Types, features, and effectiveness of technologies in collaborative writing for second language learning

Zhang, Ruofei; Zou, Di

doi:10.1080/09588221.2021.1880441

Cited by 47 publications

(44 citation statements)

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“…They are "extramural" or "out-of-school exposure." The second group of keywords was used to search for educational research, identified in previous review studies in this field [12,13,15]. They are "teach" or "learn" or "educat."…”

Section: Methodsmentioning

confidence: 99%

“…This category concerns the frequency and the amount of time the subjects devoted to different types of ELL activities, as reported in the reviewed article 4) Research findings concerning the effectiveness of ELL. This category concerns the usefulness of ELL activities for language learning and involves two codes, following previous reviews in this field [15]. One concerns the target aspects of language learning, including academic and affective aspects.…”

Section: Methodsmentioning

confidence: 99%

“…Watching videos in the target language can engage students in long-time exposure to language inputs through visual and audio channels [13,15], so it was frequently investigated as a type of ELL activity. Previous research on ELL investigated diversified types of videos, including animations [18], TV series [21], spots events [32], movies [26], and YouTube video clips [29].…”

Section: Plos Onementioning

confidence: 99%

“…Lastly, writing compositions in the target language was investigated as an ELL activity. While producing target language, people retrieved vocabulary and grammar knowledge from their long-term memory, reflect their language proficiency levels, and develop writing proficiency [15]. Researchers investigated people's writing of emails/letters [32], messages [29], stories [22], diaries [46], and reviews [35].…”

Section: Plos Onementioning

confidence: 99%

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Target languages, types of activities, engagement, and effectiveness of extramural language learning

et al. 2021

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Since Sundqvist introduced the term “extramural English” in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural language learning, this study conducts a review of 33 relevant articles retrieved from Scopus and Web of Science databases. The results showed the five types of target languages frequently investigated in this field (i.e., English, German, French, Chinese, and Japanese) and seven main types of extramural learning activities (i.e., playing digital games, watching videos, reading, listening to audios, having technology-enhanced socialisation, having face-to-face socialisation, and writing compositions). People’s engagement in extramural language learning was overall high, especially listening to audios and playing digital games, mediated by the relationship between the difficulty of the activities and people’s target language proficiency levels, gender, and the interactive environment. Extramural language learning was overall effective for language development and enhancing affective states in language learning. The effectiveness may be influenced by the involvement of language inputs and outputs and the amount of engagement time. Implications for practitioners were suggested concerning encouraging digital gameplay, emphasising formal language instruction, and creating positive interactive environments for extramural language learning.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

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Target languages, types of activities, engagement, and effectiveness of extramural language learning

et al. 2021

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“…Furthermore, Abrams (2019) found that, in her creative writing course using Google Docs, CW groups produced more propositional and coherent texts than less-collaborative groups. Zhang and Zou (2021) concluded from their study that technologies allow students to reflect on their work, learn from others, interact with team members easily and motivate them to write. They also added that technologies will be effective only when they are easy to use, when students actively engage in planning and reflection and when students are responsible for co-authoring.…”

Section: Collaborative Writingmentioning

confidence: 99%

Synchronous collaborative writing instruction in a university EFL context: Challenges and solutions

Chanwaiwit¹,

Inpin²

2021

WJET

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This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education. Keywords: Online learning challenges, synchronous collaborative writing, EFL writing teaching practices, EFL writing instruction

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Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment

Zou

Xie²,

Wang

2021

Lecture Notes in Computer Science

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Types, features, and effectiveness of technologies in collaborative writing for second language learning

Cited by 47 publications

References 45 publications

Target languages, types of activities, engagement, and effectiveness of extramural language learning

Target languages, types of activities, engagement, and effectiveness of extramural language learning

Synchronous collaborative writing instruction in a university EFL context: Challenges and solutions

Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment

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