Effects of Computer-Mediated Collaborative Writing on Individual EFL Writing Performance

Autor/inn/en	Jiang, Wei; Eslami, Zohreh R.
Titel	Effects of Computer-Mediated Collaborative Writing on Individual EFL Writing Performance
Quelle	In: Computer Assisted Language Learning, 35 (2022) 9, S.2701-2730 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1893753
Schlagwörter	Collaborative Writing; English (Second Language); Second Language Learning; Second Language Instruction; Native Speakers; Computer Mediated Communication; Writing Instruction; Writing Improvement; Language Proficiency; Accuracy; Language Fluency; Advanced Students; Writing Skills; Transfer of Training; Writing Evaluation; Teaching Methods; Computer Assisted Instruction; Foreign Countries; Individual Differences; Preservice Teachers; Teacher Education Programs; Language Teachers; Methods Courses; Scores; College Entrance Examinations; Intercultural Communication; Personal Autonomy; Flexible Scheduling; Peer Groups; Writing Processes; International Educational Exchange; Outcomes of Education; Undergraduate Students; China; United States + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Computerkonferenz; Schreibunterricht; Language skill; Language skills; Sprachkompetenz; Fortgeschrittener; Writing skill; Schreibfertigkeit; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Ausland; Individueller Unterschied; Language teacher; Sprachunterricht; Methodisch-didaktische Anleitung; Aufnahmeprüfung; Interkulturelle Kommunikation; Individuelle Autonomie; Flexible working hours; Flexible Arbeitszeit; Gleichaltrigengruppe; Peer Group; Internationaler Austausch; Lernleistung; Schulerfolg; USA
Abstract	Although the effectiveness of computer-mediated collaborative writing (CMCW) is confirmed by many recent studies, only a few have investigated whether linguistic knowledge and writing skills learned through collaboration can be internalized and transferred to individual writing. This study uses a pre-and post-test design to investigate the impact of CMCW in a classroom setting on Chinese EFL learners' development of writing skills and linguistic knowledge. Participants included 135 non-native English speakers with intermediate or advanced language proficiency and 45 native English speakers. They completed two online writing tasks in dyad or individually over eight weeks. The influences of task type, dyadic type and language proficiency were measured by gain scores on writing complexity, accuracy, fluency, and overall individual writing performance. Findings indicate that intermediate learners had higher gains than advanced learners, and that task type, dyadic type and language proficiency significantly support improvement in overall writing performance and fluency, but not accuracy and complexity. This study confirms the benefits of CMCW on language learning, suggests directions for future research, and offers practical applications for EFL writing teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01