Learner engagement in collaborative writing: The effects of SCMC mode, interlocutor familiarity, L2 proficiency, and task repetition

Namkung, Yoon; Kim, YouJin

doi:10.1016/j.system.2024.103251

System

2024

DOI: 10.1016/j.system.2024.103251

|View full text |Cite

Learner engagement in collaborative writing: The effects of SCMC mode, interlocutor familiarity, L2 proficiency, and task repetition

Yoon Namkung,

YouJin Kim

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2024

Publication Types

Select...

Article3

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations

Zhong,

Zhan

2024

Language Teaching Research

View full text Add to dashboard Cite

Although second language (L2) engagement has received increasing attention, L2 writing engagement has been rarely investigated. Based on the social-cognitive theory, environmental sources could influence individuals’ motivations which in turn affect their engagement. However, factors contributing to L2 writing engagement have not been thoroughly understood. The present study investigated the associations between three dimensions of classroom environment (teacher support, student cohesion, and task orientation) and L2 writing engagement as well as the mediation roles of mastery and performance approach goals among 721 Chinese learners of English as a foreign language (EFL). Structural equation model analysis suggested that task orientation was the most influential environmental factor; it could not only directly influence EFL writing engagement, but could also indirectly influence it through mastery and performance goals. Teacher support could only indirectly influence engagement through mastery and performance goals. With dimensions of EFL writing engagement disentangled, teacher support negatively predicted agentic engagement but not the other three dimensions. However, mastery and performance goals fully mediated the path from teacher support to behavioral, emotional, and cognitive engagement. Task orientation had positive effects on all aspects of writing engagement and most of the effects could be carried by the two types of goal orientations. Implications and future directions are also discussed.

show abstract

Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations

Zhong,

Zhan

2024

Language Teaching Research

View full text Add to dashboard Cite

show abstract

A Study of Output Vocabulary Knowledge in the English Writing Process

Ning

2024

Applied Mathematics and Nonlinear Sciences

View full text Add to dashboard Cite

Vocabulary acquisition is pivotal in enhancing English writing proficiency. Effective integration of output vocabulary into written English is essential for improving students’ compositional skills. This study proposes a methodology for extracting vocabulary from English textual materials and subsequently applying it to student writing endeavors. To ensure the integrity and accuracy of the text materials utilized, this research employs a Long Short-Term Memory (LSTM) algorithm to perform a comprehensive spelling check on the English writing corpus prior to vocabulary extraction. Further, this paper adopts the high-frequency word list and Term Frequency-Inverse Document Frequency (TF-IDF) techniques to identify and evaluate the significance of vocabulary within the texts. Key vocabulary that significantly impacts word importance classification is preliminarily identified using the Graph Convolutional Network-K Nearest Neighbor (GCKN) algorithm. These pivotal words, termed ‘key nodes, ’ form the basis for constructing a network within the English texts. Utilizing the message-passing mechanism, information from associated nodes is aggregated at the central node, facilitating the acquisition of output vocabulary. The study findings indicate that students, after learning and applying the acquired vocabulary, demonstrate considerable improvements in their English writing capabilities. They exhibit a broader and more sophisticated use of vocabulary, leading to marked enhancements in their writing performance and overall English proficiency.

show abstract

Effects of communication mode on EFL learners’ engagement and request learning

Shen,

Cheng

2024

Front. Educ.

View full text Add to dashboard Cite

This study examines how different communication modes (two kinds of computer-mediated communication and face-to-face mode) influence EFL learners’ engagement during a collaborative writing task and its impact on subsequent request learning outcomes, measured by sociopragmatic and pragmalinguistic competence. Ninety-six high school English learners were assigned to groups for text-based chat, audio chat, and face-to-face interactions to complete a collaborative writing task in pairs. Two versions of the Written Discourse Completion Test (WDCT) were employed as pre-tests and post-tests to assess and compare the learning outcomes in request-making across the three groups. Cognitive and social engagement of learners were assessed by using multiple measures derived from chat logs and recordings, while a post-task questionnaire was utilized to gauge emotional engagement during the task. The results indicated that learners in the face-to-face and audio-chat conditions demonstrated higher levels of cognitive engagement compared to the text-chat group. The text-chat group reported fewer instances of negative emotions. In terms of request learning outcomes, all groups showed an increase in sociolinguistic appropriateness; however, no significant differences were found in overall pragmalinguistic competence. Social and emotional engagement significantly correlated with sociopragmatic improvement in the audio-chat mode, yet these indicators did not demonstrate significant predictive power.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Learner engagement in collaborative writing: The effects of SCMC mode, interlocutor familiarity, L2 proficiency, and task repetition

Cited by 3 publications

References 45 publications

Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations

Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations

A Study of Output Vocabulary Knowledge in the English Writing Process

Effects of communication mode on EFL learners’ engagement and request learning

Contact Info

Product

Resources

About