Scaffolding collaborative technical writing with procedural facilitation and synchronous discussion

Yeh, Shiou-Wen; Lo, Jia Jiunn; Huang, Jeng Jia

doi:10.1007/s11412-011-9117-9

Cited by 30 publications

(23 citation statements)

References 34 publications

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“…English writing skills are critical to educational and occupational success (Togatorop, 2015). Some researchers go even further to consider them as essential capabilities for surviving in the 21 st century (Rosário et al, 2017;Yeh, Lo, & Huang, 2011). However, writing in EFL is a difficult and challenging process (Al-Samadani, 2010;National Assessment of Educational Progress, 2011;Warschauer, 2010) that requires hard work from writers to coordinate a number of cognitive and knowledge skills (Crossley & McNamara, 2016).…”

Section: Problem Of the Studymentioning

confidence: 99%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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This study has devoted itself to examining the effect of using cloud-based collaborative writing on EFL students' writing quantity and quality. Twenty-one EFL students studying at Jubail College of Education, IAU University participated in the study. They were pretested in writing quantity and quality before the treatment then they practiced cloud-based collaborative writing for a whole semester before being posttested in both measures. Results from non-parametric Wilcoxon Signed Ranks revealed no significant difference between the pretest and the posttest regarding writing quantity whereas it revealed a significant difference with regard to writing quality. It was concluded that cloud-based collaborative writing can be used to improve the quality of essays written by EFL students. Recommendations and research suggestions were introduced.Through the researcher's experience as an associate professor of TEFL at Jubail College of Education, IAU University, she noticed that writing is indeed a problematic area for most EFL students and that most students get low grades in their writing exams. Furthermore, she administered a writing test to a group of these students. Through analyzing their answers, the researcher found that they wrote insufficiently and she discovered that they committed many errors in coherence, grammar, spelling, structure, word choice, punctuation, phoneme clusters, and use of prefixes and suffixes. Therefore, the need arose to search for a solution for Saudi EFL students' inability to write effectively regarding both quantity and quality. Based on the researcher's search for effective strategies that can improve EFL writing quantity and quality, cloud-based collaborative writing seemed as a promising one.

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Section: Problem Of the Studymentioning

confidence: 99%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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“…In addition, a considerable number of quantitative studies on CSCL scripts could not be included in this metaanalysis because they did not manipulate CSCL scripts experimentally (e.g., Hummel et al 2011) or because they did not report outcomes on one of the two target measures used in this meta-analysis (e.g., Yeh, Lo, and Huang 2011).…”

Section: Limitationsmentioning

confidence: 99%

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

et al. 2016

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Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner's reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners' internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process.Keywords Collaboration scripts . Collaboration skills . Computer-supported collaborative learning . Domain-specific knowledge . Socio-cognitive scaffolding . TransactivityResearch on computer-supported collaborative learning (CSCL) deals with the question how digital technologies can be used to help groups of learners collaborate on a high level Educ Psychol Rev (2017) University of Augsburg, Universitätsstr. 10, 86159 Augsburg, Germany (Koschmann 1996). A high level of collaboration is reached when groups of learners engage in certain socio-cognitive activities such as explaining (Webb et al. 2009), questioning (King 1998), or arguing (Andriessen, Baker, andSuthers 2003). Through an engagement in such activities, students are assumed to acquire both domain-specific knowledge (i.e., knowledge about the topic that is discussed within the group) and cross-domain skills such as collaboration skills or argumentation skills. In short, collaborative learning is credited for its high potential to facilitate learners' cognitive development (Mugny and Doise 1978;Schwarz and Linchevski 2007). However, as prior research on collaborative learning-both in face-to-face and in computer-mediated settings-has shown, learners often have difficulties engaging spontaneously in beneficial collaborative learning activities (Cohen 1994;Kuhn, Shaw, and Felton 1997). In this article, the term Bunstructured collaboration^is used to refer to such situations in which learners are not supported with respect to their collaborative learning activities.To overcome these problems, learners can be supported by means of socio-cognitive scaffolding that guides them through collaborative activities that enhance learning. In computer-supported lea...

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“…An effective way to organize information in the I-Charts was to create a bare-bone roadmap outline that reflected the synthesized information. This bare-bone roadmap outline was different from the preliminary brainstorm-based one in Phase I of the writing process (Yeh, Lo, & Huang, 2011); the I-Chart-based outline is a roadmap that is rich in information, rooted in the research conducted in earlier writing phases, and will provide a solid foundation for a quality first draft.…”

Section: Phase Iii: Putting It Together-draftingmentioning

confidence: 99%

Rising to the Challenge

Xiao-ping

Zhang

2015

Sage Open

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Writing is recognized as a vital skill in education and the workplace; students in the United States finishing K-12 schooling are expected to be competent writers. Yet, the Nation’s Report Card found that U.S. high school graduates coming into the workforce are particularly deficient in writing skills. Teachers serve as a crucial link in the move to improve literacy skills of K-12 students; however, teachers themselves are underprepared to be writers and writing teachers. Therefore, there is an urgent need to improve teachers’ writing skills and skills of teaching writing to improve K-12 students’ writing skills in the United States. This qualitative study examined the process-based writing project experienced by 22 practicing teachers through their reflective practices in a graduate capstone class. In particular, this study explored the challenges the teachers faced and the lessons they learned through the recursive phases of writing: planning, drafting, revising, editing, conferring, and publishing. The triangulation of the researchers’ field notes, teachers’ daily reflections, and informal interviews between the instructor and the teachers indicated that the challenges the teachers faced and the lesson they learned through the process-based writing project were phase specific. On the completion of the writing project, the participating teachers (a) developed a deep understanding of process-based writing; (b) learned new skills of planning, drafting, revising, editing, and sharing; and (c) were more confident as writers themselves and as writing teachers for their students.

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Scaffolding collaborative technical writing with procedural facilitation and synchronous discussion

Cited by 30 publications

References 34 publications

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

Rising to the Challenge

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