2022
DOI: 10.1016/j.system.2021.102715
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Learners' flow experience during peer revision in a virtual writing course during the global pandemic

Abstract: The global Covid-19 pandemic that hit educational contexts worldwide transformed our regular educational practices and some tasks such as peer revision, a staple in many additional language (AL) writing courses (Hyland & Hyland, 2019), were put aside. As teachers have become more familiar with many new technologies since the start of the pandemic, there is a need to implement peer revision tasks and to understand learners' experiences in this process. The aims of the present study were to examine AL learners’ … Show more

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Cited by 25 publications
(26 citation statements)
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“…This study supports the integration of collaborative activities in online instruction. Payant and Zuniga (2022) explore language learners’ experience of flow in an individual peer revision task followed by a shared feedback session in a Zoom-based French writing course. The study reveals that the two types of peer revision activity were both flow-generating, but learners experienced a significantly higher level of flow in the exchange of feedback or when having greater familiarity with the task and technology.…”
Section: The Special Collectionmentioning
confidence: 99%
“…This study supports the integration of collaborative activities in online instruction. Payant and Zuniga (2022) explore language learners’ experience of flow in an individual peer revision task followed by a shared feedback session in a Zoom-based French writing course. The study reveals that the two types of peer revision activity were both flow-generating, but learners experienced a significantly higher level of flow in the exchange of feedback or when having greater familiarity with the task and technology.…”
Section: The Special Collectionmentioning
confidence: 99%
“…Of course, the fact that psychology-related topics did not make these lists of research foci in L2 writing does not mean that there has not been research on these issues. In fact, there have been quite a few L2-writing studies dealing with psychological/sociopsychological issues, such as anxiety, attitude, motivation, self-efficacy, and self-regulation ( Hashemian and Heidari, 2013 ; Ringel, 2014 ; Waller and Papi, 2017 ; Rahimi and Zhang, 2018 ; Payant and Zuniga, 2022 ). These studies have produced important findings about how positive psychological factors (such as positive attitude and strong motivation) may enhance L2 writing performance and development and how negative psychological factors (such as high anxiety and low or lack of motivation) may hinder L2 writing performance and development.…”
Section: Introductionmentioning
confidence: 99%
“…Yet, it is interesting to note that only two of these psychology-related studies on L2 writing ( Ringel, 2014 ; Payant and Zuniga, 2022 ) seemed to have been carried out explicitly in the theoretical framework of positive psychology, a fact that is quite puzzling considering that the past 2 decades have witnessed a significant increase in the number of positive psychology-guided studies in the field of foreign/second language learning/acquisition or SLA, to use a more generic acronym for simplicity purposes, (e.g., Egbert, 2003 ; Kirchhoff, 2013 ; Gabryś-Barker and Gałajda, 2016 ; MacIntyre, 2016 ; Aubrey, 2017a , b ; Piniel and Albert, 2017 ; Dewaele et al, 2019 ). These studies in SLA have covered various aspects of positive psychology, including emotion (e.g., Dewaele, 2005 , 2015 ; Saito et al, 2018 ), flow experience ( Egbert, 2003 ; Czimmermann and Piniel, 2016 ; Aubrey, 2017a , b ), and motivation ( Piniel and Albert, 2017 ; Saito et al, 2018 ).…”
Section: Introductionmentioning
confidence: 99%
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