The Role of Online Collaboration in Promoting ESL Writing

Autor/in	Choi, Jessie Wai-ching
Titel	The Role of Online Collaboration in Promoting ESL Writing
Quelle	In: English Language Teaching, 1 (2008) 1, S.34-49 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Community Colleges; College Students; English (Second Language); Writing Instruction; Collaborative Writing; Web Based Instruction; Computer Mediated Communication; Electronic Learning; Electronic Mail; Revision (Written Composition); Writing Evaluation; Peer Evaluation; Questionnaires; Interviews; Reflection; Student Attitudes; Writing Attitudes; Writing Improvement; Learning Motivation; Educational Benefits; Outcomes of Education; Data Analysis; Stress Management; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Community college; Community College; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Web Based Training; Computerkonferenz; Elektronischer Briefkasten; Korrektur; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten; Motivation for studies; Lernmotivation; Bildungsertrag; Lernleistung; Schulerfolg; Auswertung; Stressmanagement; Stressbewältigung; Hongkong
Abstract	The study examined an ESL writing class, which consisted of 36 students, at a community college of Hong Kong. The students took part in three online collaborative writing tasks by sending drafts to peers who gave them suggestions and comments for improvement and working together on the completion of the writing tasks via email. The 36 students worked in small groups of four to six. They wrote, responded and revised using the email system offered by the WebCT interface of their course book. The results were evaluated by means of questionnaire, interview with participating students, report of the peer observer, written work, e-responses and reflective summaries of students. The overall results suggest that students generally enjoyed the supportive atmosphere created by online collaborative tasks and regarded the use of online collaboration as a means of improving their writing by enhancing their motivation, awareness of the audience and the importance of revising, and by reducing their stress and cultivating their positive attitudes towards writing. The data show that the inclusion of the online component has potential in supporting learning and bringing about positive learning effects on writing as learners were found to enjoy the benefit of interacting with the other learners both in-class and out-of-class in the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01