planning and delivery of course content in order to promote social constructivism and connected knowledge, with a consequent change in the roles and perception of learning by students and teachers alike (Dougiamas and Taylor 2003;Donnelly 2004;Brandl 2005;Cheng 2010;Gorenc Zoran 2010;Stickler and Hampel 2010). As a result, the L5 Lingua Inglese course has implemented both a course-based approach and a student-based approach, especially in light of their noticeable variety in initial linguistic competence, subfield of psychology and professional figures and skills.…”

“…Such needs may be provided for by blended or online university courses which allow aspiring students to benefit from higher education and its conveyed skills while managing their professional and personal responsibilities (White 2003;Osipov et al 2015). Among these skills, foreign language proficiency both in general and for specialised written and spoken communication has emerged, leading to necessary considerations on how to adjust ESP teaching to new online affordances and instruments and intro-duce students into their "chosen discourse community" (Cheng 2010). Therefore, universities mustand in some cases have already started totailor the teaching media, programs, content and objectives of their ESP courses to a new kind of virtual target class and encourage a social constructivist approach to learning (Robinson 1980, 13;Dalsgaard and Godsk 2007;Rogerson-Revell 2007;Stickler and Hampel 2010).…”