Cooperative or collaborative literacy practices: Mapping metadiscourse in a business students' wiki group project

Alyousef, Hesham Suleiman; Picard, Michelle

doi:10.14742/ajet.955

Cited by 45 publications

(29 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In Alyousef and Picard's (2011) study, groups of English as a Second Language (ESL) university students were required to read a scenario, answer questions through the wiki discussion pages, and then create a final report on the wiki page. Alyousef and Picard found that ''most students' collaborations were not true since they were not engaged in co-authoring, but rather providing feedback to each other'' (op.…”

Section: Nature Of the Tasksmentioning

confidence: 99%

Discussing the factors contributing to students’ involvement in an EFL collaborative wiki project

Lee¹,

Wang²

2013

ReCALL

View full text Add to dashboard Cite

A growing number of researchers have acknowledged the potential for using wikis in online collaborative language learning. While researchers appreciate the wikis platform for engaging students in virtual team work and authentic language learning, many also have recognized the limitations of using wikis to promote student collaboration (). The current study aims to examine what factors facilitated or hindered student collaboration when a wiki environment was used to engage 103 Taiwanese students from two universities in an online picture book production project. Divided into 17 groups of four to six members, the students spent approximately one academic year forming online communities, learning to conduct peer editing, and collaboratively completing a final learning product, an online picture book. A variety of data, including the electronically archived versions of the wiki pages, students' responses to retrospective surveys, and focused follow-up interviews were collected and analysed. The findings suggested that the nature of the learning tasks, students' constant communication and appreciation of different opinions, the difficulties they encountered when communicating asynchronously, and students' expectations toward English learning affected to what extent they were involved in the online collaboration.

show abstract

Section: Nature Of the Tasksmentioning

confidence: 99%

Discussing the factors contributing to students’ involvement in an EFL collaborative wiki project

Lee¹,

Wang²

2013

ReCALL

View full text Add to dashboard Cite

show abstract

“…There is, to the best of my knowledge, a lack of research investigating metadiscourse features in multimodal budgeting reports that encompass tables and graphs. With the exception of Alyousef and Picard's (2011) study, no other investigations have been made in exploring the use of metadiscourse features in tertiary multimodal business courses. Garzone (2009) noted that "so far, contributions from linguists specifically dealing with multimodality in business discourse have been relatively few " (p. 156).…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Metadiscourse Features in International Postgraduate Business Students’ Texts

Alyousef

2015

Sage Open

Self Cite

View full text Add to dashboard Cite

Metadiscourse analysis reveals the way writers engage with different texts and communicate with each other. Examining these linguistic resources is important because they play a vital role in maximizing the learning experiences of students in the Master's program in Accounting. Yet, there is a lack of research investigating these features in a key topic in the Principles of Finance course: management reports that encompass tables and graphs. This study explores the use of metadiscourse markers in three multimodal management reports written by 10 international Master's of Accounting students. It employs Hyland and Tse's model and Hyland's model for the multimodal analysis of metadiscourse markers in finance texts. The findings show a high frequency of interactive and interactional markers in the orthographic texts compared with a lack of implicit interactive markers and a high frequency of implicit interactional markers in the tables and graphs. Implications for the teaching of English for Business Purposes (EBP) are discussed. Keywords metadiscourse analysis, multimodal business discourse, linguistic analysis, interactive and interactional markers

show abstract

“…Collaborative learning means that the tasks are done together whereas cooperative learning means that the tasks are divided between learners (Alyousef & Picard, 2011). Collaborative writing is widely recognised as a central component of classroom learning by researchers in the field of L2 writing (e.g.…”

Section: Introductionmentioning

confidence: 99%

Improving the Effectiveness of the Peer Feedback Technique: The Impact of Focusing EFL Student-writers on Macro Level Features

Alnasser

Alyousef²

2014

IJELE

View full text Add to dashboard Cite

The study on which this article is based suggests a new form of the peer feedback technique that focuses learners on providing their fellow students with macro peer feedback alone, leaving the provision of micro feedback to the teacher. It investigated the impact of the new form on learners' overall writing quality, and on macro and micro level writing features. The participants were 41 Saudi EFL undergraduate students undertaking an English programme. The design of the study consisted of two phases: during phase 1 the conventional form was introduced, and during phase 2 the new form was introduced to the participants. The participants developed and practised giving and receiving peer feedback on 10 argumentative essays in total, two drafts each. Pre-, mid-and post-tests and mid-and post-interviews were administered. The findings of the study suggest that each form of the technique had a significant impact on the participants at a statistical level, with the new form having even International Journal of English Language Education

show abstract

Cooperative or collaborative literacy practices: Mapping metadiscourse in a business students' wiki group project

Cited by 45 publications

References 24 publications

Discussing the factors contributing to students’ involvement in an EFL collaborative wiki project

Discussing the factors contributing to students’ involvement in an EFL collaborative wiki project

An Investigation of Metadiscourse Features in International Postgraduate Business Students’ Texts

Improving the Effectiveness of the Peer Feedback Technique: The Impact of Focusing EFL Student-writers on Macro Level Features

Contact Info

Product

Resources

About