Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool

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Detalles Bibliográficos
Publicado en:	ReCALL : the Journal of EUROCALL vol. 37, no. 1 (Jan 2025), p. 43
Autor principal:	Fang Mei
Otros Autores:	Ma, Qing, Tang, Jinlan, Zou, Bin
Publicado:	Cambridge University Press
Materias:	Interviews Computer assisted instruction > CAI Communication Student participation Equality Distance learning Teachers Second language writing Editing Computer mediated communication Computer assisted language learning Decision making Online instruction Collaborative learning Interpersonal communication Education Language Group dynamics Investigations Writing Leadership Data collection Second language learning Educational objectives Learning outcomes Students Cooperative learning Collaboration Language acquisition Large groups Internet Literature Reviews Educational Research Communication (Thought Transfer) Student Leadership Collaborative Writing Online Courses Language Proficiency Learner Engagement Distance Education Learning Processes Computers Learning Experience Educational Technology Class Size Novices Program Proposals Electronic Learning Proposal Writing Leadership Styles Outcomes of Education
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Descripción
Resumen:	This study explored how collaborative writing, an often-used instructional strategy in second language (L2) learning, intersects with large-group dynamics, and investigated their potential impact on the quality of writing outcomes in an online distance learning course. Using a mixed-methods approach, the research scrutinized intra-group interaction processes in two large groups undertaking a computer-assisted language learning writing assignment and evaluated the impact of these interaction processes on their writing products. Data from discussions in both a public online forum and a private social communication platform (WeChat) were collected, systematically coded, and analysed quantitatively and qualitatively based on language functions. Data collection also included an assessment of the written products and follow-up group interviews. The findings indicate distinct interaction patterns between high-performing and low-performing groups, characterised by an expert/participant pattern and a dominant/passive pattern, respectively. Additionally, insights from the interviews shed light on these interaction patterns and the potential impact on student learning outcomes. The study suggests practical implications, highlighting the importance of task design in promoting high levels of collaborative knowledge construction to enhance students’ writing skills and L2 language learning in large-group settings.
ISSN:	0958-3440 1474-0109
DOI:	10.1017/S0958344024000211
Fuente:	Psychology Collection