Integrating Different Group Patterns into Collaborative Argumentative Writing in the Shimo Platform

Su, Fan; Zou, Di; Xie, Haoran

doi:10.1007/s10758-022-09632-8

Cited by 4 publications

(6 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Familiarity indeed is the most important motive, yet prior experience is valued more strongly in comparison to friendship. Several benefits were highlighted in this respect, related to the interpersonal atmosphere, the collaborative process, and the writing outcome, corroborating findings of previous research [23,44,47,54]. However, the current study also elicits drawbacks of collaborating with someone familiar.…”

Section: Discussionsupporting

confidence: 89%

“…In their research, students in teacher-assigned groups actively avoided giving offensive critique. The higher amount of non-task-related talk was in line with the research by Le et al [20], but not in line with Su et al [54], who established more non-task-related talk in teacher-assigned groups, without further possible explanation. Another disadvantage reported on working with a familiar peer is getting caught up in routine working.…”

Section: Discussionsupporting

confidence: 72%

“…Many of these reported pitfalls are situated on an interpersonal level, such as the risk of conflicts being transferred to the friendship sphere, encountering difficulties setting boundaries, the reluctance to provide negative feedback, and a higher amount of non-task-related talk. This reluctance to provide negative feedback in self-selected groups contradicts the study of Su et al [54], that showed more direct peer critique in self-selected groups in comparison to teacher-assigned groups. The researchers assigned this to a higher degree of familiarity, implying a greater feeling of comfort.…”

Section: Discussioncontrasting

confidence: 59%

See 2 more Smart Citations

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Putzeys,

Van Keer,

De Wever

2023

Education Sciences

View full text Add to dashboard Cite

University students are frequently required to collaborate, often in the form of collaborative writing tasks. The process as well as the outcomes of the collaboration depend on choices made during the group formation phase. Studies on why students select partners for collaborative writing tasks are, however, lacking. Therefore, the present study aims to gain insights into (1) university students’ preferences with regard to teacher-assigned and self-selected group formation, (2) which motives they take into account when self-selecting a partner, and (3) the degree to which students select a partner similar to themselves. Sixteen dyads collaboratively wrote a research paper. Prior to the collaboration, 30 students individually completed questionnaires and 28 students were individually interviewed. The findings show that most students have mixed opinions regarding teacher-assigned or self-selected group formation (n = 18), while the others bar one prefer to self-select a partner (n = 9). Students’ main motive for self-selecting is familiarity, and, more in particular, prior collaboration experience with a specific partner. Other motives include friendship, ability, convenience, and attitude. Furthermore, students tend to select a partner with a similar attitude, ability, task approach, and perspective towards the content of the task. Predictability seems to be the most important driver for self-selection.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 72%

Section: Discussioncontrasting

confidence: 59%

See 1 more Smart Citation

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Putzeys,

Van Keer,

De Wever

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…When grouping students in MBCW, it is crucial to limit the group size because larger groups tend to have a weaker sense of writing co‐ownership, resulting in the presence of one or more "social loafers" or "free riders" in CW (Li, 2018; Storch, 2017). By contrast, pair work allows for greater individual accountability and encourages individual contribution (Su et al., 2022). Therefore, some scholars (Abrams, 2019; Li & Zhu, 2017; Storch, 2002) suggested small groups of three or four students instead of pairs, as more students can better pool their linguistic and writing resources with higher efficiency.…”

Section: Discussionmentioning

confidence: 99%

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

Wang

2023

Future in Educational Research

View full text Add to dashboard Cite

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.

show abstract

“…Collaborative concept mapping is embraced for its advantages in peer interaction, filling gaps in group understanding and facilitating knowledge transfer through ongoing interactions (Islim, 2018; Su et al., 2024). Using collaborative concept mapping as a writing strategy is known to improve idea organization, while enhancing topic management and comprehension, and leading to higher‐order thinking (Lee, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Group concept mapping strategies for collaborative continuation tasks

Su,

Zou

2024

Int J App Linguistics

View full text Add to dashboard Cite

The continuation task, which involves reading an unfinished story and completing its ending, offers good potential for language learning. To enhance students' story‐ending writing abilities, this study proposes two types of concept mapping strategies: group filling‐in‐the‐blanks of a teacher‐constructed guided map and group concept mapping, both of which are meant to help students clarify storylines by visualizing a story onto a concept map. A quasi‐experiment was conducted in three classes. Students in Class 1 collaboratively filled in the blanks on a concept map and then wrote completions to three stories. In Class 2, students collaboratively constructed their own concept map and then wrote completions to the same stories. Class 3 students collaboratively wrote completions to the same stories without any concept mapping. Students’ story completions, diaries, responses to questionnaires, the researcher's observation notes, and teacher interviews were collected and analyzed using ANOVAs (Analysis of variance), paired‐sample t‐tests and thematic and domain analysis. The results showed that concept mapping strategies assisted students’ story‐ending writing quality with students achieving higher scores when using the group concept mapping strategy compared to those not using any mapping strategies. Nine interactive patterns were identified, with the collaborative pattern dominating, and these patterns evolved dynamically as the co‐continuation tasks proceeded. Overall, both students and teachers perceived the proposed strategies positively.

show abstract

Integrating Different Group Patterns into Collaborative Argumentative Writing in the Shimo Platform

Cited by 4 publications

References 24 publications

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

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

Group concept mapping strategies for collaborative continuation tasks

Contact Info

Product

Resources

About