Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study

Hoang, Diem Thi Ngoc; Hoang, Thinh

doi:10.1080/09588221.2022.2083176

Cited by 22 publications

(20 citation statements)

References 53 publications

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“…They also felt that the colour codes used in their writing helped make the structure creative. This study is in accordance with the findings by Hoang & Hoang (2022) and also Nappu, et.al (2022) who also found that the structure such helped writers focus on desired goals in the composing process. In addition to that the group work throughout the composing process allowed the writers to complete their task faster.…”

Section: Summary Of Findingssupporting

confidence: 93%

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Reducing Cogntive Overload in Online Academic Writing: A Case Study

Rahmat¹

2023

IJARBSS

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One common denominator to academic writing no matter what level the writing piece is -is the also ability to write main ideas and support those main ideas. Another common denominator is the planning stage; all writers go through the planning stage. This composing process can be less difficult of writers use strategies when they compose. These strategies can be taught or scaffolded by the writing teachers. This study is therefore done to explore yet another way to teach academic writing online. Specifically, this study is done to explore how learners perceive the online composing process. This study is also done to explore approaches to reduce extraneous cognitive load and intrinsic cognitive load. In addition to that, this study also investigates if there is a relationship between composing process and cognitive load. 126 participants responded to a survey after undergoing a semester of academic writing with activities to reduce their cognitive load. Findings showed that learners were positive about the use of the activities to reduce their cognitive load. This study also revealed that there is also a moderate positive relationship between composing process and extraneous cognitive load. In addition to that, the findings also showed that there is also a moderate positive relationship between composing process and intrinsic cognitive load. Findings also bear interesting implications towards the teaching and learning of academic writing.

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Section: Summary Of Findingssupporting

confidence: 93%

“…Another study was done by Hoang & Hoang (2022) to investigate the possible effects of conducting regular collaborative activities via Google Docs in English academic writing skills. This study employed mixed-method design.…”

Section: Past Studies On Learning Writing Onlinementioning

confidence: 99%

Reducing Cogntive Overload in Online Academic Writing: A Case Study

Rahmat¹

2023

IJARBSS

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“…The majority of the studies (21 out of 25) focused on CW in small groups, with 3‐5 members in each group; a few studies (4 out of 25) reported CW within pairs (Aghajani & Adloo, 2018; Chen et al., 2017; Eubanks et al., 2018; Imelda et al., 2019). Related to pedagogical frameworks, the writing tasks employed in these prior studies included (1) conventional writing genres (e.g., narrative/descriptive writing, exposition, and argumentation) (Hoang & Hoang, 2022; Sato et al., 2020); (2) topic‐specific genres (e.g., critique writing and procedure texts) (Awada, 2016; Imelda et al., 2019); and (3) real‐life genre writings (e.g., letter writing and travel plan) (Allagui, 2014; Eubanks et al., 2018).…”

Section: Resultsmentioning

confidence: 99%

“…The primary sources of data were the pre‐ and post‐writing tests (19 out of 25), in which the online writings were collected and scored to assess the influence of MBCW on students' learning and L2 writing (Aghajani & Adloo, 2018; Awada, 2016; Hoang & Hoang, 2022). In addition, other data sources such as questionnaires (Awada, 2016; Eubanks et al., 2018), interviews (Ebadi & Bashir, 2021; Kayaoğlu & Çetinkaya, 2018), and self‐reports/perception reflection logs (Botero et al., 2019; Kessler, 2021) were gathered to investigate students' perspectives on the group interactions and technological affordances in the MALL‐based learning process.…”

Section: Resultsmentioning

confidence: 99%

MALL‐based collaborative writing in second language classroom: A systematic review

Wang

2023

Future in Educational Research

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Driven by the affordances and benefits of mobile technology, collaborative writing (CW) supported by mobile technologies has been increasingly implemented in the second language (L2) acquisition context. To shed light on the research foci and provide guidance for future research in this promising area, the present study conducted an in‐depth and systematic review of 25 empirical articles on CW supported by mobile technologies in the L2 context published from 2014 to 2022, including quantitative, qualitative, and mix‐methods research. A holistic analysis of these articles was conducted, covering various aspects such as research themes, research contexts and technology, theoretical/pedagogical frameworks, writing tasks, and instruments. Based on the analysis of the previous research, this study provided pedagogical suggestions concerning writing tasks, group division, participant training, and writing assessment and also explores future research directions.

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“…Research on EAL students as newcomers in the discourse community mostly relied on a language-based approach despite the sociocultural factors, including identity conflict and transformation, and challenges on authorizing "dialogical selves and voices" (Choi, 2021, p. 538). A study skills approach to researching academic writing is evident in studies focusing on finding effective strategies to develop students' writing competence in the area of coherence and cohesion, lexicon, grammatical range and accuracy (Ebadi and Rahimi, 2019), task response, and lexical resources improvement (Hoang and Hoang, 2022). In relation to Li's (2022) systematic review, 1 these studies call for moving beyond a pure language-based approach to academic literacy in favor of approaches that consider disciplinary and sociocultural dimensions.…”

Section: The Existing Perspectives On Academic Literacymentioning

confidence: 99%

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

Nangimah

Walldén²

2023

Front. Educ.

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IntroductionThesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regarding the provision and reception of feedback in English as an Additional Language thesis supervision.MethodWe conducted a qualitative case study to illuminate supervisor’s and students’ experiences of supervision in Sweden and Indonesia. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. One-on-one semi-structured interviews were conducted and analyzed thematically using Biesta’s functions of education, Habermas’ communicative action theory, and perspectives on academic literacy.FindingsFirstly, we found that Swedish and Indonesian supervisors had different feedback provision priorities. Swedish supervisors described prioritizing content-focused feedback to facilitate students’ socialization into academic writing. Conversely, most Indonesian supervisors expressed balancing content- and form-focused feedback with a greater emphasis on qualifying as English teachers. Despite these differences, supervisors in both contexts tended to isolate academic language use from discipline-specific values and practices. Secondly, students in both contexts largely expressed an instrumental orientation to achieving their goals and were frustrated by supervisors phrasing feedback as questions. Many students expressed unfamiliarity with necessary methodologies and theoretical frameworks, which made supervisors’ feedback difficult to decode.DiscussionSince only a few of the students viewed the feedback as a support for their process of learning, this study calls for a clear communication about the academic socialization intention through supervision. However, academic socialization cannot solely be the responsibility of supervisors but must be embedded in the curriculum courses.

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Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study

Cited by 22 publications

References 53 publications

Reducing Cogntive Overload in Online Academic Writing: A Case Study

Reducing Cogntive Overload in Online Academic Writing: A Case Study

MALL‐based collaborative writing in second language classroom: A systematic review

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

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