Asynchronous Group Review of EFL Writing: Interactions and Text Revisions

Autor/inn/en	Saeed, Murad Abdu; Ghazali, Kamila
Titel	Asynchronous Group Review of EFL Writing: Interactions and Text Revisions
Quelle	In: Language Learning & Technology, 21 (2017) 2, S.200-226 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	English (Second Language); Second Language Instruction; Writing Instruction; Persuasive Discourse; Essays; Arabs; Foreign Countries; Asynchronous Communication; Interaction; College Students; Group Discussion; Peer Evaluation; Social Media; Coding; Language Usage; Computer Mediated Communication; Malaysia (Kuala Lumpur) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibunterricht; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Arab; Araber; Ausland; Interaktion; Collegestudent; Gruppendiskussion; Soziale Medien; Codierung; Programmierung; Sprachgebrauch; Computerkonferenz
Abstract	The current paper reports an empirical study of asynchronous online group review of argumentative essays among nine English as foreign language (EFL) Arab university learners joining English in their first, second, and third years at the institution. In investigating online interactions, commenting patterns, and how the students facilitate text revisions, a three-level analysis of learners' comments in terms of the language functions, nature and focus area, and connections to subsequent text revisions was conducted. The learners produced a number of 1,792 comments which were exploratory, including scaffolding and non-scaffolding (72%), procedural (11%), and social (17%) comments. In relation to the nature and focus area, 53% of the exploratory comments were revision-oriented comments--focusing on global (n = 799; 84%) and local (n = 149; 16%) issues of learners' essays--whereas non-revision-oriented comments (47%) focused on learners' socio-relational space (74%), task management (23%) and technical challenges (3%). The findings also showed that 46% of the overall global (n = 615) and only 10% of the overall local (n = 838) text revisions were connected to learners' comments, indicating the value of global oriented comments in facilitating learners' global text revisions. Differences of occurrence of these commenting patterns among the three groups were found. Such findings suggest that global text revisions need to be modelled by instructors. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01