Online collaborative writing revision intervention outcomes for struggling and skilled writers: An initial finding

Lee, Sung Hee; Bernstein, Malayna; Georgieva, Zornitsa

doi:10.1080/1045988x.2018.1504741

Cited by 12 publications

(14 citation statements)

References 34 publications

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“…Finally, although the analyses in the present and the parent study (S. Lee et al, 2019) are not equivalent, we noted that all the students' stories written on Storybird were considerably better than those that were written for the timed pretests and posttests in the parent study (S. Lee et al, 2019). These findings suggest that when students have visual prompts, extended time to write, and strategy instruction in revision skills, they may improve their story in the areas of logic, complexity, dialogue, and sensory description.…”

Section: Stories On Storybirdmentioning

confidence: 62%

“…Our parent study was designed to examine how peer assistance and revision strategy instruction in an online environment improved writing performances of heterogeneously paired writers (see S. Lee et al, 2019). In this experimental study, we paired struggling writers at two rural elementary schools with skilled writers at two other rural elementary schools.…”

Section: Parent Studymentioning

confidence: 99%

“…The Storybird activities were implemented on internet-accessible classroom computers. Lessons were prestructured according to the "ReadTell ReadAsk Read-Search" strategies (S. Lee et al, 2019), in which students planned their writing, revisions, and edits and monitored their progress toward their goals. Students used the accompanying revision for each strategy and proofreading-related checklists for the ReadSearch strategy.…”

Section: Instruments Materials and Proceduresmentioning

confidence: 99%

“…Given that online environments have long been shown to be fertile spaces for collaboration (e.g., Talib & Cheung, 2017;Williams & Beam, 2019), we designed a study to examine those approaches identified as evidence-based in a meta-analysis by Graham et al (2012) (i.e., peer assistance and strategy instruction) in an online learning environment (see S. Lee et al, 2019). In this original or "parent" study, we paired a small group of struggling writers at one elementary school with a group of skilled writers at another elementary school, both schools in rural areas, where collaborations tend to be difficult due to geographical isolation (McKissick et al, 2017).…”

mentioning

confidence: 99%

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Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings

Lee

Bernstein

2022

Rural Special Education Quarterly

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This article reports on a qualitative secondary data analysis of a study of upper elementary students’ narrative writing progress in rural schools. It compares students working online in pairs with those working alone. We explain why the intervention had some positive effects for struggling writers but few effects for skilled writers. The qualitative analysis of student online writing products, student peer feedback, and teacher interviews indicated that struggling writers in the experimental group wrote more ambitious but less coherent stories than struggling writers in the control group, and that skilled writers in the experimental group received poor-quality feedback and were less inclined to revise than skilled writers in the control group. We provide suggestions for writing instruction and technology support for skilled and struggling writers.

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Section: Stories On Storybirdmentioning

confidence: 62%

Section: Parent Studymentioning

confidence: 99%

Section: Instruments Materials and Proceduresmentioning

confidence: 99%

mentioning

confidence: 99%

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Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings

Lee

Bernstein

2022

Rural Special Education Quarterly

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“…With constructive feedback that student writers got student readers, they can learn about their writing problems (Suwantarathip & Wichadee, 2014). Online collaborative revision is where students revise their writing online as the online writing platforms allow students to comment on published work asynchronously without physical space (Lee et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Online Experiences in Online Collaborative Writing with Focus on Language Rules

Herlinawati

Isnawati²,

Yudar³

et al. 2022

REiLA Journal

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Collaborative works among pairs, groups or one pair with another pair are favoured to accomplish, particularly in writing tasks. Students cannot undertake collaborative revision face-to-face during classroom instruction in EFL writing during the pandemic. Therefore, online collaborative revision has become a practical solution, especially in the context of EFL writing classes. This study aims to apprehend students' experience in online collaborative writing revision in the L2 writing context, focusing on language rules. This study employed qualitative research with a narrative inquiry as a research design. A proportionate interview with probability sampling is used as the main instrument to collect data from the EFL students at the Department of Teacher Training and Education, Universitas Lancang Kuning. Five students from the seventh semester who had taken an argumentative writing class were chosen as the participant. The findings reveals, through experiencing online collaborative writing revision, students were knowledgeable and well-improved in revising their writings, particularly on language rules. The analysis showed the students managed to share multiple perspectives on how they are experiencing the online collaborative writing revision. In conclusion, online collaborative writing revision helps students with their writing revision through the feedback they obtain during the activities in the class and makes them have an exceeding writing performance. The expected contribution from this research is to gain an exceeding description of students' needs in implementing online collaborative writing revision.

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Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review

et al. 2022

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Online collaborative writing revision intervention outcomes for struggling and skilled writers: An initial finding

Cited by 12 publications

References 34 publications

Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings

Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings

Students’ Online Experiences in Online Collaborative Writing with Focus on Language Rules

Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review

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